CHAPTER I

INTRODUCTION

1.0.0 INTRODUCTION

“Education is a conscious and deliberate process in which one personality acts

upon another in order to modify the development of the other by the
communication, manipulation and knowledge”. •
Adams

It is clear from the above definition that the process of modifying the
behaviour of a student can be conscious and a deliberate effort by the teacher
through communication and knowledge. Thus, we can say that modification of
behaviour could be done through interactions in the teaching learning process.

Teacher is the pivotal point and the heart of the matter. Education takes place
through the interaction between the teacher and the taught. Teacher is the maker
of man. He trains the mind, cultivates the manners and shapes the morals of
members of community at their most impressionable age. However, it can only
be possible if we have effective and capable teachers for bringing such changes
in the behaviour of the growing children.
Teaching is to cause the child to learn and acquire the desired knowledge,
skills and also desirable ways of living in the society. The main aim of teaching
is to help the child to respond to his environment in an effective way. According
to Burton” Teaching is the simulation guidance, direction and encouragement of
learning.” The definition has four key words which need to cause motivation in
learner to learn new things. It is to create an urge to learn. Direction means that
teaching is not haphazard activity but, it is a goal directed activity, keeping into
consideration the economy of time and effectiveness of learning, guidance
means to guide the learners to develop his capabilities skills, attitude and
knowledge to the maximum for adequate adjustment in the external
environment and the last key word is encouragement of learning to encourage
the learner to acquire maximum learning. Teaching is manifested in various acts
that a teacher carries out in congruence to certain professional rules and
principles. Thus, we can say that good and efficient teachers on account of their
magnificent qualities, virtues and skills may prove a boon to proper growth and
development of the personality of the students. Therefore, teacher could be
made efficient through proper training process.

Many people are in the opinion that teaching is an art since teachers are born
and not made. Paintal (1980) opinioned that there may be few who are born
teachers but majority of us have to be made, and even the born teachers can
benefit from the psychological principles underlying in teacher training
programme.

Teaching is a complex / many sided activity consisting of a number of verbal

and non-verbal acts, like, questioning, explaining, drawing, rewarding, smiling,
nodding, movements etc. the complex task of teaching has been analyzed into
limited but well defined components called teaching and skills.

For inducing desired behaviour or bringing needed modification in the

existing behaviour of teacher, techniques such as shaping and modeling, Role
Playing, Micro-teaching, Flander’s Interaction Analysis etc. can be used. With
the help of these techniques, the appropriate behaviour is played by a model, for
observation. This model may be the teacher trainer himself. Thus, the role of
teacher trainer is very important in the student behaviour modification. The
process of training includes the cycle of plan, perform / feedback, which may
continue till the trainee attains the desired standard teacher behaviour.
Therefore, feedback plays an important role in becoming an effective teacher.

1.1.0.0 FEEDBACK

Feedback information informs the individual about the effect or outcome of

a course of behaviour which has been enacted by that person, thus allowing a
sequence of action or behaviour to be modified if necessary or desirable.

According to Good (1972): Feedback is a process whereby an individual gains

information concerning the correctness of his previous response, so that he can
adjust his behaviour to compensate for errors.

According to Southwest Texas Center for Professional Development and

Technology, the purposes of feedback are as follows:

 Teaching specific skills.

 Connecting specific skills / concepts to experience.

  Reinforcing positive teaching behaviour.

 Correcting misconceptions, misapplications.

 Guiding and / or encouraging reflection.

 Encouraging self assessment and self reward.

Feedback is an essential component for helping student teachers to develop

as self-reflective and expert teachers.

1.1.0.1 BASIS OF FEEDBACK

According to Kulhavy and Stock (1989), effective feedback provides the

learner with two types of information: verification and
elaboration. Verification is the simple judgment of whether a behaviour is
correct or incorrect, while elaboration is the informational component providing
relevant cues to guide the learner towards a desirable behaviour.

Feedback, can take on many forms depending on the levels of verification

and elaboration incorporated into the item response. Eight commonly used
levels of feedback are described as below:

 No-feedback: Often used as a comparison condition, a no-

feedback condition simply provides learners with the performance score
with no reference to individual behaviour. This minimal level of feedback
contains neither verification nor elaboration, but simply states the
learners’ number or proportion of desirable behaviour.

 Knowledge-of-behaviour: The simplest form of feedback, knowledge-

of-behaviour tells learners whether their behaviours are desirable or
undesirable. While this type of feedback is essential for verification
purposes, it does not provide any information that would further the
learners’ knowledge or provide additional insight into possible errors in
understanding.

 Feedback-until-desirable behaviour: A modification of knowledge-of-

behaviour feedback that often is associated with mastery learning
instruction is Feedback-until-desirable behaviour. Feedback-until-
desirable behaviour provides verification but no elaboration, and requires
 the learner to remain on the same test item until the correct answer is
selected.

 Knowledge – of - desirable behaviour: Knowledge – of - desirable

behaviour feedback provides individual item verification and supplies
learners with the correct answer. Knowledge-of-correct-response
provides no elaborative information, however, beyond identification of
the correct response option.

 Topic-contingent: Topic-contingent feedback provides item verification

and general elaborative information concerning the target topic. After
incorrect responses, learners are returned to passages or other learning
material where the correct information is located. Alternatively, they are
given additional information from which they may find the answer. While
topic-contingent feedback makes extensive elaborative information
available, it depends upon learners to locate the correct answer within the
instructional material.

 Response-contingent: Response-contingent feedback, also termed extra-

instructional feedback, provides both verification and item-specific
elaboration. In addition to providing knowledge of the correct response,
response-contingent feedback gives response-specific feedback that
explains causes of correctness and incorrectness of any answer.

 Bug-related: Bug-related feedback provides verification and addresses

specific errors. Bug-related feedback relies on "bug libraries" or rule sets
to identify and correct a variety of common student errors. While bug-
related feedback does not provide learners with the correct response, it
can assist them in identifying procedural errors so that self-correction is
possible.

 Attribute-isolation: Attribute-isolation feedback provides item

verification and highlights the central attributes of the target concept.
Attribute-isolation feedback focuses learners on key components of the
concept to improve general understanding of the phenomenon.
1.1.0.2 Types of Feedback

The different types of Feedback are as follows:

 Positive feedback: After delivering the lesson on a particular content

the teacher’s trainee is made aware about the correctness of his/her
performance or teaching behaviour. Such type of feedback acts as a
motivating factor.

 Negative feedback: After delivering the lesson on a particular content

the teacher trainee is made aware about his/her undesirable teaching
behaviour or performance. Such type of feedback might hinder the
process of development of the teacher trainee if given in the absence
of positive feedback.

 Mixed feedback: It is evident from the above discussion that mixed

feedback must be provided to the teacher trainees. In such type of
feedback, the positive feedback works as a motivating factor while the
negative feedback helps the teacher trainee to focus upon his / her
weaknesses. Consequently, it helps in better performance of the
teacher trainee.
1.1.0.3 Sources of Feedback

The feedback can be provided by the different sources which are

classified into two major categories (a) Live source includes college supervisor,
peer supervisor, co-operative teacher, and pupil or trainee. Advantages of live
source feedback are: Continuity, Natural flow, Objective, Accurate and
economical feedback in terms of time. (b) Mechanical sources of feedback
include machines like audio or video tape recorders,which are economical in
terms of time and provides accuracy.
Out of these categories one may choose any of the sources depending
upon the need of the situation. After choosing the source, one has to again think
of the strategy for providing the feedback.

