Noting that teachers' nonverbal behaviors are frequently inconsistent with their verbal messages, a situation that detracts from student learning, this paper offers an activity for focusing prospective teachers' attentions on the frequency and impact of discrepant verbal-nonverbal messages occurring in the classroom. The step-by-step process is outlined to show how teacher education students act out various types of teacher and student behaviors, then discuss the impact of the behaviors and compare their observations of what and how many discrepant verbal-nonverbal messages occurred. Variations of the activity are offered, including the use of tape recordings to distinguish whether nonverbal vocal or paralinguistic cues are discrepant with verbal messages, and the use of videotapes to distinguish whether nonverbal eye contact, gestures, and facial expressions in student-teacher interactions are discrepant with the verbal messages. A response sheet of bipolar adjectives is attached for recording observations/evaluations of "students" and "teachers" taking part in the activity. (RL)