This investigation considered several issues relevant to the assessment of teacher nonverbal behaviors in the classroom. Multiple steps were taken to identify teacher proximity as a quantifiable dimension of teacher nonverbal behavior. These steps include the following: a) isolation of the student-initiated question frame as a suitable and relevant context in which to conduct proxemic research; b) estimation of internal consistency reliability of the kinesthetic scale of the Proxemic Notation System in an educational context; c) examination of a hypothesized relationship between teacher nonverbal behavior as measured by the Proxemic Notation System and the verbal behavior of the teacher as measured by the Observation Schedule and Record (OScAR-5V); and d) examination of the relationship between teacher nonverbal behavior as measured by the selected scale of the Proxemic Notation System and pupils' attitudes toward school as measured by the Describe Your School Inventory. Data was collected from 13 teachers from grades four through eight and 337 pupils representing an entire school teacher-pupil population. A canonical correlation procedure was used to analyze behavior relating teacher verbal behaviors to teacher nonverbal behaviors. (Tables describing OScAR-5V verbal scales, analysis of variance of kinesthetic data, and the "Describe Your School Inventory" are included.) (Author/JS)