Addressing the need for effective teaching and accountability in music instruction, this document describes a study of an inservice project to train teachers in the use of consistent verbal and nonverbal behaviors. The project involved 27 music teachers in the inner city, multiracial community of East Harlem in New York City. The workshop sessions included a discussion of classroom management techniques; procedures for using the measurement instrument; and the observation, identification, and evaluation of specific teacher performances in classroom activities. Pre- and post-training classroom sessions were videotaped. Results indicated that after training, teachers became more aware of their behaviors in relation to classroom interaction. Workshop participants were able to pinpoint areas of academic and social teaching inconsistencies and were able to take steps to correct them. Those teachers who maintained the greatest percentage of consistency found that classroom disruptiveness was reduced and more attention was paid to academics. The use of videotapes was considered valuable in that teachers were able to identify their own behaviors. (KC)