This comparative study of inner city with non-inner city teacher behaviors represents an initial attempt at a comparative analysis of two teaching models, and provides a means of identifying like and different behaviors. Descriptions of teaching acts occurring in inner city schools were obtained and independent judgments were made about the frequency and appropriateness of the acts by each of two selected sets of "competent" teachers, one group from inner city schools and the other from schools in other socio-economic environments. The analysis constituted a comparison of their judgments on verbal representations of teaching situations and teaching acts derived from inner city classrooms. The procedures and methodological rationale are presented in three separate parts: 1) method of observing and describing teacher behavior; 2) method of documenting (obtaining judgments on) the described teacher behaviors; and 3) method of identifying behaviors peculiar to a given group. Some of the findings are briefly reported as illustrations in the procedural discussion. The major presentation of results and discussion of implications is in the analysis section which concludes the report. (Author/MBM)