Inspired by a "whole child" framing, the current study takes a "whole classroom" perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning--cognitive instruction, classroom management, and teacher-student relational interactions; (2) identifying distinct and interrelated classroom typologies based upon this coding strategy. The framework was developed through coding and analysis of 58 purposively sampled urban 4th-9th grade classrooms from the Measures of Effective Teaching study. Analyses revealed three overarching typologies: task-focused (52%), low stimulation (43%), and optimal (5%). We conclude by discussing implications for urban education.