In studies dealing with classroom environment, functions and meanings of teacher interventions, and student behavior, several variables reflect teacher effectiveness. Presage variables concern the characteristics of the teacher; product variables concern the outcomes of teaching; and process variables concern the activities of teaching. Studies based on presage or product variables provide a very limited amount of knowledge usable in the teaching practice. The research focus has been shifted to process variables to better understand teaching. A model associating presage, process, and product variables aids understanding of the teaching process and facilitates a summarization of research on effective teacher behavior: (1) Descriptive studies of teaching physical education identify and clarify many teacher interventions; (2) Interventions that increase teaching effectiveness include reduction of negative interventions, increase of feedback and positive reinforcement, and creation of a more confident classroom environment; (3) Research should examine the relationships among teacher interventions, classroom management techniques, and student achievement; and (4) Defining an array of competencies for effective teacher behaviors will improve teacher education. (CJ)