Two papers on classroom teaching techniques and classroom environment in Botswana are presented. The first paper, "Is Teacher Training Associated with Teachers' Classroom Behavior? A Study of Botswana Junior Secondary School Teachers" by David W. Chapman and Conrad W. Snyder, Jr., investigates the extent to which teaching behaviors differed across 212 teachers with different levels of formal preservice teacher training. Results indicated that the level of training (untrained, diploma, bachelor's degree, or postgraduate degree) accounted for 25 percent of the variance in the predictor variables. Groups did not differ much on use of feedback, class discussion, small group discussion, and overall use of questions. Untrained teachers gave greater attention to lesson preparation and student development. The second paper, "Classroom Affect and Complexity: Ecological Perspective of Botswana Junior Secondary Schools" by Conrad Wesley Snyder, Jr. and others, asserts that affect valuations can accurately reflect the qualities of academic environments. Observation of 603 Botswana classrooms of 212 teachers at the junior secondary level resulted in ratings of 8 affect and structural scales: complexity of the instructional approach, lesson difficulty for students, student uncertainty about lesson concepts, teacher satisfaction, student satisfaction, student interest, teacher enthusiasm, and student attentiveness to instruction. References accompany each paper. (JDD)