Patterns of stability of behaviors in classrooms with varying types of structure were investigated by means of a low-inference rating scale applicable to both traditional and nontraditional classrooms. Utilizing a research design which controls for subject matter, period of day, and day of week, eighteen observations were made in each of six primary classrooms. Behavioral items were combined into variables reflecting cognitive, affective, interpersonal, and structural aspects of the classroom. Results indicate that certain classroom variables were stable, while others varied according to period of day, subject matter (activity), and type of classroom structure. Teachers differed in their patterns of stable behavior. (Author)