English and mathematics teachers in junior high schools were observed for an average of 20 one-hour periods throughout the school year. The purpose of the study was to determine the relationship between the affective behavior of the teacher and the students' academic achievement and attitudes. Anecdotal information based on the classroom observers' summary descriptions are used to capture the salient characteristics and the overall tone of teacher behavior and classroom environment. High achievement-high attitude classes were characterized by good organization, a high proportion of time in instructional activity, and task-orientation. Low achievement-low attitude classes were chaotic, unstructured classrooms with less task-orientation. The descriptive summaries suggest that there is a distinct relationship between good classroom management (planning and organization of activities) and student learning and behavior. (JD)