A comparison was made of the verbal praise and criticism behaviors of teachers instructing in different types of classrooms. Fifty-seven teachers were observed in their various seventh and eighth grade classrooms: (1) nonhandicapped, small class size (5-15 students); (2) nonhandicapped, large class size (20 or more students); (3) special (students with learning disabilities); and (4) tutoring (one teacher for one or two students). Comparisons were made by rating the number of praise and criticism incidents initiated by the teachers, differences of teachers responses to boys and girls, and amount of praise and criticism directed toward groups of different sizes. Findings indicated that the verbal praise and criticism behaviors of teachers in one type of classroom did not significantly differ from those of teachers in another type of classroom. Although the majority of teachers used more praise than criticism, it appeared that they were not systematically using praise to manage student behavior but that their praise and criticism were reactions to student behavior. Praise was equally distributed among girls and boys; however, more criticism was directed toward boys, but not in significant amounts. Teachers were inclined to level criticism more frequently toward groups of students rather than to individuals. Among suggestions for future research on this topic is that an exploration be made of teacher verbal praise and criticism behaviors between beginning teachers and experienced teachers. (JD)