Abstract
The study attempted to extend the microteaching instructional technique to include a more integrative approach to the analysis of teaching behaviour. By examining essential ‘dimensional skills’ of classroom teaching and interaction, more emphasis is given to the on-going role enactments of the teacher and class together in differing learning settings. Elements of classroom social organization provide a basis for this approach. A classroom Social Organization Category System, SOCS, was devised and used in conjunction with microteaching to provide maximum personal feedback to the student teacher concerning his performance. The evidence favours the use of specific feedback data from the SOCS analysis in significantly changing teaching behaviour to achieve more flexibility in the teaching role.