Emphasizing the need for process rather than product-oriented education, this paper introduces a new conceptual model for observing the classroom as a total process. The new model is a blending of dramaturgic concepts and theory with the classroom teaching/learning process. The author draws an analogy based upon Kenneth Burke's Dramatistic Pentad--blending Burke's concepts of act, agent, agency, scene, and purpose to facilitate understanding of the classroom elements of time, space, methodology, teacher, student, and motivation. The teacher and/or observer is provided with a conceptual framework which encompasses most of the basic elements functioning and interacting within a class period, teaching day, and/or full semester. (Author/LG)