Interaction plays a crucial role in teaching. In order to fulfill its intentions about stimulating students learning in certain directions, teaching must not only provide relevant information, but continuously observe how its information is understood by the students. Consequently the idea of ‘being there’ becomes a fundamental issue in teaching as well as in didactical theory. The aim of the paper is to reflect the concept of being there from a spatial perspective. The premise is that different spatial conditions offer different conditions for how teachers and fellow students can be there. These different conditions challenge, in each their way, teaching as interaction system and the participants. Consequently spatiality must be taken into account as an active category in didactical reflections, just as didactical reflections should supplement aesthetic, economic and technological criteria in design of learning environments. The paper will focus on two generalized types of spatial conditions: classroom and open space environments. Each type will be addressed in relation to teaching in build as well as virtual environments as being there faces significantly different conditions in build and virtual classrooms