The objective of this study was to show how classroom observation systems measuring different dimensions of student behavior might be used simultaneously to record and analyze classroom process variables used by teachers. The subjects of the study were 71 student teachers, and the four observational systems were the Reciprocal Category System, the Florida Taxonomy of Cognitive Behavior, the Teacher Practices Observation Record, and the Taxonomy of Imagery Provocation. The findings from the four sets of data studied showed that those specific elements of verbal and cognitive behavior which have been identified exist in a state of dynamic interaction. These variables are usually lifted out of their dynamic context and treated as static entities, but the multidimensional approaches can significantly broaden observational perception. (An appendix contains a bibliography and seven pages of data charts.) (SP 003 836 is a related document.) (RT)