A set of dimensions for describing teacher discussion style is presented in this paper written in 1963. In the task dimension, teacher style is defined in terms of statement posture (positive or negative assertion), discussion posture (teacher's attitude toward information, e.g., descriptive, analytic), statement types (value judgments or factual claims about reality), and logical or intellectual operations. The social-emotional dimension includes the interpersonal affect. Procedural dimensions include efforts to control the interaction situation, e.g., task-oriented procedural acts, deviance control. To describe teacher behavior, the authors recommend first defining styles according to certain conceptual dimensions, training teachers to "play" these styles, and observing what differences occur in student behavior and learning outcomes. They illustrate this approach by describing two style models--recitation teaching and socratic teaching--and then defining some of the similarities and differences between the two styles according to the dimensions in their model. The paper concludes with a discussion of the utility of a dimensional analysis of teacher or discussion style. (RM)