Abstract
AbstractTwenty‐six teachers, from different school systems and grade levels, were used in experimental and control groups to investigate the use of checklist structured observations as a self‐improvement technique for modifying teachers' verbal behaviors. Pre‐ and post‐treatment data were analyzed with Flanders Interaction Analysis System; and 20 indices of teacher influence and pupil response were subjected to analyses of covariance to test the significance of changes in teacher and student verbal behaviors. Eighty percent of the teaching pattern indices were significant. Pupil participation increased, however, predicted changes in types of pupil participation were not significant.
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