Have you thought of video analysis?  I agree with Stefan's advice though - make you own checklist and scale. Classroom interaction has two broad parameters: i) incidence/frequency of interaction; ii) depth/quality of interaction.  There is plenty of scope for making categories, but a way to capture the timeline of interactions against events is important.  Hope that helps.

Hello Hyacinth,

Sending a scale on the psychosocial environment in the classroom. I do not know if will serve your desires. Excuse the scale be in Portuguese, but do not have it translated. If you need some exclarecimento just ask. In my Research Gate link can find articles with the application of this scale.

Best regards

Abílio Lourenço

Have you thought of video analysis?  I agree with Stefan's advice though - make you own checklist and scale. Classroom interaction has two broad parameters: i) incidence/frequency of interaction; ii) depth/quality of interaction.  There is plenty of scope for making categories, but a way to capture the timeline of interactions against events is important.  Hope that helps.

 Hyacinth, I suggest you the Flanders Interaction Analysis Category System (FIACS). It was prepared by Ned A. Flanders. It is an observation system. There are 10 categories in the system. The investigator has to observe the classroom interaction for a period of 30 minutes, twice.  The title of the book is "AANALYZING TEACHING BEHAVIOUR" Published by Addison-Wesley publishing co., Philippines, 1970. I used this tool in my research work.

my suggestion is that you video record the classes and after analyse  the content of the interactions (qualitative analyze) in order to identify categories/themes. You also can analyze others variables as the direction (individual, small group, class) and frequency.

You can record the lessons by video and then analyse the classroom behaviour of teachers in terms of direct teacher behaviour, indirect teacher behaviour, pupil talk, etc. 

Hyacinth

it all depends on what you mean by interaction. If it is to code the quality of teaching, thus the teacher and pupil interactions in the learning process, might I suggest the Quality Teaching framework used across NSW Australia, Distiller from previous frameworks used in USA and Australia. http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-Quality_Teaching_Guide.pdf

The paper below describes an approach we have developed:

Article Keeping them involved - Encouraging and Monitoring Student Activity

For whatever it is worth, Jerry Freiberg is the founder/editor of the Journal of Classroom Interaction.  I have written with him in the past, and he is a marvelous scholar and colleague.  I am certain that he would know of a few.  

http://www.coe.uh.edu/features/community-outreach/freiberg-mcneil-2012/Freiberg.php

Another person to think of contacting would be Hersh Waxman at Texas A&M.  He has multiple scales, etc., for student resilience.  As I recall, these included measures of teacher-student interaction.  He could be reached at:

http://directory.cehd.tamu.edu/view.epl?nid=hwaxman

He is another superb scholar and colleague.