This paper reports the development of a classroom observation instrument designed to broaden and extend the power of existing tools to provide a balanced, reciprocal perspective of both verbal and nonverbal communication. An introductory section discusses developments in communication analysis. The Miniaturized Total Interaction Analysis System (Mini-TIA) is described as an extension of the Flanders and Galloway techniques which 1) uses time sampling techniques with matrix data interpretation, 2) features reciprocal categories, 3) maintains a reasonable limit on the number of categories for economy and efficiency, and 4) directs observer focus to reception as well as transmission of communication events. A table presents the Mini-TIA categories, seven verbal categories each subdivided into two categories according to the nature of the nonverbal events that parallel the verbal events. Recording with the Mini-TIA system is described, and the major matrix zones are depicted. An observer reliability study is reported in which 39 of 52 preservice teachers trained to use the system achieved a reliability level of .60 or higher, demonstrating that the system is functional and can be taught to observers who can record interaction reliably. Another study is reported which explored the relationship between Mini-TIA data and learner perception of classroom events (as measured by an adjectival checklist), concluding that further study of that relationship is needed. (JS)