The Social Science Observation Record is a systematic observation system. When used to provide feedback to preservice social studies teachers participating in a teach-reteach microteaching sequence, subjects obtained a significant increase in value-oriented student behavior. When used to analyze printed transcripts of mathematics teachers, teacher-student categories of the system were found to be related to the relative frequency with which teachers used conditional reasoning moves. When used to analyze the performance of preservice science teachers involved in microteaching, the teacher-student categories were found to be associated with growth in the frequency of probing questions. The implications are that (1) similar profiles result from different training approaches, (2) the effects of component skills on student verbal patterns can be analyzed, and (3) it appears probable that mathematics, science, and social studies teachers can learn to recognize and evoke similar valuing operations from students as a result of microteaching experiences. (Author)