1.1.0.4 Strategies of Providing Feedback

 There are four strategies, on the basis of roll of supervisor and
student teachers. These are (a) directive feedback (b) non-directive
feedback (c) interactive feedback (d) Eclectic feedback.

(a) Directive Feedback Strategy

In the Directive Feedback Strategy, the supervisor provides direct

information, reactions, opinions, and suggestions without involving the student -
teacher in the process of Feedback. This strategy is supervisor centered. He/she
directly gives the user opinion, reaction, and suggestion to the trainees with a
view to strengthen the user desirable teaching behaviors. This strategy does not
work with mature, older, extrovert and reason oriented persons.

(b) Non Directive Feedback Strategy

In the Non Directive Feedback strategy, the supervisor avoids giving

direct information, reactions, opinions and suggestions to the student - teacher.
The student - teacher analyses his/her teaching behaviour and the find his/her
strong and weak points and then approaches the supervisor for suggestions for
further improvement in his/her teaching behaviour. This strategy is trainee
centered. At the end of the lesson the supervisor creates such a situation so that
each student-teacher feels free to analyze his/her own teaching behaviours. The
supervisor indirectly gives suggestions for improving teaching behaviour of
student teacher. There is a non- threatening and informal atmosphere in which
the student-teacher feels free and secure. The success of this strategy depends
upon the interest, motivation and involvement of the student teacher.

(c) Interactive Feedback Strategy

In this strategy, the feedback is provided by the supervisor through

mutual discussion with the student teacher. The supervisor and the student
teacher both are actively involved in the process of feedback.
The supervisor observes the complete lesson and then analyses the
teaching behaviour of the student-teacher into desirable and undesirable
teaching behaviour. After this, the supervisor establishes rapport with the
student-teacher so that, the trainee may feel comfortable and secure. The
supervisor initiates the discussions while keeping in view his analysis of the
teaching behaviour of the student-teacher. First of all, focuses upon the
desirable teaching behaviour and appreciates these behaviours. After this the
supervisor points out these desirable teaching behaviours which were expected
to occur during the lesson but, were absent. Lastly, the supervisor pin-points the
undesirable teaching behaviors exhibited by the student-teachers. Then, he
suggests alternatives to minimize the undesirable teaching behaviours. Whether
these suggested alternatives are workable or not, is decided by the supervisor as
well as the student-teacher. This strategy is democratic and psychologically
sound, as there is healthy participation and discussion by both the supervisor
and student-teacher.

(d) Eclectic Feedback Strategy

In this strategy the supervisor can make use of directive, non directive,
and interactive strategies as and when the situation demands. Depending upon
the nature of the student-teacher, and the nature of the task, the supervisor can
make use of any of the combination of these three strategies for providing
feedback.

Feedback can also be categorized as: a) Formative Feedback and b)

Normative Feedback on the basis of their occurance.

(a) Formative Feedback

Formative Feedback is defined as information communicated to the
learner that is intended to modify his or her thinking or behaviour to improve
learning. It comes in Variety of types (Eg.: Verification of response, accuracy,
explanation of correct answer, hints, worked examples) and can be
administrated at various times during the learning process (Eg.: immediately
following an answer, after some time has elapsed). Formative feedback interacts
with other variables, such as student’s achievement level, task level and prior
knowledge.

(b) Normative Feedback

Normative Feedback is norm referenced i.e. comparing the Individual's
performance with that of other or self referenced i.e. Comparing performance
with other measures of individual’s ability.
For developing competence through feedback, suitable training
approach can be selected, these are as follows-
 Systems Approach- The first approach looks at the different functions of
the components of a process and examines their inter-relation not only with
each other but other processes as well. It is extremely important to determine
the nature of this interaction as well as the nature of the components themselves
(stammers and Patrick, 1975)

System approach includes not only the human being, but the organization of
which he/she is a part. The machinery and the communication system that make
up that organization, the ways as personnel are deployed and the kinds of
training that are utilized (Joyce and weil,1972)

 Cybernetic Approach- This approach considers the human being like an

electric machine or “cybernetic system” which uses the process of sensory
feedback to control and Modify its own behaviour. Cybernetic theory views the
individual as a feedback system which generates its own activities in order to
detect and control specific stimulus characteristics of the environment (Joyce
and Weil, 1972).

 Behaviour Modification Approach- The assumption of the behaviour

modification approach is that human behaviour is lawful and can be subjected to
external variables; variables that lie outside the organism in its immediate
environment and personal history. Thus, the task of a teacher is one that of
establishing and manipulating a complex class of behaviour under his / her
control (Green, 1962).

A systematic training Programme under behaviour modification approach

has been developed by smith (1977). This training Programme includes
following six elements:

 Establishment of the practice situation.

 Specification of the behaviour.

 Performance of the specific behaviour.

 Feedback of information about the performances.

 Modification of performance in the light of the feedback.

 Performance, Feedback, Correction, Practice, Schedule Continued until

desirable skillfulness is achieved.
 The behaviour modification strategy further includes two approaches (i)
global approach and (ii) analytical approach. The global behaviour modification
approach is most prevalent and is sometimes called as traditional feedback
training approach. The global behaviour modification approach is most
prevalent and is, some-times called as traditional feedback training approach. In
the global training approach the principles of behaviour modification are not
applied systematically (McDonald, 1973). This approach does not represent a
systematic application of the principles of behaviour modification due to three
reasons. First, no attempt has been made to sort out what is to be learnt by
observing and what one has observed, but provision is not made for the
possibility that most of what is to be learnt may have been acquired by
observation. Second, the conditions that make observing and practicing
effective, are not carefully controlled. Frequently the observer is given only
general directions about what is to be observed, rarely attention is directed to
specific teaching behaviours, the conditions under which they occur, and their
effects. Third, the order in which these two components occur in training,
depend on the varieties of training institutions and the practicing schools, time
tables, the availability of sites for observation and practice. In the analytical
skill approach, an attempt has been made to analyse the process of providing
feedback into well defined components that can be understood, described,
practiced, observed, evaluated, controlled and predicted. Thus, this feedback
provides an opportunity to the teacher to modify his / her behaviour to a more
desirable form.

1.1.1 MEANING OF INTERACTION ANALYSIS

The competency of a teacher may be adjudged through the degree of

effectiveness of his teaching which in turn may be objectively assessed through
his / her classroom behaviour or interaction. In this way a systematic or
objective analysis of teacher’s classroom behaviour or classroom interaction
may provide a reliable assessment of what goes on inside the classroom in terms
of teaching and learning. Such type of analysis of classroom behaviour and
interaction is known by the term Interaction Analysis.

Thus, the term Interaction Analysis refers to a technique consisting of

objective and systematic observation of the classroom events for the study of
the teacher’s classroom behaviour and the process of interaction going inside
the classroom. It helps a teacher to bring desirable modification in his behaviour
and improve the interaction with pupils for making his teaching more effective
and purposeful.

A system of Interaction Analysis essentially consists of process of

Encoding and Decoding. Encoding helps in recording the classroom events in a
meaningful way, while decoding is used in arranging the data into a useful
display and then analyzing the results in order to study patterns of teacher
behaviour and classroom interaction. Interaction analysis, in this way works, as
a standardized observation tool and analysis techniques for identifying the
patterns of teacher behaviour and analyzing classroom Interaction between the
teacher and the students.

The systematic observation of the teacher behaviour and interaction in the

classroom can be studied through various feedback devices and interaction
analysis techniques as-

 Flanders Interaction Analysis Category System (FIACS).

