A teacher training program located in the Department of Communication at the University of Montana systematically attempts to modify teachers' communication behavior within the classroom. In step 1, baseline behavioral data are collected from each teacher by videotaping within the classroom. Step 2 involves coding the videotapes, using a "simple" coding scheme based upon communication style and immediacy research. In step 3, baseline effectiveness scores are collected, using specific procedures and measurements. During step 4, individual conferences are scheduled with each teacher. The trainer brings the teacher's videotapes, the coded behavior inventory, teacher effectiveness data, and a videotape of a highly effective teacher. Step 5 occurs during the second term, when the teacher is videotaped again, effectiveness scores recorded, and tapes coded. Step 6 occurs during the first week of the third term, when the trainer meets with the teacher again and compares the most recent data with that from the first meeting. Step 7 involves the repeating of all procedures each term. This program's effectiveness is discussed as are its limitations and modifications since its author has relocated at the University of Oklahoma. Six tables are included. (JMK)