The impeded lesson: Behavioral monitoring and sequence-analytic exploration of disturbed teaching-learning processes

Teaching-learning processes are central subject of teaching. Some interaction patterns between teacher and students or within a class disrupt massively or even prevent teaching. Teaching-learning processes then stagnate or contradict scholastic goals. In a mixed-methods approach we analyse the case study of a starting sequence of teaching and show which manifestation and which interactional dynamics occur in such a conflict. This in-depth analysis highlights the possibilities and limitations of didactic intervention.