Analysis of Types of Student-Teacher Interaction in Classrooms
ANALYSIS OF TYPES OF STUDENT-TEACHER INTERACTIONS IN THE CLASSROOM
Tyler Sason
Dr. Robin Smith
27 April 2013
SMT4301 Spring 2013
INTRODUCTION
One of the most important components of successful science teaching is the use of effective questioning (Clough, 2007). Abraham and Schlitt (1973) argue that, “Teaching requires continuous analysis of both student and teacher behaviors and subsequent modificationof classroom performance.” They also say teachers must be their own critics if continuous analysis is to occur (Abraham & Schlitt, 1973). The topic that I chose to focus on analyzing are the interactions, such as questioning and responding, that take place between teachers and their students. Given the topic, this final video analysis project will focus on answering the question, “What types of interactions are taking place in the classroom?” One way to improve teacher interactions and behaviors is through deep reflection on one’s own practice through action research (Capobianco et al. 2004). I chose to research this topic because it is important for me to better understand whether I am effectively asking questions that guide students to the desired outcomes or merely lecturing. Through this research, I hope to discover who is doing most of the talking in the classroom and whether I am doing most of the thinking for them or if I am pushing them to think more deeply about the subject so that they can make their own connections. I also want to see what types of questions I am asking my students and whether the majority of them are simple answer questions or if they require my students to think critically and make connections to prior knowledge before answering a question I have posed. Finally, I would like to know whether, after asking a question, I give my students enough time to think about their answers and whether I give them the answer directly or if I help my students to find their own answers. Researching this question will have a
Tyler Sason
Dr. Robin Smith
27 April 2013
SMT4301 Spring 2013
INTRODUCTION
One of the most important components of successful science teaching is the use of effective questioning (Clough, 2007). Abraham and Schlitt (1973) argue that, “Teaching requires continuous analysis of both student and teacher behaviors and subsequent modificationof classroom performance.” They also say teachers must be their own critics if continuous analysis is to occur (Abraham & Schlitt, 1973). The topic that I chose to focus on analyzing are the interactions, such as questioning and responding, that take place between teachers and their students. Given the topic, this final video analysis project will focus on answering the question, “What types of interactions are taking place in the classroom?” One way to improve teacher interactions and behaviors is through deep reflection on one’s own practice through action research (Capobianco et al. 2004). I chose to research this topic because it is important for me to better understand whether I am effectively asking questions that guide students to the desired outcomes or merely lecturing. Through this research, I hope to discover who is doing most of the talking in the classroom and whether I am doing most of the thinking for them or if I am pushing them to think more deeply about the subject so that they can make their own connections. I also want to see what types of questions I am asking my students and whether the majority of them are simple answer questions or if they require my students to think critically and make connections to prior knowledge before answering a question I have posed. Finally, I would like to know whether, after asking a question, I give my students enough time to think about their answers and whether I give them the answer directly or if I help my students to find their own answers. Researching this question will have a
Cited: (2005). What is satic? Science Education, Retrieved from http://ahsqilt.wikispaces.com/file/view/What is SATIC.pdf Bell, L. Every minute counts: Chapter 2 the art of questioning Capobianco, B. et al, (2004). Action research for teachers: Understanding the necessary steps for implementing and developing productive action plans. The Science Teacher, 71 (3), 48-53. Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students ' responses.International Journal of Science Education, 28 (11), 1315- 1346. doi: 10.1080/09500690600621100 Clough, M Clough, M. (2007). What is so important about asking questions? Iowa Science Teachers Journal, 34 (1), 2-4. Krusi, J. (2009) Revoicing: The Good, the Bad, and the Questions. In: B. Herbel- Eisenmann and M. Cirillo (eds.) Promoting Purposeful Discourse: Teacher Research in Mathematics Classrooms. NCTM. Manouchehi, A. & Lapp, D. (2003) Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96: 562-566. Schlitt, D. M. & Abraham, M. (1973). Verbal interaction: A means for self-evaluation. School Science and Mathematics, 73 (8), 678-686