Analysis of Teacher-Student Classroom Interaction in Amish and Non-Amish Schools

Abstract

Using the Flanders Interaction Analysis Technique the teacher-student classroom verbal interaction in Amish and Non-Amish schools of Mifflin County, Pennsylvania was analyzed. The Amish schools represented on a continuum four distinct levels of integration into the larger society. The hypothesis that “as sampling moves from Old Order Amish classrooms to Non-Amish classrooms there will be an increase from ‘direct teacher behavior’ to ‘indirect teacher behavior’” was supported. The analysis of the teaching patterns and teacher-student classroom verbal interaction in the Amish schools showed that classroom environment was consistent with the Amish philosophy of life. However, the analysis of the teacher-student interaction in the public schools showed certain behavior inconsistent with present day philosophy of education. Also the ferment reported to be taking place in Catholic society was evident in apparent contradictions revealed in the analysis of teaching strategies observed in the parochial school.