To investigate the relationship between teachers' classroom behaviors and the self-concepts of pupils, four tasks were undertaken: (1) to present information; (2) to provide a perspective; (3) to design organizational schema; and (4) to furnish a conceptual framework for the research. The material categorized as information consists of research studies and educational project reports selected from a review of the literature on teacher behavior and the self-concepts of pupils. In an attempt to provide a unifying perspective, educational research is interrelated with educational reality as experienced by pupils, teachers, administrators, and other active educators. The philosophy of education inherent in the perspective is middle of the road--right of the radical reformers and left of the fundamentalists. The design of the organizational schema is categorization of self-concept into five constructs of self (the bodily self, self-identity, self-esteem, self-extension, and self-image). The conceptual framework defines the interaction between teachers and pupils as a behavioral dialogue (a psycho-social concept of interaction that contains the subjective reality of both the self and the other, and an observable objective reality, which can be perceived as the behavior of the two participants). In conclusion, the investigation suggests that pupils who are perceived as worthwhile, participating, and contributing members of the small society of the classroom will eventually reflect that perception of self as members of the greater society. (MM)