The defining characteristics of the Reciprocal style include developing social interactions using reciprocation of roles that reinforce the giving and receiving of immediate feedback that is guided by specific teacher prepared criteria.

In the Reciprocal style, the role of the teacher is to make all subject matter, criteria, and logistical decisions and to provide feedback to the observer. The role of the learners is to work in a partner relationship. One learner is the doer who performs the task, making the nine decisions of the Practice style, while the other learner is the observer who offers immediate and on-going feedback to the doer, using a criteria sheet designed by the teacher. At the end of the first practice set, the doer and the observer switch roles, hence the name for this style. Doer 1 becomes observer 2 and observer 1 becomes doer 2.

When the Reciprocal style is achieved, the following subject matter objectives are reached:

• To internalize the specifics of the subject matter by having repeated chances to practice with a designated observer
• To visualize the steps, sequence, or details involved in a given task
• To learn to use subject matter criteria to compare, contrast, and assess performance
• To practice identifying and correcting errors immediately
• To practice a task without the teacher
• Others

When the Reciprocal style is achieved, the following behavioral objectives are reached:

• To expand socialization and interaction skills
• To practice communication skills (verbal behavior) that enhance a reciprocal relationship
• To learn to give and receive feedback from peers
• To develop patience, tolerance, and acceptance of others' differences in performance
• To develop empathy
• To learn social manners
• To develop social bonds that go beyond the task
• Others
• To trust interacting/socializing with others
• To experience the rewards (feelings) of seeing one's peer succeed