Three secondary school teachers (A, B, and C) participated in a study to determine if teachers use a repeating pattern of verbal instructional techniques and if there are common instructional patterns among teachers. Sixteen observation records of interaction sequences for each teacher showed that teacher A exhibited the most complex system of verbal instructional techniques characterized by a very rapid rate of teacher pupil interaction; teacher B (displaying patterns intermediate between teachers A and C) was characterized by a lecture-question-answer sequence with a great number of student-initiated responses; and teacher C had a consistent, recurring pattern of extended lecture with short student responses to questions. An Interaction Sequence Graph (based on Flanders' 10 categories of interaction) was constructed from observation records. Comparisons of the teachers' patterns in the graphs (made in terms of those sequences which appeared in every observation record, those which appeared in half, and those which appeared in less than half) showed that each teacher did exhibit a repeating pattern of verbal instructional techniques, but because each teacher exhibited such diversity, it was not possible to demonstrate a common pattern among all three teachers. (A seven-item bibliography is included.) (See also SP 002 474). (SM)