The present study intended to explore the relationships between the direct and indirect teacher behaviors and the creativity and GPA of children by designing scale of teacher behavior from students perceptions on Flanders´ teacher-student interaction theory. The subjects sampled was 155 elementary school students taught by four six-grade teachers. Of the 155 subjects, 71 were boys and 84 girls. The subjects evaluated the teachers´ behaviors by their own perception and received test of creativity. The data was collected and analyzed by Pearson´s product-moment correlation analysis, the stepwise multiple regression analysis, and canonical correlation analysis. The results were as follows: 1. Five indirect teacher behaviors and three direct teacher behaviors can predict adequately the boys´ and girls´ creative thinking. But some indirect teacher behaviors predicted negatively while some direct teacher behaviors positively. 2. Five indirect teacher behaviors and three direct teacher behaviors, except for the boys´ esthetic & manual works and the girls´ composition and esthetic & manual works, can also predict effectively all the subjects´ course scores. But some indirect teacher behaviors made negative prediction while some direct teacher behaviors made positive prediction. 3. As to the boys´ creativity, the flexibility, originality, and elaboration were mainly influenced by four teacher behaviors through one canonical factor. The four teacher behaviors included accepting ideas, asking questions, punishment, and authority. As to the girls, the flexibility of thinking was mainly influenced by the five teacher behaviors, namely, encouraging, accepting ideas, asking questions, punishment, and authority. 4. As to the boys´ course scores, their Chinese, composition, and arithmetic were mainly influenced through a canonical factor by accepting ideas and lecturing. While to the girls, two canonical factors were included. Through the first factor, accepting feeling, encouraging, accepting ideas, asking questions, enthusiasm, lecturing and punishment excerted influence on Chinese, composition, and arithmetic. And punishment and authority influenced composition, arithmetic, and esthetic & manual works through the second factor.