Analyses of teaching behavior, transcribed from videotaped samples by elementary student teachers, who used a new instrument, Baruch Behavior Analysis, were examined for accuracy, reliability, quantification, and interpretation. The instrument helps the student to analyze himself and prescribe improvement for his behavior as to extent and patterns of teacher talk, distribution of pupil talk, categories of teacher questions, kinds of responses teachers make to student verbalizations, and quality of teacher's nonverbal behavior. The data indicated that most student recognized the need to improve their teaching and made specific appropriate recommendations for amelioration. (Author)