 Verbal Interaction Category System (VICS)

 Reciprocal Category System (RCS)

 Equivalent Talk Categories (ETC)

 Charles Galloway System (CGS) etc.

1.1.1.1 THE CHARLES GALLOWAY SYSTEM OF INTERACTION

ANALYSIS

In category system, teacher behaviour is first divided into various units. A

behaviour unit is then classified into categories. In this system, at regular
intervals of the observation period the category is observed. The Charles
Galloway System of Interaction Analysis represents a good example of the
category interaction analysis.

This system of Interaction Analysis was developed by Charles Galloway

in the form of a teachers’ 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 and (c) Silence on 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 figure in his classroom and his
behaviour is one of the most 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.

1.1.1.2 Assumptions of Charles Galloway System

The assumptions of Charles Galloway System are as follows:

 Non-verbal communication of a teacher do, has a significant role in

classroom interaction.

 As one cannot see when he / she behaves, so, a feedback is necessary for
the behaviour.

 The non-verbal cues are important, as they can reinforce and can motivate
a student.

 Non-verbal communication can be more effective during interaction in

the classroom.

 Becoming aware of his non-verbal events occurring around us, one can
achieve a better understanding of himself.

 Training of teachers enhances the aspect of non-verbal communication in

teachers.

 The system is based upon the theory of modification of the teacher’s

behaviour.
1.1.1.3 Characteristics of Charles Galloway System

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.

1.1.1.4 Advantages of Charles Galloway System

The advantages of Charles Galloway System are as follows:

 The teachers are continuously provided with the feedback such that the
modification of behaviour is done.

 It provides an opportunity to a teacher to improve upon his/her non-

verbal behaviour.

 Negative Reinforcement i.e. punishment is avoided.

 It is a reliable and objective technique of observing and analyzing the

verbal and non-verbal behaviour of a teacher in classroom.

 It helps in determining the pattern and flow of teaching behaviour.

 It adds and supplements the training techniques like microteaching and

team teaching.

 It can be used for carrying out research in the means of teaching, teacher
behaviour, Pre-service and In-service education of teachers.
1.1.1.5 Limitations of Charles Galloway System

The limitations of Charles Galloway System are as follows:

 The teacher may hesitate in the presence of video camera or

supervisor.

 The teachers may find it difficult to handle it in the classroom as both

the verbal and the non-verbal behaviours could not be prominently
marked.

 A single aspect of non-verbal behaviour, do comprise of various small

behaviour, which could not be properly categorized.

 The process is time consuming.

 Requirement of costly sophisticated media of educational technology

i.e. video camera or other device.

 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.

 Classroom interaction in the form of pupil-pupil interaction does not

find place in this system.

 It requires highly trained, reliable and competent observer.

 It does not provide value judgments about good and bad teaching
behaviours.

The above limitations of Charles Galloway System could be overcome

by providing feedback through both computer programming and
manually i.e. in a mixed form, provided by the supervisor. Both verbal
and non verbal behaviours were entered through the computer
keyboard so, it was much easier and less time consuming for the
supervisor. Each and every minute detail about the behaviours were
given to each student after presentation of their lesson plan.

1.1.1.6 Procedure for Recording of Classroom Event

 As stated above observation plays an important role in identifying and
classifying behaviour of teachers in teaching learning process.

 Manual Encoding -

In this system also, the process includes observation of the classroom

event. The observer is required to select an appropriate position in the
classroom to listen and watch the events as smoothly as possible without
disturbing or interfering in the spontaneous activities of the classroom. He/she is
also required to train himself for the proper recording (referred to as encoding in
the language i.e. interaction analysis) for this purpose he/she must memorize the
code number (the category number) in relation to the component behaviours
represented by the different categories.

The above behaviour observed will be for the verbal and for the non-
verbal aspect; the observer marks a slash (encouraging) or dash (restricting) to
the right of recorded tallies for eg. during lecturing when non verbal behaviour
are also occur then observer writes 5/ and if non verbal behaviours are not occur
or, inappropriate then, observer writes it as 5-. A circled number is used to
denote purely non verbal behaviour e.g. (5). The next thing is to note down code
or category within every three seconds, which best represents the interaction
event just observed for eg. when a teacher is praising, observer puts 2, when
teacher is lecturing observer writes 5 etc. The procedure of recording or
encoding of the classroom events may go on at the rate of 20 observations / min.

 Advanced Computerised Encoding -

Apart from the above encoding, for very keen observation or for having
objectivity in the verbal and non-verbal observation, the computer programming
can be used to record the behaviours by the teacher as presented in table 1.1.

Table 1.1 Category wise Verbal and Non Verbal Behaviours

Category No. Verbal behaviour Non-Verbal behaviour

1. Accept students feelings Congruent-Incongruent

2. Praises or Encourages Congruent-Incongruent

 3. Uses students Idea Implement-Perfuntory

4. Asks questions Personal-Impersonal

5. Lectures-Gives Information Responsive-

Unresponsive

6. Gives Directions Involve-Dismiss

7. Criticizes on Justifies Firm-Harsh

Authority

8. Students Talk (Response) Receptive-Inattentive

9. Students Talk (Initiated) Receptive-Inattentive

10. Silence on Confusion Comfort-Distress

The verbal and non-verbal behaviour recorded by above process could be

briefly described as below:

 Accept Student Feeling- The category one include following teacher

behaviours:

a) Verbal: It is shown when a teacher accepts the feeling of students.

b) Non Verbal: The corresponding Non Verbal behaviours are smile,

head nod, eye contact with appropriate gestures.

 Praises or Encourages- The category two include following teacher

behaviours:

a) Verbal: This behaviour is shown by a teacher when a student

performs desirable behaviour in the classroom while teaching.

b) Non Verbal: Along with the verbal acceptance, when a teacher

shows correct non verbal expressions, then it could be said to be
congruent. If any discrepancy is seen between verbal and non verbal
cues, then, it is said to be incongruent with the verbal behaviour.

 Uses Student Idea- The category three include following teacher

behaviours:
 a) Verbal: This is usually done when a teacher uses student’s idea
either by restating it or by turning it to students for consideration i.e.
clarifying or building ideas.

b) Non Verbal: When a teacher uses the idea of student with

appropriate gestures and expressions, elaborates the idea then, it said
to be implementing. While if a teacher carries out the idea without real
interest or effort then, it is said to be perfunctory.

 Asks Questions- The category four include following teacher

behaviours:

a) Verbal: This is seen when he teacher asks questions to the students

in the classroom.

b) Non Verbal: When a teacher shows a proper eye contact with the
students and also uses a proper tone and warmth for asking question
then, it is said to be personal. In contrast to it when a teacher shows a
distance or aloofness, stares at student then, it is said to be impersonal.

 Lecturing- The category five include following teacher behaviours:

a) Verbal: This is seen when a teacher gives information to the student

in the form of facts or procedure for the content.

b) Non Verbal: When a teacher shows appropriate gestures, body

language according to the content and response towards the student
behaviour i.e. if they are ready or getting bored, he/she is said to be
responsive. In contrast to this, when a teacher does not show any
response toward the students then, he/she is unresponsive while
teaching lecturing.

 Giving Directions- The category six include following teacher

behaviours:

a) Verbal: When a teacher directs the students for a certain activity. It

includes directions or command.

b) Non Verbal: When a teacher involves the students wish, interest or

suggestion with appropriate gesture like smile, head nod and eye
contact then, it is said to be involved with the verbal characteristics.
 While, when a teacher does not show any interest in student’s idea and
behaves in an autocratic way then, it is said to be dismiss.

