The author introduces the concept of "inferring value teacher behavior." This behavior is essentially a value statement formulated by the teacher about a student's value. It contains the three characteristics of value statements (states the characteristics, identifies it as a value, identifies a value referent) but, in addition, the teacher phrases the statement in a tentative way and expressly invites the student to respond to the teacher's inference. Processes for formulating the inferring value teacher behavior are described in general, in cases when the student voluntarily provides a rationale for his value statement, when no rationale is offered, and when the rationale is a personal reaction rather than a characteristic. Techniques for broadening student-offered referents, for translating characteristics, and for dealing with negative rationales are provided. (MJB)