ERIC Number: ED025483
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Analyzing Verbal and Nonverbal Classroom Communications.
Heger, Herbert K.
The Miniaturized Interaction Analysis System (Mini-TIA) was developed to permit improved analysis of classroom communication in conjunction with video taping. Each of seven verbal event categories is subdivided into two categories according to the nature of the nonverbal events paralleling them. Integrated into the system are (1) defined verbal and nonverbal dimensions; (2) categories reflecting the personal, content, and institutional aspects of classroom tasks; (3) categories designed to permit encoding on purely behavioral evidence; and (4) categories which are few in number, symmetrical, and easy to use. Categories were developed from three key concepts about teaching: (1) Both teachers and students have classroom roles; these include, for teachers, an institutional or control role, a knowledge conveyance role, or a role as developer for student personalities, and for students, a learner role or a role as a developing personality. (2) The interaction process is the sum of verbal and nonverbal events, usually in some combination. (3) Work with Flanders' Interaction Analysis System has demonstrated the desirability of maintaining the direct-indirect teaching concept. Preliminary work with Mini-TIA has demonstrated that the system is functional and effective in focusing the attention of education students on key behaviors. Also, Mini-TIA permits statistical computation of observational data. (SG)
Descriptors: Classroom Communication, Classroom Observation Techniques, Educational Research, Interaction Process Analysis, Nonverbal Communication, Role Theory, Student Behavior, Student Teacher Relationship, Task Analysis, Teacher Behavior, Teacher Education, Verbal Communication, Videotape Recordings
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Flanders System of Interaction Analysis; Miniaturized Total Interaction Analysis System