AS THE CULMINATION OF A 2-YEAR COURSE REVISION AND EVALUATION PROJECT FOR THE INTRODUCTORY PROFESSIONAL COURSE FOR SECONDARY SCHOOL TEACHERS, FIVE EXPERIMENTAL COMBINATIONS OF METHODS FOR TEACHING HUMAN RELATIONS SKILLS AND THE ANALYSIS OF VERBAL CLASSROOM TEACHING BEHAVIOR WERE EMPLOYED. THE ESSENTIAL INDEPENDENT VARIABLE WAS THE USE VERSUS NONUSE OF INTERACTION ANALYSIS (EMPLOYING CATEGORIES SIMILAR TO THOSE IN FLANDERS' SYSTEM) TO DESCRIBE THE VERBAL BEHAVIOR OF STUDENTS AND TEACHERS. THOSE TAUGHT THIS METHOD WERE FOUND TO USE, IN SIMULATED TEACHING SITUATIONS, SIGNIFICANTLY MORE VERBAL BEHAVIOR ASSOCIATED WITH HIGHER STUDENT ACHIEVEMENT AND WITH MORE POSITIVE STUDENT ATTITUDES (I.E., ACCEPTING AND ENCOURAGING BEHAVIOR). THE AUTHORS IMPLIED THAT TRAINING IN INTERACTION ANALYSIS PROVIDES A MORE ADEQUATE "COGNITIVE ORGANIZER" FOR INTERPRETING CLASSROOM EVENTS AND SERVES FEEDBACK FUNCTIONS. THIS PAPER WAS READ AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 1966). (LC)