This study examined whether selected protocol materials in classroom management, used in inservice courses, would bring about long-term significant changes in teachers' classroom performance. Fifteen teachers participated in the study by taking an inservice course on classroom management and discipline. Two modules of classroom management behaviors were taught. The first module consisted of group alerting behaviors, including questioning techniques, recitation strategy, and alerting non-performers that they may be called upon to recite; the second module demonstrated teacher behaviors that encourage "withitness" in the students, including desisting from off-task behavior, describing desirable behavior, suggesting alternate behavior, and praising non-deviant behavior. For each module, both positive and negative behaviors were introduced to the inservice teachers, and, after completing the overview, the subjects practiced identifying the specific behaviors on transcripts of actual classroom interaction. The group observed a film of a class in which the teacher demonstrated the behaviors in the module. Teachers were asked to identify and label the behaviors as they were used. Following the film, there was a discussion of the behaviors. Teachers were observed in their classrooms immediately following completion of the modules, and two observations were made three and six weeks later. Findings indicated that, while the teachers used newly learned behaviors immediately following the training sessions, long-term changes in behaviors were difficult to determine. (JD)