Group Supervision: A Technique for Improving Teaching Behavior

Amidin, Edmund J.; Kies, Kathleen M.; Palisi, Anthony T.
September 1966
Education Digest;Sep1966, Vol. 32 Issue 1, p18
This article presents information on the Flanders System of verbal interaction analysis provides the teacher with an instrument of objectivity through which he can compare his own performance with his intentions and study teacher-pupil dialog. This system was used as the basis for an in-service training program carried out by the authors. Flanders classifies classroom verbal interaction in 10 categories, seven of which identify teacher talk. Four categories are considered indirect teacher talk: accepting and clarifying student feeling, praising or encouraging student behavior, accepting and clarifying student ideas, and asking questions. Three categories are considered direct teacher talk: lecturing or giving information or opinion, giving directions, and criticizing or justifying teacher authority. Two categories classify student talk: response to the teacher and student-initiated talk. The tenth category is used to identify silence or confusion. The observer, who may be present in the classroom or listen to a tape, records in sequence every three seconds the appropriate category numbers. When the lesson is over, the observer enters the numbers in the form of tallies in a 10-row by 10-column grid, called a matrix. The matrix reveals both quantification and patterns of verbal interaction.


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