Because research has determined that specific management techniques can have an effect on the classroom behavior of students, an observational rating scale was developed to assess the type of management techniques six elementary teachers in a program for behaviorally disordered children used to control behavior. Correlational analyses were used to determine the relationships among teacher behaviors, and between teacher behavior and measures of student misbehavior. Results clearly showed the importance of direct management variables over indirect structuring variables, and in particular the importance of managing inappropriate behavior. Appended materials include operational definitions for the classroom management observation scale (CMOS) and information on the technical characteristics of the CMOS. (Author/CL)