Data from three classroom observation instruments (Florida Taxonomy of Cognitive Behavior, Reciprocal Category System, and Teacher Practices Observational Record), used simultaneously by three-member teams to observe 117 teachers and their students, were subjected to factor analysis to identify and define their discrete and overlapping areas and, more broadly, to test multidimensional instrumentation (cognitive, experimental, socioemotional). Results of the study favored multidimensionality as it permits a more diversified system of interrelationships to be analyzed. Specifically, results suggested that high levels of student cognition are related to the student-centeredness and warmth (socioemotional climate) of the classroom environment and to student behavior rather than to the teacher's cognitive level. Regarding the socioemotional climate in particular, it was found that the components of indirect behavior such as teacher warmth and positive reinforcement are not related in the experimental behavior dimension, and that the pattern of teacher behavior is as important as the behaviors themselves. (A seven-item bibliography is included.) (LP)