 Criticizing or Justifying Authority- The category seven include

following teacher behaviours:

a) Verbal: This is the behaviour shown by the teachers’ as a reaction

towards students’ statement. It may be to prove something or used just
for the humiliation of students.

b) Non Verbal: A teacher is said to be firm when he/she receives the

student’s response with a proper eye contact while teaching. But,
when a teacher does not accept the response and instead stare at the
student with inappropriate facial expressions then, it is termed as
Harsh.

 Pupil Talk Response- The category eight include following teacher

behaviours:

a) Verbal: The behaviour of students shown in response to the teacher.

Here the teacher initiates or solicits pupil statement by asking some
information or through questioning while teaching.

b) Non Verbal: The corresponding non verbal tally for the category 8
was not taken in consideration as, present study relates only to the
behaviour of a teacher.

 Student Talk Initiation- The category nine include following teacher

behaviours:

a) Verbal: This behaviour is shown by a student, when a student

initiates a talk in the classroom i.e. expressing ideas, asking thoughtful
questions etc. while teaching.

b) Non Verbal: The corresponding non verbal tally for the category 9
was not taken in consideration as, present study relates only to the
behaviour of a teacher.

 Silence and Confusion- The category ten include following teacher

behaviours:
 a) Verbal: This behaviour is shown by the teacher in the form of
pauses, short periods of confusion in which communication cannot be
understood by the students.

b) Non Verbal: The corresponding non verbal tally for the category 10
was not taken in consideration as, present study relates only to the
behaviour of a teacher.

Therefore, with the help of above observation process one can easily analyze
the above categories.

1.1.1.7 Ground Rules for encoding of behaviour

The task of observation, recording or encoding is quite complex and

needs sufficient training, practice and care on the part of the observer. For
maintaining objectivity and reliability of the process there are certain ground
rules, which have to be kept in mind by an observer. These are as under:

Rule-1- When not certain, about which category to choose, that is numerically
farthest from category 5, for e.g. choosing between 3 and 4, choose 3 and for 8
and 9, choose 9.

Rule-2- If the primary tone of teacher’s behaviour has been consistently direct
or consistently indirect do not shift into the opposite classification unless a clear
indication of shift is given by the teacher.

Rule-3- The observer must not be concerned with his own bases or teachers
intent.

Rule-4- If more than one category occurs during the three second interval then
all categories used in that interval should be recorded, if no change occurs
within three seconds, repeat the category number.

Rule-5- For silence longer than three seconds record 10 for every third second.

Rule-6- A teacher’s joke which is made at the expense of children is recorded

as 7 but, without expense of children is recorded as 3.

Rule-7- If a student gives a specific predictable answer to a narrow question it

is recorded as 8 and in case when a number of students respond collectively it is
also recorded as 8.
 After putting the tallies, an interaction matrix will be constructed as in
stated by the Flander and then, the interpretation of this data will be done
quantitatively with the help of behaviour ratios i.e. decoding of observations.

1.1.1.8 Procedure for Preparation of Matrix

Matrix is prepared so as to analyze the results made by recording the

categories. Categories from 1 to 10 are recorded in the manner presented in
table 1.2 for verbal behaviours and 1 to 7 for the corresponding desirable/
undesirable non verbal behaviours shown by a teacher while teaching through
the computer key board.

Table 1.2 Category wise Representative Keys for Recording of Verbal,

Desirable and Undesirable Non Verbal Behaviours

Category Representative Keys

Verbal Non Verbal Behaviours

Behaviours
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 0(Zero) Zero Zero

Here, the categories 8, 9 and 10 for non verbal behaviours are not
included as, these correspond to the student’s behaviour. For the present study,
the investigator is only interested in the behaviours shown by a teacher so,
categories 8, 9 and 10 of non verbal behaviours are not recorded.

For coding the behaviour of teacher through the computer, press the
concerned number or alphabet after every 3 second. If a teacher shows only
verbal behaviours, the number key of that category is entered, while if the
teacher shows corresponding non – verbal behaviour, an alphabetical key is
entered for eg. during lecture when the teacher shows both the verbal and non
verbal behaviour in a desirable manner then, enter the key ‘T’ in contrast to this,
if a teacher shows undesirable non verbal behaviour with a verbal behaviour
while lecturing then, the key ‘G’ is entered.

Thus, after entering categories for 20 minutes manually or through

computer programming, matrix can be prepared in both the cases manually of
through advanced computerized encoding i.e. distribution of tallies in the
concerned cells in rows and columns.

Matrix is a rectangular arrangement of quantities in rows and columns

that is manipulated according to particular rules.

In the recorded list of encoded behaviour, pairing was done as

sequentially that, each encoded behaviour is the second member of the pair and
in the next pair the number was first member of the pair. In this pair, first digit
of the pair represents row and second the column. The intersect cell of this row
and column was identified and each frequency was entered in this cell, such that
for each pair, one tally is put in the concerned cell as the above process given.
Thus, at the end we get the total tallies in the rows and columns are presented in
the matrix and also in percentage according to the formulae given.

1.1.1.9 Analysis of Results through Matrix

Results of the verbal behaviours recorded could be analyzed with the help
of certain calculations under the heads given:

1. Teacher Talk Ratio (TT)

It represents the performance of a teacher in terms of his/her verbal actions

while teaching. It can be calculated by the formula.

For this purpose, the total frequencies belonging 1 to 7 categories are added and
divided by total numbers of frequencies and multiplied by 100.

2. Indirect Teacher Talk Ratio (ITT)

This ratio represents the performance of a teacher in terms of the actions

worded in encouraging and supporting pupil participation.

The formula runs as

This involves only tallies of category 1, 2, 3, and 4 where, the teacher either
accept the feeling of student, reinforces the student or accepts student’s
response and ask questions.

3. Direct Teacher Talk Ratio (DTT)

This ratio represents the performance of a teacher in terms of the actions which
restricts student participation i.e. the categories headed by the teacher such as
lecturing, giving instructions and criticizing or justifying. It can be calculated as
follows:

4. Pupil Talk Ratio (PT)

It refers to the verbal activities of the students in response to a teacher. It

involves both 8 and 9 categories related to the student. It can be calculated as:

Where, (8+9) stands for the addition of the frequencies of students response and
students initiation categories.

5. Silence or Confusion Ratio (SC)

This ratio represents the silence or confusion, i.e. any event not included in
other categories. It is calculated by the formula,

Where, 10 stand for the frequencies of category 10.

6. Indirect to direct Ratio (I/D)

It represents the proportion of Indirect behaviour of teacher i.e. categories

belonging to 1, 2, 3 and 4 to direct behaviour of teachers i. e. categories 5, 6 and
7. It can be calculated as:

7. Pupil Initiation Ratio (PIR)

It represents the pupil talk judged by the observer to be an act of initiation. It is

calculated as:
8. Teacher Response Ratio (TRR)

It represents an index of teacher’s tendency to the ideas and feelings of students.

