This paper presents an inservice education model for the feedback of information concerning a teacher's spontaneous classroom behavior. A trained observer classifies the teacher's statements using a matrix of ten categories. From a tabulation of matrix entries it is possible to make inferences concerning the teacher's attitudes and behavior with regard to the following: a) acceptance of students' feelings; b) praise and encouragement; c) acceptance of student ideas; d) question asking; e) lecturing; f) directing; and g) criticizing. It is also possible to tell from the matrix the amount of time the teacher talks, the students talk, and the amount of time the class spends in silence. As part of a 10-week in-service training program involving 53 teachers in Minnesota, interaction analysis serves two functions: a) as a pre- and post-measurement of success in helping teachers modify their overt behavior in order to make it more consistent with their self-development goals; and b) as a working tool to feed back information during training. (See related document SP 007 825.) (HMD)