GALLOWAY’S INTERACTION ANALYSIS

This system of interaction analysis was developed by Charles Galloway in the form
of a teacher’s training technique. It is basically a category type system involving
categorization of all sets of possible verbal and non-verbal behaviour of a teacher in the
classroom while interacting with the students.
In total there are ten categories of verbal behaviour and ten categories of non-verbal
behaviour. These are divided into three major sections.
(a) Teacher Talk
(b) Student Talk
(c) Silence and confusion
In this system relevance to the non- verbal cues is given along with the verbal behaviour, as
the teachers do convey information to students through non-verbal cues. These cues can be
either spontaneous or managed and facilitate any effort to understand others and to be
understood. Since the teacher is the important factor in producing communication and
subsequent interactions. Thus, this system provides a unique approach to a more complete
analysis of interaction in the classroom as it combines both verbal and non-verbal dimensions
of teacher behaviour.
It is also known as IDER system:
I - Indirect (Verbal Interaction)
D - Direct (verbal Interaction)
E - Encouraging (Non- Verbal Interaction)
R - Restricting (Non-Verbal Interaction)
Assumptions
1. Non-verbal communication of a teacher do, has a significant role in classroom
interaction
2. As one cannot see when he/she behaves, so, feedback is necessary for the behaviour.
3. The non-verbal cues are important, as they can reinforce and can motivate a student.
4. Non-verbal communication can be more effective during interaction in the classroom.
5. Becoming aware of his non-verbal events occurring around us, one can achieve a
better understanding of himself.
6. Training of teachers enhances the aspect of non-verbal communication in teachers.
7. The system is based upon the theory of modification of the teacher’s behaviour.

Category No Verbal Behaviour Non-verbal Behaviour

1 Accept students Feelings Congruent - Incongruent
2 Praises or encourages Congruent - Incongruent
3 Use students Idea Implement -Perfunctory
4 Ask questions Personal- Impersonal
5 Lectures-Gives Information Responsive-Unresponsive
6 Gives Direction Involve- Dismiss
 7 Criticizes On Justifies Authority Firm- Harsh
8 Students Talk (Response) Receptive-Inattentive
9 Students Talk (Initiated) Receptive-Inattentive
10 Silence or Confusion Comfort- Distress

Communication
Communication is a process of sharing or exchanging, experiences, information, ideas,
opinions, thoughts and so on.
Classification
1. Verbal communication strategy
2. Non-verbal Strategy
Verbal Communication Strategy
Language is the key and base of any verbal communication. The use of language can take
one of the three forms i.e oral, written, oral plus written
Non-verbal communication strategy
It refers to all external stimuli other than spoken or written words and including body
motion, characteristics of voice and use of space and distancing
Modes
 Facial Expression
 Language of Eye
 Body language
 Sound symbols

Category Verbal Behaviour Non- Verbal

Behaviour
Desirable Undesirable
1 1 Q A
2 2 W S
3 3 E D
4 4 R F
5 5 T G
6 6 Y H
7 7 U J
8 8 -
9 9 - --
10 10(Zero) (Zero) (Zero)

Characteristics
The characteristics of Charles Galloway system are as follows
  By the means of corrective feedback, one gets a chance to improve upon his verbal as
well as non-verbal behaviour
 It helps in describing direct V/S Indirect influence in teaching behaviour
 Emphasis is given on both the verbal and non-verbal behaviour of the teachers.
 There is an analysis of initiative and response of a teacher.
 This system can be used in researches in teaching
Advantages
1. The teachers are continuously provided with the feedback such that the modification
of behaviour is done.
2. It provided an opportunity to a teacher to improve upon his / her nonverbal behaviour.
3. Negative Reinforcement i.e. punishment is avoided
4. It is a reliable and objective technique of observing and analysing the verbal and non-
verbal behaviour of a teacher in classroom.
5. It helps in determining the pattern and flow of teaching behaviour
6. It adds and supplements the training technique like micro teaching,
7. It can be used for carrying out research in the means of teaching, teacher behaviour,
pre-service and in-service education of teachers.
Limitations
1.The teacher may hesitate in the presence of video camera or supervisor.
2. The teacher may find it difficult to handle it in the classroom as both the verbal and the
non-verbal behaviour could not be prominently marked.
3. A single aspect of non-verbal behaviour, do comprise of various small behaviour,
which could not be properly categorized.
4. The process is time consuming
5. Requirement of costly sophisticated media of educational technology i.e video camera
or other device
6. The system concentrates on both the verbal and non-verbal behaviour. It does not
describe the classroom behaviour totally as some are always over looked which might
be important too.
7. Classroom interaction in the form of pupil-pupil interaction does not find place in the
system
8. It requires highly trained, reliable and competent observer.
9. It does not provide value judgments about good and bad teaching behaviour.
Steps
1. Recording of classroom events
2. Construction of interaction matrix
3. Interpretation on interaction matrix
Recording Classroom Events
1. Appropriate position
 2. No interference of disturbance
3. Proper coding (Memorization of codes)
4. Noting at every 3 seconds
5. Column or row
Rules
1. The observer must not be concerned by his own bias
2. Verbal and non-verbal communication observed carefully
Procedure for Recording Classroom event
1.Manual encoding
2. Advanced computerised encoding
3. Accept Student feeling
4. Praises or Encourages
5. Uses student Idea
6. Ask questions
7. Lecturing
8. Giving Directions
9. Criticizing or Justifying Authority
10. Pupil Talk Response
11.Student Talk Initiation
12. Silence and Confusion

Interaction Analysis
Original Series Series for Paining Pairing
5 10 10
4 5 5
3 4 4
10 3 3
6 10 10
2 6 6
6 2 2
1 6 6
8 1 1
2 8 8
2 2
10 10