A social-emotional development program was undertaken in grades 1 through 6 in a project designed to improve the classroom climate for Spanish speaking children, and to improve channels of communication between cooperating teachers, student teachers, and college supervisors. Under the guidance of cooperating teachers, student teachers presented 30-minute video-taped teaching demonstrations. The 3 groups evaluated the demonstrations on differentiation, social organization, initiative, content, variety, competency, climate-teacher, and climate-pupil. There were significant differences in ratings on all dimensions except content. There were also differences in pre-conference and post-conference ratings by the same individuals. Recommendations for further study included: effects of verbal behavior relationships of students and teachers; creation of a better learning environment through coordination of efforts by cooperating teachers, student teachers, and college supervisors; and the effect of each aspect of the elementary school curriculum on the achievement of Spanish-speaking children. (SW)