An innovative course for graduate teaching assistants at the University of California at Berkeley aims to familiarize %TAs with techniques besides lecturing (i.e., question−and−answer; discussion; small−group problem−solving) and to demonstrate how teachers’ classroom behaviors affect students’ learning. The format is threefold: (1) Each TA is videotaped while teaching; (2) each analyzes his videotape privately and with the instructor; (3) weekly seminars are held. The authors concluded that, as a result of this course: (1) TAs felt freer to experiment with a variety of techniques; (2) verbal interaction between students and TAs and among students increased; (3) TAs’ behavior changes were noted and appreciated by students.