This report discusses the question of the appropriateness of teacher behaviors in relation to both the counting of frequencies of teacher behaviors and the interpretation of the impact of teacher behaviors on student learning. The recent focus, in research on teaching, on the counting of teacher behaviors gives rise to a concern for the meaning as well as the frequency, of teacher behaviors. The report describes three different definitions of appropriateness and the related systems for measuring teacher behaviors. The first definition considers appropriateness in terms of teacher decision making; the second in terms of teacher behavior in classroom settings; the third in relation to academic learning time. (Authors)