In this research report, classrooms are seen as affective learning environments in which human relationships expand or restrict the quality of learning. The two-part report discusses (a) fundamental differences in social structures among classrooms, as measured by the Centrality-Diffuseness Index (C-D Index); and (b) relationships between the verbal behaviors of 18 female teachers (as measured by Flanders Interaction Analysis) and the affect-rejection patterns of their 576 fifth-grade students. Significant correlations from .50 to .86 between Flanders categories and classroom social structures are discussed. The report concludes that the teacher's behavior "Acceptance of Children's Feelings" relates significantly to expanded ranges of children's social interaction and that the C-D Index should be used in more definitive research of classrooms as social systems. Nine figures explaining the results of the study are included. (Author/BRB)