One of a series of seminars on Head Start research, this paper deals with the potential contribution of teacher style to classroom management. It is suggested that studies be designed to (1) compare and describe preschool and primary programs, (2) develop a standard system of notation for recording behavior in classrooms, (3) determine the effect of the classroom setting on teacher behavior, and (4) provide in-service education for preschool teachers to teach them practical procedures for getting systematic feedback about their own behavior. Further studies are needed to examine both teacher and pupil style, as well as the development of sex role and motivation in young children. The effect of the teacher's style on children's cognitive and social development deserves further attention. Responses to this paper are made by Ira Gordon, Martin Haberman, and Helen Richards. A bibliography on the teacher and classroom management is included. (Document ED 034 088 has the full text of the proceedings of all six Head Start seminars in this series.) (DR)