What teachers do in the classroom affects pupil learning. To shape patterns of interactions proactively, teachers must get useful feedback they can understand. Seeing objective data may encourage teachers to think more seriously about the ways their classroom behavior influences students and about how students' behavior reciprocally influences teacher behavior. Several studies suggest that there is a specific order of stages a teacher must pass through before reaching the mastery stage of development. A study conducted at Bowling Green State University (Ohio) attempted to determine the developmental stage of 107 student teachers (53 assigned to a control group and 54 to an experimental group). All students completed a pretest to determine their developmental stage before starting a 10-week student teaching experience. Supervisors for the experimental group were trained in the use of a new observation instrument and observed and coded their students during the fourth week of student teaching. During the fifth week, those students attended a seminar where they transferred the information from the observation form to a computer, and learned to use the Classroom Awareness Supervisory System to analyze classroom activity. Both the experimental and control groups completed a posttest and questionnaire the final week of student teaching. Analysis of responses covered the following areas of awareness: self, content, pupils, and environment. No significant mean differences were found in the areas of self, content, or pupil awareness, but a significant change occurred in the control group in the area of environment awareness. No student teachers were found to be in the early stage of self-awareness (survival), which may be due to the 300 field and clinical hours required prior to student teaching. Questionnaire responses indicated that the student teachers enjoyed using the computer program and found it useful for analyzing their classroom behavior. (EDS)