RELATIONSHIPS BETWEEN ELEMENTARY STUDENT TEACHERS' VERBAL BEHAVIOR AND PUPIL ASSESSMENT OF TEACHING PERFORMANCE

Classroom verbal behaviors of 33 early childhood education student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Three Flanders' categories of classroom interaction data were moderately positively correlated with student teacher performance. The Accepts Pupil Feelings and Praise and Encouragement categories were related to selected classroom procedures competencies. The Silence/Confusion category was significantly but negatively correlated with these competencies. In addition, the Accepts Pupil Feelings and Accepts/Uses Pupil Ideas interactions were related to the pupil assessment of selected teacher interpersonal skills.