This document presents in graphic form a system of interaction analysis, in which methods are presented for the teacher to study his teaching behavior in terms of the behavioral objectives he has established for himself. A summary of categories of interaction analysis is provided, which are labeled as indirect and direct influence. The former includes a teacher's acceptance of feelings, teacher's praise or encouragement, acceptance or use of students' ideas, and teacher's use of questions. The latter involves lectures, teacher's use of directions, criticism or justification of teacher authority, student-talk (response and initiation), and silence or confusion. Charts for plotting classroom interaction with examples used to illustrate student talk following teacher talk and teacher talk consisting of lectures are provided. Among areas identified to differentiate types of teacher response are: indirect teacher talk, direct teacher talk, student talk, silence or confusion, acceptance of feelings, offering praise, using student ideas, giving criticism, lengthy student responses, and teacher responding to termination of student talk with direct influence. That there is no single standard of what is best in assessing interaction is stressed. (Author/AM)