DEFINING AND DESCRIBING GOOD TEACHING AND THE PROCESS BY WHICH IT CAN BE DETERMINED WITH RELIABILITY WERE THE GOALS OF THIS STUDY. CHARACTERISTICS OF GOOD TEACHERS WERE DIFFERENTIATED, TEACHING ACTS OF GOOD TEACHERS WERE DEFINED, AND AN OVERALL DESCRIPTION OF GOOD TEACHING WAS DEVELOPED. AS A RESULT OF THE STUDY, A MODEL FOR GOOD TEACHING WAS FORMULATED. A CONCLUSION TO BE DRAWN FROM THIS STUDY OF TEACHERS IS THAT THE RELATIONSHIP OF TEACHER TO CHILD REFLECTS TO A MARKED DEGREE THE ADULT-CHILD RELATIONSHIP OF OUR CULTURE. THE SELECTION OF TEACHERS FOR PROFESSIONAL TRAINING SHOULD CONTINUE TO BE GIVEN CAREFUL ATTENTION. TO BEST CULTIVATE GROWTH AND LEARNING, THE TEACHER SHOULD REMEMBER THAT EACH RESPONSE TO A CHILD IS A MATTER OF CONSCIOUS DISCRIMINATION, AND HE MUST TAKE INTO CONSIDERATION THE REACTION OR RESPONSE OF THE CHILD. (JL)