This paper is a theoretical description of the mental processes that occur as part of teachers classroom behavior. Concepts are applied from the field of cognitive science and the following model is offered: the brain has an intrinsic dynamic nature with hierarchically organized levels of functioning; there is a large degree of interconnectedness between individual neurons, groups of neurons, and systems of neurons; and there is a continuous stream of parallel and temporal information processing through these connections. The development of methodical teaching behavior follows from the assumption that teachers will become better able to steer or modify their classroom behavior in accordance with the demands of the environment. Teachers must frequently react quickly to classroom situations and this prevents reflection on action with the responses coming from lower levels of subconscious behavior rather than higher. Therefore, teacher improvement must focus on making certain teacher behaviors part of the subconscious response. The challenge for teacher training and staff development is to help student teachers perform subconsciously in a way that is effective in promoting student learning. Teachers must be taught new behavior that is at first counter-intuitive for them but that with practice will become part of their subconscious. (Contains 18 references.) (JLS)