Observation of teacher classroom performance can provide insights into the steps necessary to improve pedagogical practice. Data from over 13,000 field observations of Florida teachers over a 2-year period revealed parallel performance patterns across grade levels and years among 40 behavioral indicators. The study used the Florida Performance Measurement System summative observation instrument--a measure of teacher classroom behavior that is comprised of 20 behavioral indicators shown to be effective and 20 indicators shown to be ineffective by the educational process-product literature. Data from 7,926 observations (4,447 at the elementary school level and 3,479 at the secondary school level) conducted during the 1987-88 school year and from 4,575 observations (2,735 at the elementary school level and 1,840 at the secondary school level) conducted during the 1988-89 school year were submitted to analysis. Questioning and interactive indicators, both effective and ineffective, dominated the average lesson (60%), while indicators dealing with higher order thinking and problem solving comprised only 4% of all behaviors. The data imply that awareness of ineffective questioning behaviors may need emphasis in teacher training programs and that the current emphasis on problem solving is appropriate. Twelve graphs and one table are provided. (Author/TJH)