Interactional patterns in the primary school

Abstract

Classroom interaction has been investigated since the middle decades of the 20th century. This study is based on a number of observations carried out at Qormi Primary School B between November 1989 and February 1990. The focus is on the interactional patterns established between high and low - achieving pupils and male and female teachers in the Primary School. The selected classrooms were two classes of eight and ten-year old high achievers and two classes of eight and ten-year old low achievers taught by male and female teachers. The research tool was a modified version of the Flander's Interaction Analysis Categories (FIAC) System. The data analysis reveals that boys receive both more positive and more negative feedback than girls from teachers of both sexes in the Primary School.