Fifteen teachers from grades one through twelve and sixty pupils were sampled using a contextual approach to the investigation of teachers' verbal and nonverbal behavior. Pupils were categorized as accepting, concerned, indifferent, or rejecting by their respective teachers, and the student-initiated question frame was selected as a suitable and relevant context within which to record teacher behaviors. Teacher proximity within the context of the student-initiated question was the nonverbal variable of interest; multiple observations were made of simultaneous verbal and nonverbal data within the selected context. Student attitudinal data was collected which further defined the selected pupil categories and was related to teacher behaviors. This study: (1) quantifies, within the context of student-initiated questions, the simultaneous verbal and nonverbal behavior of teachers; (2) operationalizes the theoretical models of Hall and Edney for a situational frame contextual unit strategy for the study of expressive behaviors; (3) defends a classroom context suggested by Brooks which demonstrates significant differences in teacher nonverbal behavior; (4) with attitudinal data, supports the pupil category system developed by Silberman; and (5) presents a methodological considerations which will enhance the descriptive and prescriptive capabilities of teacher behavioral observation schedules. (Author/MV)