This study assessed and compared the effects of two supervisory models, self-assessment and direct supervision, on types and frequency of teacher verbal feedback statements and questions during a 6-week one-teacher-to-one-learner teaching practicum. Sixteen students majoring in physical education instructed the same learner twice per week for 6 weeks. In the self-assessment model, subjects individually assessed their video-audiotaped lessons through systematic observation, after each lesson, for types and frequency of verbal feedback statements and questions. Rate per minute scores for each type of feedback were graphed, and participants were instructed to write an objective specific to one feedback category. The focus of this objective was to increase the frequency of feedback. Subjects in the direct supervision model met with a supervisor after each lesson and jointly coded types and frequency of feedback statements and graphed them. The supervisor then prescribed, in collaboration with the participant, a strategy for the improvement of verbal patterns of interaction with the learner. Results indicate that a model of supervision which employs an initial period of self-assessment followed by direct supervision effectively increases the use of positive specific verbal behavior in preservice teachers. (Contains 17 references.) (JDD)