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A scheme of student cognitive growth is,suggested by a combination of Piaget's developmental stages and Bruner's imagery-related stages: the concrete level. for which imagery is not necessary; the concrete-imagery level, with imagery for enrichment of the concrete; the representational level, for which imagery is needed to make the translation to the concrete: and the abstract-imagery and abstract levels. for which language can be substituted for the concrete. The.teacher can deal with students at differing levels of cognitive maturity by planning classroom activities on a lower level (since a student can function on any level below the highest achieved). however, the student should be exposed to higher forMs of cognition to encourage cognitive growth. To determine those behaviors necessary for planning and assessing imagery in the classroom. a Taxonomy of Image Provoking Teacher Behavior with behaviors appropriate to each cognitive level was created along with a classroom observation instrument (the Taxonomy of Image Provocation Profile) which was formulated from the taxonomy. This instrument provides a qualitative and quantitative measure. of a specific area of teacher behavior and suggests many areas o