Flanders'Interaction Analysis Categories(FIAC) on the web-site for teachers and learners of English as a secondary language from a German point of view
Analysis Categories (FIAC)
Accepts feeling: accepts and clarifies
the feeling tone of the students in a non-threatening manner. Feelings
may be positive or negative. Predicting and recalling feelings are included
Praises or encourages: praises or encourages
student action or behaviour. Jokes that release tension, not at the expense
of another individual, nodding head or saying 'uh huh?' or 'go on' are
Accepts or uses ideas of student: clarifying,
building, or developing ideas or suggestions by a student. As teacher brings
more of his own ideas into play, shift to category five.
Asks questions: asking a question about
content or procedure with the intent that a student may answer
Lectures: giving facts or opinions about
content or procedures; expressing his own ideas; asking rhetorical questions
Gives directions: directions, commands,
or orders with which a student is expected to comply.
Criticises or justifies authority: statements,
intended to change student behaviour from non-acceptable to acceptable
pattern, bawling someone out; stating why the teacher is doing what he
is doing, extreme self-reference.
Student talk-responses: talk by students
in response to teacher. Teacher initiates the contact or solicits student
Student talk-initiation: talk by students
which they initiate. If 'calling on' student is only to indicate who may
talk next, observer must decide whether student wanted to talk. If he did,
use this category
Silence or confusion: pauses, short periods
of silence and periods of confusion in which communication cannot be understood
by the observer.
Please try to
classify the utterances of the English lesson tape script by simply using
the numbers of FIAC
What do you think about these statements?
'Pupils learn more when they are listening
than when they are talking.'
'Pupils should only speak when they
are spoken to.'
The best role for a teacher is that
of a benevolent dictator.'
'The teacher has a job to do and pupils
must accept this.'
'Pupils will take advantage of you if
you don't keep your distance.'
'Not all science can be made interesting
all of the time.'
'Some children don't need motivating.'