Improving the act of teaching in a classroom implies the need to study nonverbal cues and events, for many classroom phenomena serve as communicators of information and tend to either facilitate or inhibit learning. Nonverbal language, a reflection of both cultural and individual differences, includes not only the teacher's facial expressions, postures, gestures, etc., but also the way in which he manages the learning environment--desk arrangement, movement and position in the classroom, allocation of time, and tactics for controlling student behavior. Various classroom observation techniques have been developed to analyze teacher behaviors on a continuum ranging from encouraging to inhibiting communication and to enable teachers to understand and improve their nonverbal behavior and influence. The most important sources of improvement lie, however, in the teacher's continuing openness to, and awareness of, the occurrence and significance of nonverbal events and expressions, i.e., in his "ability and willingness to understand how he has been understood." (Included with this monograph are a variety of outlines and anecdotal illustrations and a 17-item bibliography.) (JES)