Eleven criteria for examining the teaching/learning situation in a classroom are proposed. These criteria, which relate to the percent of time students or teachers spend in the activities, are: (1) types of thought processes, (2) activity decisions, (3) motivation, (4) activity differentiation, participation and pacing, (5) activity form relevance, (6) evaluation source, (7) evaluation standard, (8) participative governance, (9) teacher activity, (10) activity mood, and (11) student feelings. Following each criteria, spaces are provided for recording estimates of time spent in the activities, and some of the possible implications of various estimates are discussed. The importance of this method of examining the processes and experiences of the classroom is seen to lie in the fact that teachers become aware of their priorities as evidenced by the varying degrees of emphasis in activities over which they have control, and thus should be in a position to rationally confirm or modify their value priorities. It is stated that the estimates would probably be most valid and reliable if obtained by trained observers. (For related documents, see TM 002 183-186.) (DB)