This report, second in a series of seven, addresses the question, "What events disrupt classroom instruction and what are the most effective techniques teachers use to cope with these disruptions?" This report is a formal presentation of the research. The methodology of the study is delineated, the participants (teachers and observers) are described, and the general data collection procedures which were used are summarized. Comments regarding the nature of the data sources, and a description of the training of observers are also provided. General descriptive information relative to distractions, coping techniques, and distraction-coping linkages is provided. A model emerging from this research is discussed and general conclusions of the study are presented. (JD)