Abstract

Summary. Recent attempts to use Flanders' FIAC system to observe teacher‐pupil interactions in primary school classrooms had indicated severe limitations in this approach. The method is useful in a formal situation, but it contains an implicit ‘Theory of instruction.’ If this technique is applied to those informal classrooms whether primary or secondary, in which the teaching‐learning situation is defined more in terms of interpersonal communication than of transmission of information, the coded observations will miss out the very processes which define informal methods. Alternative procedures of observation should be adopted to take account of the context within which teachers talk to pupils and hence to assess the meaning of an interaction, as well as recording its occurrence.

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