The distinguishing feature of the secondary level language arts methods course at the University of North Florida is that all readings, assignments, and class activities are designed to promote the highest possible degree of student participation in and responsibility for the learning process. Underlying all course activities is the premise that the more actively engaged a student becomes in the learning process, the more likely it is that learning will occur. The instructor's modeling of desired behaviors is reinforced by requiring students to practice similar strategies, both in simulated settings and in actual secondary school classrooms, where the students spend two or more hours each week. The careful classroom analysis of students' first attempts at teaching is the keystone of the course. Students must teach at least two lessons, using their peers as an audience, prior to executing those plans with high school students. A number of evaluation techniques are used to give students as much feedback as possible about their teaching behaviors and ways to improve their teaching behaviors. (Attached are a teacher checklist for evaluating student teaching behaviors, a student self-evaluation form for field experiences, and a checklist of appropriate teacher behaviors.) (RL)