The student teaching experience often creates affective friction between the student and his supervisor which may have debilitating effects on the student's self-image and ultimate performance in the teaching role. This study reports on the formal evaluation of a technique (developed at Clark University) of sharing personal biography which aimed at building self-image, developing bonds of solidarity, and improving in-class performance. Matched treatment and comparison groups of 10 pairs each of students and teachers were administered FIRO-B and COPE, pre and post. Student in-class performance was also rated by disinterested observers at the same times. The results support the effectiveness of the treatment in meeting its goals. (Author)