The overall findings from these studies suggest that feedback from classroom observations is a viable and effective mechanism for providing teachers with the information they need about their classroom behavior. This feedback is intended to create an "imbalance" in teachers' perceptions of their own behaviors. This imbalance exists whenever teachers find out that their attitudes or perceptions of their teaching differ from that of trained observers. Teachers in such a state of "imbalance" are motivated to do something about their behavior in order to restore themselves to a balanced condition. A similar notion is that self-awareness increases teachers' control of their actions and the possibility that they will modify them. In 1995 Waxman, Huang, and Padrón provided schoolwide feedback to middle school teachers that compared their school profile on classroom instructional behaviors to an overall districtwide average of these same behaviors. Feedback from these profiles was used to stimulate dialogue and discussion about instructional strengths and weaknesses in the school. The profiles also helped initiate discussion about specific instructional areas that needed to be improved in the school. It should be pointed out that these profiles provided some guidelines for practice, and they were not attempts to tell teachers what to do. These profiles provide teachers with concepts and criteria that they can use to reflect about their own teaching. The feedback session was not viewed as one where research findings should be applied into specific rules or guidelines for teachers to follow. Rather, the observational feedback was intended to be used as a guide for teachers with which they and their colleagues could reflect about their practices on their own and decide what action to take. Professional services and university courses are some of the possibilities that teachers could choose if they wanted to continue to collaborate with the researchers in order to help them improve their instruction. In summary, the use of feedback from classroom observations appears to be a potent strategy that can improve instructional behaviors in specific classrooms and schools.