The main purpose of this study was to develop a procedure whereby teachers might improve their interpersonal transactions with students. Concomitant purposes were to develop a limited category coding system for easy use by classroom teachers and to develop a classroom observation system for research purposes. Sixteen teachers (three primary, nine intermediate, and four junior/secondary) were provided with a training manual designed to teach the user to discriminate coding categories, to code teacher responses, and to interpret response profiles. Subjects were later asked to videotape and code their classroom interactions. Trained raters provided ratings on eleven sets of pre- and post-tapes for data analysis. Important findings of the study were as follows: (a) scales developed for the measurement of accurate empathy, warmth, and genuineness have demonstrated high reliability when used in a variety of classroom contexts, (b) structured feedback using videotape has proven to be an effective way to change certain facilitative behaviors of classroom teachers, and (c) the size of the student group does not appear to effect measurement or gain. (Authors/JA)