A study examined the relationship between French teachers' use of behavior alteration techniques in the classroom, and the perceptions of individuals evaluating the teacher (students, peers, administrators) on the quality of instructional performance. Junior and community college French students, language teachers, and administrators responded to a questionnaire on the frequency of the use of specific behavior alteration techniques and their opinions of the best, average, and poorest teachers. Results suggest that the questionnaire was a reliable instrument for evaluating effective teaching behaviors and for evaluating the use of pro- and anti-social behaviors in the classroom. Further research into measurement that combines behavior alteration techniques and learning management skills is recommended. (MSE)