It is computed by the formula,

9. Teacher Question Ratio (TQR)

It represents the teacher behaviour involving questioning to test students

understanding while teaching. It is computed by the formula,

(4)
TQR  x100
(4  5)

10. Context Cross Ratio (CCR)

It is an indication of the extent to which focus of discussion has been on the

subject matter. It presents the proportion of the classroom activity related to the
teacher’s questions and lecturing with respect to his total classroom interaction.
The formula for the calculation of this ratio runs as -

( 4  5)
CCR  x 100
N

11. Steady State Ratio (SSR)

It indicates the tendency of teacher and pupil talk to remain in the same state for
a period longer than three seconds. Operationally it is the percentage of the
frequencies in steady state cells. [(1-1), (2-2), (3-3), (4-4), (5-5), (6-6), (7-7), (8-
8), (9-9) and (10-10)]. The formula runs as SSR

12. Pupil Steady State Ratio (PSSR)

It Indicates the tendency of pupil talk to remain in the same state for a period
longer than three seconds. It is percentage of the (8-8) and (9-9) out of
categories 8 and 9. The Formula is:

(8  8)  (9  9)
PSSR  x 100
(8  9)

13. Instantaneous Teacher Response Ratio (ITRR)

It is an index of the teachers’ tendency to praise or integrate pupil ideas and

feelings into the class discussion when pupil stops talking. The Formula runs as
-

(8 1)  (8 2 )  (8  3)  (9 1)  (9 2 )  (9 3)
ITRR  x 100
(8 1)  (8 2 )  (8 3)  (8  6 )  (8 7 )  (9 1)

 (9 2 )  (9 3)  (9 6 )  (9 7)

Where (8-1) (8-2) (8-3) (8-6) (8-7) stand for the tallies or frequencies of
these cells in existing eighth first row and first, second, third, sixth and seventh
column of matrix. Similarly, (9-1) (9-2) (9-3) (9-6) (9-7) stand for the tallies or
frequencies of cells in existing ninth row and first, second, third, sixth and
seventh column of matrix.

14. Instantaneous Teacher Question Ratio (ITQR)

It indicates the tendency of teacher to respond to pupil talk with questions based
on his own ideas, compared to his tendency to lecture. It can be computed by
the formula.

(8 4)  (9 4)
TQR  x 100
(8 4 )  ( 8 5)  (9 4)  ( 9 5)

15. Vicious Circle Ratio (VC)

It indicates teacher’s restrictive behaviour involving directions and self

justification which is sensitive to difficulties faced by the teacher when the
students are not complying satisfactorily. It can be computed by using the
formula,

(6 6)  (6 7)  ( 7 6)  (7 7)
VC  x 100
N

The corresponding non verbal tallies for the above verbal behaviour for
categories 1, 2, 3, 4, 5, 6 and 7 are shown in the form of frequency i.e. number
of times these behaviours are shown while teaching. These are represented in
the form of percentage. Whereas, for categories 8, 9 and 10, non verbal tallies
were not taken in consideration, as present study is related only to the behaviour
of a teacher.

Thus, both verbal and non-verbal behaviour of a teacher were interpreted

on the basis of behaviour ratio through Charles Galloway system.

In the present research study of Charles Galloway System in terms of

different variables as Teaching Effectiveness, Communication Skill, Emotional
Intelligence, Personality and Teaching Aptitude was done. The details related
with variables are as follows:

1.1.2 TEACHING EFFECTIVENESS

Since “teaching” means “causing to learn” nothing has been taught until
it has been learned and effective teaching has no meaning if it does not lead to
effective learning. Despite an enormous amount of available research findings
on the subject of teacher behaviour i.e. effectiveness, no universally acceptable
attribute can be delineated to define an “Effective Teacher”.

According to Ryans (1950) “Teaching is effective to the extent that teacher acts
in ways that are favourable to the development of basic skill, understanding
work habits, desirable attitudes, value judgements and adequate personal
adjustment of the pupil”.

According to Deckson (1980) “Teaching effectiveness is a demonstrated

repertoire of competencies involved with teaching plans and materials,
classroom procedures, interpersonal skills. Learners point out that effective
teaching depends upon the personality characteristics of a teacher, teaching acts
and their effects on the educational outcomes, reinforcement involvement
reflected in teacher behaviour.”
“Teaching Effectiveness can be defined as the extent to which teaching
activities fulfills its intended purpose, Function and Goal.”
By Edward de Bano: “Effectiveness is an important aspect and this is reflected
in the concept of ‘Operacy’ which involves thinking that is required to get
things done.”

Willian comments, “ Teaching is an art, an art so great’ and so difficult to

master that a man or a woman can spend a long life at it, without realizing much
more than his limitations and mistakes and his distance from the ideal”.

Thus, it can be said that, by practicing the principles in teaching-learning

process one can be effective in teaching.

Now, for understanding the “ Teaching effectiveness “ one must know the
meaning of two words could not be explained by a single definition so,
following definitions will help us to understand their meaning.

Definition of Teaching

 By Morrison (1934): “Teaching is an intimate contact between a more

mature personality and a less mature one which is designed to further the
education of the latter”.

 Smith (1960): “Teaching is a system of actions intended to produce

learning”.

 Gage (1962): “Teaching is a form of interpersonal influence aimed at

changing the behavior potential of another person”.

Thus, Teaching is done from a more mature person to a less mature one, it
is intended to produce learning and it aims at changing behaviour potential of
other person.

Definition of Effectiveness

Effectiveness is the extent to which an activity fulfils its intended purpose

on function.
 Erlendsson (2002): “The extent to which objective are met.”

 According to Oxford Dictionary (2003): “effectiveness- having definite or

desired effect. Actual or existing in fact rather than officially or
theoritically.”

Definitions of Teaching Effectiveness

 According Good (1973): “Teaching, Effective: use of a plan for instruction

or presentation, which causes a desired change in the learner’s behaviour.”

 According Mehnidirata (1997): “Effective Teaching: A teacher should

create interest of the pupils to know more about other countries and their
native. Teacher should be able to create emotional background by teaching
history, civics etc.”

Thus, by analyzing above definition one can say that not a single definition
can cover all the aspects for effective teaching. Hence, it is broad concept. One
has to concentrate on:

 A teacher should be effective in his subject content, personality factors

such as honesty, hardworking, sincerity, unbiased, guidance etc.

 The interaction should be effective in various teaching methods, teaching

aids, knowledge of skills, communication skills, language etc.

 For the effective learning of the students one must provide such
environment ie. According to psychological principles, individual
differences should be considered etc.

Some psychologists found 5 main and 5 supporting behaviors of a teacher to

be effective in teaching, these are:

Five main behaviours:- Clarity of lesson, various modes of instruction, work

oriented and engrossed teaching in learning process and success of students.

Five supporting behaviours:- The thought and experience of students should

be made in use ,sequential concept, questioning, probing and teaching effect.

Thus,” Teaching is effective to the extent that the teacher acts in ways
that are favorable to the developments of basic skills, understanding, word
habits, desirable attitude, value judgments and adequate personal adjustment of
pupils”.

Operational Definition of Teaching Effectiveness

For the present research were the following definition is taken as operational
definition-

Teaching Effectiveness includes characteristics like planning for the

lesson, organization of the Content logically and sequentially, implementing
instructions through Teaching Maxims, use of Appropriate Skills and
Teaching Methods, Manage classroom activities according to their Ability,
Aptitude and Interest.

On the basis of above definitions, following characteristics were found -

Specific characteristics of Teaching Effectiveness

The specific characteristics of teaching effectiveness are as follows:

 The teaching is done effectively for the students.

 In the process of effective teaching, a teacher keeps in mind the interest and
aptitude of the students.

 Due to effective teaching desired modifications in behaviour of students

takes place.

 Teaching Effectiveness depends upon the knowledge and experience of a

teacher.

 It is a process used according to educational status of a student.

 During effective teaching, attractive questions are asked.

 It also includes the presentation of teaching materials by keeping in mind

various teaching methods or strategy.

