This study examined the congruence of teaching method and observed teacher behavior. Its purpose was to find out the actual behaviors in which teachers engaged when using a specific teaching method and whether or not these behaviors were congruent with those dictated by a theoretically based teaching model. The specific objectives of the study were to: (1) describe, via frequency and percentage data, observed teaching behaviors in each of six teaching methods--discussion, development/discovery, recitation/review, presentation, guided practice, and independent practice; (2) articulate from a review of the supportive theory and underlying assumptions a set of expected or anticipated behaviors for each teaching method; and (3) examine for congruence the descriptive data regarding observed teacher behavior and the theoretically expected behavior. The subjects included a non-random sample of 1,003 public school classroom teachers from across all grade levels. The results indicated that presentation is not formal "lecture" but rather interaction intensive. Also, teachers' presenting behaviors included supportive behaviors such as restating, emphasizing, and giving examples. Across the board in the methods, teachers devoted a good deal of time to positive feedback and giving informational responses. (JD)