This booklet provides some practical suggestions for teachers about promoting student self-concept development in schools. An examination of the role of perception in behavior is followed by a discussion of ways that teachers can assist the development of students' self-concepts. A review of perception, consistency, and perceptual organization is presented along with an exploration of the role of changes in the self-concept. Strategies for promoting change are examined, openness to experience is described, the teachers' roles are discussed, and the qualities of a helping relationship are enumerated. The value of communicating is also considered. Idealized teaching roles are presented and both facilitating and controlling roles of teachers toward their students are illustrated. Differences between the roles are discussed and examples of appropriate teacher behaviors are given. The controlling mode of teacher behavior is presented as one in which there is little teacher concern for student self-concept, while self-concept is seen as a control factor in the facilitating mode of teacher behavior. (NRB)