 In Teaching Effectiveness there is an important contribution of the various

Teaching Skills, Teaching Principles and Models Of Teaching.

Some variables were found to affect Teaching Effectiveness these, could be

detailed as under:
Variables affecting Teaching Effectiveness

Variables affecting teaching effectiveness can be categorized as:

 Presage variables are also called as independent variables. These

variables have an effect on other variables. So these are also called as
effective variables. In these we include Intelligence, skill, sincerity,
honesty, aptitude etc. of a teacher.

 Process variables are those which are related to class size, physical and
social environment, Teaching Strategy and design, types of learning and
its objects, objectives of Teaching etc.

 Intervening variables e.g. Psycho - physical strategy of students, their

mental abilities, interest, expectation, family status etc.

 Product variables are those variables which are found as a result of

teaching process i.e. the modification in the behaviour of students
(terminal behaviour) thinking, work system, improvement in social
environment etc.

From the above given definitions and characteristics we could find out the
various dimensions of Teaching Effectiveness.

Dimensions of Teaching Effectiveness

The dimensions of Teaching Effectiveness are as follows -
(a) Organisation of Content: Any information related to a subject which is
presented in written form and is systematic and sequential in nature, is termed
as Content. Some of the behaviours shown by the teacher while teaching of a
particular content are as below:

 Logical organization and sequence of the content: A teacher is

effective when he/she arranges the sub-topics or matter systematically or
in an order which is capable of clear reasoning.
 Use of appropriate vocabulary: For the content to be explained, if a
teacher is using number of words or phrases to express own self,
Synonyms i.e. similar words can also be used whenever required is
considered as effective teaching .
 Explanation of technical terms: An effective teacher can explain and
define difficult words or terminologies of the content in a simple way.
  Processing of information: An effective teacher always structures
information to increase the thinking capacity of the student, collect
organize and manipulate the data according to requirement of students.
This is the basic approach which helps the teacher in clarifying an idea
principle or fact.
 Selection of approach: An effective teacher is able to select the
approach as Use of Deductive approach is done to explain a theory or a
principle while, use of inductive approach is taken where, with the help of
examples, one forms the rules or principles or develops a theory.
 Preparation of unit plan or lesson plan: According to the content, an
effective teacher can plan the units and further does lesson planning for a
topic to be taken in the classroom.

(b) Psychological basis of implementing instructions in classrooms: There

are certain rules or guidelines which are to be followed by a teacher during
effective teaching:

 Known to unknown: In effective teaching a teacher should always start

the lecture from previous knowledge and then relate it to the new one.
 Simple to complex: In effective teaching, the content should always be
taken as first simple and then gradually towards the difficult one.
 First whole and later on parts: In effective teaching, before imparting
information about the sub- topics of a lesson, the lesson should be
discussed as a whole.
 Concrete to abstract: - In effective teaching, examples related to the
student’s daily life should be given and later on students should be asked
to imagine.
 Particular leads to general: In effective teaching a teacher should first
talk about a specific thing and then later on generalize it.
 First analysis later synthesis: In effective teaching a teacher must first
show how to perform an experiment and then, the student should be
asked to do it.
 Empirical to rational: In effective teaching a teacher should make a
child learn to observe or experience from the very beginning but, later on
can discuss on their results.
 From Actual to Representative: In effective teaching a teacher should
show the actual / real objects in the class and then, later on take help of a
chart, model etc.
 (c) Appropriate use of teaching skills: It is a set of related teaching activities
or behaviour performed with intention to facilitate students learning, Number of
skills comes under this i.e.

 Motivational skills: There are some behaviours of teacher which

motivate, encourage or induce thinking in students. Mainly
Reinforcement Skill, Probing Questioning and Stimulus Variation Skill
can be involved in this.
 Objective designing: A teacher has to plan a lesson before taking it in
the class. This involves major step i.e. objective writing according to a
particular topic in behavioural terms.
 Presentation skills: For undergoing teaching – learning process, a
teacher has to do formal introduction of the topic. These involve different
Micro Teaching Skills mainly, Explanation skill, Black Board Writing
Skill, Stimulus Variation, Integration Skill, Illustration with examples etc.
 Evaluation skills: Evaluation is a process of assigning measures /
numbers and judgment for student’s work. It is an important part of
teaching-learning process. It involves mainly the skill of Questioning.

(d) Use of different techniques: while teaching, a teacher uses some of the
behaviour related to a particular skill to produce a desired behaviour in the
students. These involve planning of the lesson, use of various teaching methods
according to the topic, use of multimedia in support of teaching and
communication and interaction done in the class while teaching.

(e) Classroom management: some of the behaviours have to be done by the

teacher so as to have their class in control to direct or conduct the affairs. These
mainly involve students’ participation, do activation and achievements of
objectives in time.

(f) Personality related aspects of teacher: personality may be defined as the

most characteristic integration of individual structures, modes of behaviour,
interest, attitudes, capacities, abilities and aptitudes.

1.1.3 COMMUNICATION SKILL

The term communication has been derived from the Latin word “Communis”
meaning “Common”.
 “Communication is a process of sharing or exchanging experiences,
information, ideas, opinions, sentiments, thoughts and feelings etc. between the
source of communication and the receiver through some mutually agreeable or
known media (verbal or non-verbal).”

Communication Skill could be defined as-

“We all use language to communicate, to express ourselves, to get our
ideas across and to connect with the person to whom we are speaking. When a
relationship is working, the act of communicating seems to flow relatively
effortlessly. When a relationship is deteriorating, the act of communicating can
be as frustrating as climbing a hill of sand”.
Chip Rose, attorney and Mediator

Communication can be broadly classified into two categories i.e. verbal

and non-verbal. The communication strategies in which both oral and written
form of language is used, is termed as verbal or writing communication
strategies. The communication of feelings and thoughts through non-verbal
means with or without making use of any verbal or written language is known
as non verbal communication. The details related with verbal and non verbal
communication strategy are as follows:

(i) 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 and oral plus written.
In the classroom communication, a teacher write on the blackboard, also makes
use of language for the explanation and exposition of the written contents. In
this way oral form combined with written form of communication or vice-versa
always proves more effective, than any of these forms used separately.

(ii) Non-verbal strategy

Non Verbal Communication refers to “all external stimuli other than spoken or
written words and including body motion, characteristics of appearance,
characteristics of voice and use of space and distancing.” All these non verbal
cues taken together are known as body language.

Communication process can also be carried out without the use of any verbal
means (written on spoken language). In the normal situations non-verbal media
is generally used for giving strength and effectiveness to the verbal
communication. Some of these important modes of non-verbal communication
are as follows:

• Facial expressions: Face and the facial expressions may be said to be a true
index of one’s emotional and thinking behaviour. When one is perturbed, his
face gives the identity of the level of his anxiety and stress. Similarly, when one
is in happy mood or joyful, his or her facial expression conveys the same to
others. Thus, these may be termed as one of the most important modes of non-
verbal communication.

• Language of Eye: Eyes, in fact, in a very forceful way may convey all what is
intended to be communicated by the communicator. Actually eye to eye contact
forms the very basis of effective communication. In the classroom, the
necessary interaction links between teacher and pupils are mostly maintained
through eye language. The eye contact of a teacher with pupil may encourage or
discourage in giving response.

• Body Language: Our body has an impressive and effective language for
communicating our feelings, thoughts and actions. It includes various gestures,
postures and movements of body parts. It could be effectively used by the
teachers and pupils in the classroom for the healthy interaction in all types of
teaching-learning situations.

