A scheme of student cognitive growth is suggested by a combination of Piaget's developmental stages and Bruner's imagery-related stages: the concrete level, for which imagery is not necessary; the concrete-imagery level, with imagery for enrichment of the concrete; the representational level, for which imagery is needed to make the translation to the concrete; and the abstract-imagery and abstract levels, for which language can be substituted for the concrete. The teacher can deal with students at differing levels of cognitive maturity by planning classroom activities on a lower level (since a student can function on any level below the highest achieved); however, the student should be exposed to higher forms of cognition to encourage cognitive growth. To determine those behaviors necessary for planning and assessing imagery in the classroom, a Taxonomy of Image Provoking Teacher Behavior with behaviors appropriate to each cognitive level was created along with a classroom observation instrument (the Taxonomy of Image Provocation Profile) which was formulated from the taxonomy. This instrument provides a qualitative and quantitative measure of a specific area of teacher behavior and suggests many areas of research possibilities. At West Virginia University the TIP Profile has been used as a behavior guide and for self-evaluation by preservice teachers as well as an instrument of objective analysis of teacher behavior. (SM)