Meeting the needs of a wide range of student abilities in the classroom taxes the talents of educators. If mainstreaming is to be effective, interactions in the mainstreamed classroom should be supportive of students' learning abilities. Since they shoulder the major responsibility of effective mainstreaming, teachers need information and support in using new teaching styles and behaviors. Research studies on teacher attitudes, behaviors, and skills have resulted in findings that provide a model for successful classroom interactions. Some behaviors are easier to incorporate into teaching patterns than others, and allowances must be made for individual teaching styles. Questioning techniques, such as question level, probing, and expectation are important factors in providing supportive feedback to students. Other supportive strategies include monitoring individual class work and fostering constructive interactions among students in small groups, so that mainstreamed individuals can learn about themselves through the responses and reactions of others. A model, appended in chart form, delineates teacher behaviors that support motivating interactions. Fifteen teaching patterns are defined and examples are given of their use in the classroom. Instructional behaviors include learning involvement, individual help, latency, probing, and questioning. Individual regard behaviors involve feedback, encouragement, listening, acceptance, and touching. In the category of managerial behaviors are monitoring, structuring comments, task orientation/expectation, transitions, and desist. (FG)