• Sound symbols: Many of the sound symbols and vocal cues also prove an
effective medium for the desired communication. For e.g. when a teacher
narrates or explains something and he/she in responding simply by uttering the
sound hunch-hunch, it may work well for maintaining communication.

• Symbolic code language: Special code language prepared with the help of
various gestures, postures and body movements, which can be used for
communicating with deaf and dumb.

1.1.4 PERSONALITY

Allport (1937, p 48) “Personality is the dynamic organization within the

individual of those Psychophysical system that determine his unique
adjustments to his environment.”
 An individual’s personality is assessed by the effectiveness with which he
or she is able to elicit positive reactions from a variety of persons under
different circumstances. Although traits and dispositions exist in the person,
they have to be inferred from behaviour. Allport writes “A specific act is always
the product of many determinants, not only of lasting sets, but of momentary
pressures in the person and in the situation.” The personality of and individual is
all that what a person is in his totality. It includes everything about a person, his
internal body system and outward appearance, his covert as well as overt
behaviour, his conative, cognitive and unconscious layers of behaviour. A
personality could be characterized as good or bed, poor or magnificent, weak or
strong, extrovert or introvert, social or unsocial, normal or abnormal is the result
and outcome of determinants of personality. Physical and Geographical
environment create disitinctive personality characteristics in human beings.

A teacher is an important constituent in the instructional process that can

play very important role in shaping the personality of students. The way the
teachers’ and handle the students may have an effect on the future personality of
children.

1.1.5 TEACHING APTITUDE

Bingham defines Aptitude “As a condition symptomatic of a person’s

fitness of which one essential aspect is his readiness to acquire proficiency his
potential ability and another in his readiness to develop an interest in exercising
his ability.”

An aptitude is a combination of characteristics indicative of an

individuals’ capacity to aquire some specific knowledge skill or set of organized
responses such as the ability to become an artist or to be a mechanic. An
aptitude test may be deferred as a test which measures a person’s potential
ability in an activity of a specialized kind and within a restricted range. Aptitude
means an individual’s aptitude for a given type of activity, the capacity to aquire
proficiency under appropriate conditions. It reveals an individual’s promise or
essential teachability in a given area.

Some of the Implications of Aptitude for Teachers could be as-

1. Aptitude includes both in born capacity and the effects of environment on

the individual.
2. Learning in any area is conditional by the learner’s readiness to learn.
 3. A specific aptitude in the form of talent may show itself early and
respond readily to training in future.

1.1.6 EMOTIONAL INTELLIGENCE

Socially and Emotionally competent teachers’ set the tone of the class
room by developing supportive and encouraging relationships with their
students, designing lessons that build on students’ strength and abilities,
establishing and implementing behavioural guidelines, ways that promote
intrinsic motivation, coaching students through conflict situation, encouraging
cooperation among students and acting as a role model for respectful and
appropriate communication and exhibitions of prosocial behaviour.

The teacher’s behaviour is associated with optimal social and emotional

classroom climate and desired student outcomes (La Paro and Pianta, 2003).
When teachers’ lack the resources to effectively manage the social and
emotional changes within the particular context of their school and classroom,
children show lower levels of on task behaviour and performance (Marzano,
Marzano and Pickering, 2003).

Teacher – Social and Emotional competence (SEC) is an important

contribution to the development of supportive teacher student relationships.
Teacher higher SEC are likely to demonstrate more effective classroom
management, they are likely to be more protective, skillfully using their
emotional expressions and verbal support to promote enthusiasm and enjoyment
of learning and to guide and manage student behavior. Teacher with higher SEC
are outstanding role models of the desired social and emotional behaviour
which support their ability to apply extensive process based activities in
situation naturally occurring in classroom.

Characteristics of Socially and Emotionally Competent Teachers are

 High Self Awareness.

 High Social Awareness.

 Exhibit prosocial values and make responsible decisions.

 Respect for others’ emotions.

1.2.0 RATIONALE

The teacher plays a pivotal role in teaching – learning process. To

highlight this process, Bossing (1963) quotes that “the teacher is by all adds, the
most influential factor in high school curriculum, organization, equipment as
they are, count for little or nothing except as they are vitalized by the living
personality of the teacher”. By this definition one can easily understand that the
teacher is a very important part of teaching-learning process. During this
process a teacher has to do interaction with the students in which, various verbal
behaviour such as- Lecturing, Reinforcing, Questioning etc. and non-verbal
behaviours such as- Gestures, Movement, Eye contact etc. are shown by the
teacher. At majority of times a teacher shows verbal behaviour while giving
instructions, directions, information’s during lectures etc. but, these verbal
behaviours are not complete without the corresponding non-verbal behaviours.
As, the complete meaning of the words spoken can only be through proper
facial expressions, gestures or other non-verbal components.

An action speaks louder than the words so, by keeping in mind such
importance of teacher behaviour, majority of the studies were done for the
improvement of teacher behaviour. Through these studies such as- Naidu
(1980), Rajamony (1981), Singh (1998), Shaute (2008) and Mishra (2012) the
importance of training of teachers, were, through the practice of skills and
feedback one could be effective in his/her teaching behaviours. But, these
studies are not enough to generalise the findings that strategies of training
programme as a treatment are effective.

For an objective observation and analysis of teacher behaviour certain

feedback devices were applied such as, Flander’s Interaction Analysis Category
System, Verbal Interaction Category System, Reciprocal category system,
Equivalent talk categories etc. All these analysis were in majority for the verbal
behaviour of teacher and no significance was given to nonverbal behaviour of
teachers. This can be seen clearly in the researches done in the past as follows:-
Devi(2001), Shah(2008) and Mishra (2012) have studied on teachers’ verbal
behaviour and the variables affecting it. From the above research studies it is
clear that the nonverbal aspect of teacher’s behaviour have not been given due
importance. One of the Interaction Analysis System such as, Charles Galloway
System provides a unique approval for the analysis of both verbal and non-
verbal behaviour of a teacher. But, not a single study has been done on this
topic and there is complete gap so, the researcher selected the present study on
the verbal and non-verbal aspect of teacher’s behaviour, as in the Charles
Galloway system.

A teacher can be more effective when he/she knows, how to use the
appropriate verbal and non-verbal behavior in the classroom interactions, which
motivates the learner and further enhances the achievement of the students.
Apart from analyzing teaching behaviours through the interaction
analysis it is important to assess Teaching Effectiveness. Teaching is a
complex/many sided activity consisting of number of verbal and non verbal
acts like questioning, explaining, drawing, rewarding, smiling, nodding etc. for
inducing desired behaviour or bringing needed modification in the existing
behaviour one has to be given feedback.

Feedback information informs the individual about the effect or outcome

of a course of behaviour which has been enacted by that person, thus allowing
a sequence of action or behaviour to be modified if necessary or desirable.
Previously, feedback was given in the form of tips written in the student’s
copies or it was provided verbally, depending upon the situation. But, now a
days the trend of giving feedback has changed as, there has been a vast change
in teaching styles also. Previously, the teaching was predominantly through
lecture method but, now it has changed to the demonstration, experimentation
and project methods. In such cases one’s feedback should be a detailed one
rather than the tips. Thus, both positive and negative feedback were included
and a mixed feedback was provided to the student on the basis of results
through the manual matrix or computerised programming. A detailed account
of teacher’s direct and indirect behaviours was received through the above
process, which helped in improving the indirect behaviours of a teaching thus,
increasing the teaching efficiency of a teacher. Some of the researches in this
area are as: Naidu (1980), Kirkere (1981), Rajamany (1981), Prakasham
(1988), More (1988), Desai (1992), Westerhof (1992), Patted (1993), Mondoh
(1994), Naseema (1994), Rao (1995), Bajpai (1998), Singh (1998), Devi
(2001), Kushwaha (2002), Shekhar (2002), Mani (2005), Siede and Shavelson
(2007), Shaute (2008), Shah (2009) and Mishra (2012).

