A study concerned with the description of courses of action used by teachers successful in achieving classroom control is part of a larger effort to identify effective teacher behaviors which could be useful in training future teachers. The observation technique used followed a "rule-following" model (based on the Descriptive Psychology of P.G. Ossorio) with no attempt to reduce the complexity of teacher-pupil interaction in order to use a less complex system. Rating scales were developed on which observers ranked the correspondence between (1) observed teacher and class behavior and (2) statements of teacher policy and class reaction. Each of four raters observed four of 16 teachers in their best and worst classes (as identified by the teachers); each also provided measurements of the classroom control achievements (CC) of the teachers not assigned to him. A median split of the teachers in terms of CC formed a high and low grouping for testing hypotheses about the relationship between policy descriptions and CC. Results support continued development of rule-following description: it was applied by observers in a limited amount of time and did permit a discrimination between teachers who vary in classroom control achievements. (Included are discussion of Ossorio's concept of Person, the intentional action paradigm as applied to behavior description; the observer training manual; and the observation instruments.) (JS)