This report emphasizes the importance of nonverbal behavior as a teacher-student relationship language and discusses some observation instruments designed to provide feedback to teachers on their nonverbal behavior. According to the report, nonverbal behaviors provide the primary vehicle for expressing emotion and leakage channels that are difficult to control or to censor; and nonverbal cues function as qualifiers in the form of metacommunicative messages to indicate how verbal statements ought to be understood. It is the supervisor's responsibility to share with the teacher his observations of this nonverbal behavior. The report notes that teachers tend to be defensive about observations with which they disagree, and that observations and evaluations of nonverbal phenomena seem to dramatize these value differences. According to the author, the utility of the observation system, the validity of which both supervisor and teacher agree upon, is that it removes the difficulty of value differences. (JF)