Music education researchers and conducting pedagogues have identified numerous behaviors that contribute to increased verbal and nonverbal teaching effectiveness of conductors on the podium. This article is a review of literature concerning several conductor behaviors that may (a) increase the effectiveness of rehearsals, (b) enhance the expressivity of conductors and/or their ensembles, or (c) improve ensemble performance. Suggestions and recommendations suitable for instrumental and vocal preservice teachers, in-service teachers, and faculty charged with teaching undergraduate conducting and rehearsal techniques courses are offered.