The above details of the research indicate that these finding are not
enough to generallise the relativeness to indirect behaviour of a teacher. So,
the investigator has chosen the above Teaching Effectiveness variable for the
 present study. It would be a great help for a teacher of how to use the
appropriate behaviours and be effective in his / her teaching.

Teaching cannot be imagined without communication. As teaching is a

two-way process and there is a continuous interaction with students so, all the
elements of communication i.e. Reading, Writing, Listening and Speaking play
an important role in the process. Teachers should have a good communication
skill for a meaningful and effective teaching. So, communication skill was
chosen by the investigator for the present study as a dependent variable. Some
of the researches in this area are as: Patil (1995), Macfarland (1998), Singh
(2002), Joshi (2004), Philomen (2004), Chandel and Suri (2009), Sharma
(2009) and Shrivastava (2010). From the above details of the research work
indicates that these finding are not enough to relative the communication skill
with teaching behaviour so, communication skill has been chosen as an
important variable for the present study. It would enable a teacher of how to
use the appropriate elements of communication skill while sending and
receiving messages in his/her teaching.

One of the variables taken up for the present study was Emotional
Intelligence. Some of the researches in the area of Emotional Intelligence with
Teaching Effectiveness and Communication Skill are as Shanwal (2003),
Dwivedi (2004), Sharma (2005) and Jennings and Greenberg (2009). The above
details of the research work indicate that these studies do not relate to the
teacher behaviour and communication skill of teacher so, Emotional
Intelligence was chosen as a variable for the study.

The second variable taken up for the present study was Personality of a
student. Some of the researches in the area of Personality with Teaching
Effectiveness and Communication Skill are as: Agrawal (1993), Kumar (1993)
and Kulkarni (2000). The above details of the research work indicate that there
is a big gap in research studies in this field, so, Personality was chosen as a
variable for the study.

The third variable taken up for the present study was Teaching Aptitude
of a student. Some of the researches in the area of teaching aptitude with
Teaching Effectiveness and Communication Skill are as: Kukreti (1992),
Pandya (1993), Agrawal (1994), Bhasin (1988), Joshi (2003), Sharma (2006)
and Dass (2007). The above details of the research work indicate that, not
enough work is done with respect to teaching effectiveness and communication
skill of teachers in this field so, Teaching Aptitude was chosen as a variable for
the study.

Further, it can be said from the above details that Teaching

Effectiveness and Communication Skill were taken as dependent variables and
Emotional Intelligence, Personality and Teaching Aptitude were taken as
covariates for the present study.

1.3.0 STATEMENT OF STUDY

The problem of present research is worded as:

“Study of Charles Galloway Feedback System in terms of Teaching

Effectiveness and Communication Skills of B.Ed. students of Indore city”

1.4.0 OBJECTIVES

1. To compare the adjusted mean scores of Teaching Effectiveness of

experimental group and control group B.Ed. students by considering Pre
Teaching Effectiveness, Emotional Intelligence, Personality and Teaching
Aptitude as covariate separately.

2. To study the effect of Treatment, Emotional Intelligence and their

interaction on the Teaching Effectiveness of B.Ed. students by taking Pre
Teaching Effectiveness as covariate.

3. To study the effect of Treatment, Personality and their interaction on the

Teaching Effectiveness of B.Ed. students by taking Pre Teaching
Effectiveness as covariate.

4. To study the effect of Treatment, Teaching Aptitude and their interaction

on the Teaching Effectiveness of B.Ed. students by taking Pre Teaching
Effectiveness as covariate.

5. To compare the adjusted mean scores of communication skill of

experimental group and control group B.Ed. students by considering Pre
communication skill, Emotional Intelligence, Personality and Teaching
Aptitude as covariate separately.
 6. To study the effect of Treatment, Emotional Intelligence and their
interaction on the communication skill of B.Ed. students by taking Pre
communication skill as covariate.

7. To study the effect of Treatment, Personality and their interaction on the

communication skill of B.Ed. students by taking Pre communication skill
as covariate.

8. To study the effect of Treatment, Teaching Aptitude and their interaction

on the communication skill of B.Ed. students by taking Pre
communication skill as covariate.

9. To study the reaction of B.Ed. students towards CHARLES

GALLOWAY FEED BACK SYSTEM.

1.5.0 HYPOTHESES

1. There is no significant difference between the adjusted mean scores of

Teaching Effectiveness of experimental group and control group B.Ed.
students by considering Pre Teaching Effectiveness, Emotional
Intelligence, Personality and Teaching Aptitude as covariate separately.

2. There is no significant effect of Treatment, Emotional Intelligence and

their interaction on the Teaching Effectiveness of B.Ed. students by
taking Pre Teaching Effectiveness as covariate.

3. There is no significant effect of Treatment, Personality and their

interaction on the Teaching Effectiveness of B.Ed. students by taking Pre
Teaching Effectiveness as covariate.

4. There is no significant influence of Treatment, Teaching Aptitude and

their interaction on the Teaching Effectiveness of B.Ed. students by
taking Pre Teaching Effectiveness as covariate.

5. There is no significant difference between the adjusted mean scores of

communication skill of experimental group and control group B.Ed.
students by considering Pre communication skill, Emotional Intelligence,
Personality and Teaching Aptitude as covariate separately.
 6. There is no significant effect of Treatment, Emotional Intelligence and
their interaction on the Communication Skill of B.Ed. students by taking
Pre Communication Skill as covariate.

7. There is no significant effect of Treatment, Personality and their

interaction on the Communication Skill of B.Ed. students by taking Pre
Communication Skill as covariate.

8. There is no significant effect of Treatment, Teaching Aptitude and their

interaction on the Communication Skill of B.Ed. students by taking Pre
Communication Skill as covariate.

1.6.0 DELIMITATIONS

The following are the delimitations of the present study-

 The study was confined to B.Ed. students only.

 The sample was taken from Indore city only and sample size was 124
only.
 Only 8 – 10 lessons per students were observed.
 Only Teaching Effectiveness and Communication Skill were assessed as
Dependent variables.
 Only Five B.Ed. colleges were taken for the study.
 Comparison was done with traditional feedback approach only.

1.7.0 KEY WORDS

The Charles Galloway System of Interaction Analysis

In category system, teacher behaviour is first divided into various units. A

behaviour unit is then classified into categories. In this system, at regular
intervals of the observation period the category is observed. The Charles
Galloway System of Interaction Analysis represents a good example of the
category interaction analysis.

This system of Interaction Analysis was developed by Charles Galloway

in the form of a teachers 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 and (c) Silence on 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 figure in his classroom and his
behaviour is one of the most 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.
Communication Skill

Communication skill is the ability to use language (oral or writing form

as verbal and facial expression, eye contact, body language, sound symbols and
symbolic code language as non verbal) for reception and expression,
information, ideas, opinions, sentiments, thoughts, feelings etc. between the
source of communication and receiver.

Teaching Effectiveness

Teaching Effectiveness includes characteristics like planning for the

lesson, organization of the Content logically and Psychologically, implementing
instructions, use of Appropriate Skills and Teaching Methods, Manage
classroom activities according to their Ability, Aptitude and Interest.