Icbay, Mehmet Ali2025-01-272025-01-2720111946-30141946-3022https://doi.org/10.1080/19463014.2011.614057https://hdl.handle.net/20.500.12428/28432This study aimed at publicly demonstrating how classroom order is mutually established by a teacher and students in transition periods. Transitions take place in each instance when a current activity finishes, simultaneously the contextual organisation of the activity changes, and then the previously established order is lost. As a result, the participants in the classroom are faced with re-constructing the order before the next activity starts. In order to uncover the re-construction of order in transitions, this study compiled a 47-hour video-recording database from 69 different sessions in three classrooms from three high schools in Ankara, Turkey. Following the theoretical and methodological principles of conversation analysis, it first showed how a transition was constructed in the sequential details of classroom interactions. Later, it focused on the scenes of trouble that made publicly available the interactional organisation of order with particular reference to the participants' demonstrable actions. Finally, the analyses suggested that tying signals functioned as the basic mechanism that both connected the two activities and restored the order lost in between them.eninfo:eu-repo/semantics/closedAccessclassroom interaction analysisclassroom ordertransitionconversation analysisArticle2223625010.1080/19463014.2011.614057N/AWOS:000214017500004