This paper makes an informational analysis of teachers' verbal discourse. A behavioral analysis is also made in terms of "tacts" and "mands," as defined by Skinner. These behavioral components of a message may be quantified in terms of "originality,""redundancy," and "complexity." But the most important problem is to find what effects the teacher's verbal behavior has on pupil behavior. A conceptual model using student mathemagenic behaviors as intervening variables is described. This concept is useful in describing the kinds of hypotheses that need to be formulated to guide empirical study. Mathemagenic behaviors--defined by Rothkopf as behaviors that produce learning--are the critical empirical concept linking teacher and student behavior. Thus, using the simplified behavioral and mathematical conception of teacher behavior and mathemagenic behaviors as intervening variables, a research strategy is envisaged. The utility of this approach is suggested by current experimental work on verbal learning. These concepts can also be used to integrate the research of several investigators on classroom discourse. (Author/RT)