The term "teaching behaviors" is defined; categories of behaviors are identified; and, within these categories, taxonomies of teaching behaviors useful in facilitating the goals of values awareness instruction are examined. A teaching behavior is defined as a word, set of words, or some nonverbal actions used by the teacher to have some specified effect on the students' behavior or on student-student or student-teacher relationships. The three general categories of teaching behaviors related to most instructional goals are: basic teaching behaviors, through which the teacher creates and maintains the structure and integrity of the lesson; goal-directed teaching behaviors, through which the teacher facilitates the students' growth toward the lesson objectives; and diagnostic teaching behaviors, which the teacher uses as one way to generate data about the growth of the students toward those goals. Behaviors identified as basic are: structuring; focus setting; acknowledging; clarifying; responding to students' data generating; and teacher silence. Six goal-directed teaching behaviors related to values awareness are identified: tuning in to process; probing for rationale, for prediction, for data, and for data source; and inferring value. Values awareness diagnosis teaching behaviors encompass probing for values, for process awareness, for conditions, and for feelings. (MJB)