The verbal behavior of teachers and students in elementary stenography classes is described. Observational data, consisting of the verbal behavior of teachers and students in 30 elementary stenography classes, were categorized and analyzed. From this initial analysis, a basic model of teacher-student behavior was defined. Deviations from the basic model were noted as they appeared to cluster around three variables in the classroom environment: teaches, point of time, and type of learning activity. An analysis of the data in terms of these three variables defined profiles of individual teaching style, of a longitudinal pattern that coincided with patterns of skill acquisition, and of contextual behavior patterns for each of the major types of learning activities. (Author)