NONVERBAL BEHAVIOR CONSISTS MAINLY OF FACIAL EXPRESSIONS, GESTURES AND BODY MOVEMENTS, AND VOCAL INTONATIONS AND INFLECTIONS. IN ORDER TO PROVIDE A MODEL FOR OBSERVING TEACHER NONVERBAL CLASSROOM ACTIVITY, 12 CATEGORIES WERE DEVELOPED THROUGH THE USE OF TWO DIMENSIONS--ENCOURAGING TO INHIBITING AND TEACHER INITIATED TO TEACHER RESPONSE. THREE CATEGORIES APPLY TO EACH OF THE FOUR PAIRS OF LOCATIONS ON THESE DIMENSIONS. BEHAVIOR THAT IS BOTH ENCOURAGING AND TEACHER INITIATED SHOWS (1) CONGRUITY BETWEEN VERBAL INTENT AND NONVERBAL REFERENTS, (2) RESPONSIVENESS TO FEEDBACK, AND (3) POSITIVE AFFECTIVITY. AN ENCOURAGING TEACHER RESPONSE IS (1) ATTENTIVE AND LISTENS TO OTHERS, (2) FACILITATIVE BY BEING RECEPTIVE TO OTHERS, AND (3) SUPPORTIVE OF PUPILS OR PUPIL BEHAVIOR. INHIBITING TEACHER-INITIATED BEHAVIOR SHOWS (1) DISCREPANCY BETWEEN VERBAL INTENT AND NONVERBAL REFERENTS, (2) UNRESPONSIVENESS TO FEEDBACK, AND (3) NEGATIVE AFFECTIVITY. INHIBITING RESPONSE BEHAVIOR IS (1) INATTENTIVE TO OTHERS, (2) UNRECEPTIVE TO OTHERS, AND (3) DISAPPROVING OF PUPIL BEHAVIOR. INTENSIVE TRAINING OF OBSERVERS IS NECESSARY TO ACHIEVE SENSITIVITY AND RELIABILITY. AN ALTERNATIVE TO THE CATEGORY APPROACH IS THE WRITING OF NARRATIVE DESCRIPTIONS OF TEACHER-PUPIL INTERACTION, WITH EACH COMMUNICATIVE EVENT IN A SITUATION DISCUSSED SEPARATELY. THE USEFULNESS OF TAPE RECORDINGS FOR BOTH METHODS IS NOTED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE AACTE WORKSHOP, 1967. (LC)