INTERACTION ANALYSIS, MODELING AND STUDENT TEACHER VERBAL BEHAVIORS

A study was undertaken to determine the effects of a perceptual modeling concept, presented during pre-teaching experience, on the verbal behaviors of 52 secondary school teacher trainees. The experimental group received instruction through the perceptual modeling of the 10 categories of a modified Flanders Interaction Analysis System (FIAS) presented via discussion, printed material, and videotape. The control group received symbolic modeling instruction through discussion and other verbal means only concerning the concepts of a modified FIAS. This instruction was divided into two parts: (1) Students listened to an audio tape recording of a typical classroom lesson; and (2) They analyzed the lesson using the concepts contained in the FIAS. Results indicate that: (1) A single, brief exposure to a model demonstrating a specific set of behaviors was sufficient to elicit behavioral change; (2) Use of the video tape recorder to present modeling sequences is an effective instrumental technique and an effective means of transmitting behavior; and (3) Ss who had received a modeling concept presentation incorporated more of the indirect than direct behaviors.