The basic mechanism regulating the organization and flow of consecutive tasks in a session in a classroom is the move from one activity to another. Finishing the current activity, starting a new one, and maintaining the classroom order at the same time are all regulated with the mechanism that emerge in the course of transitions. Thus, in a transition from one sort of activity to another, the tasks of terminating the previous activity, moving to the next activity, and at the same time restoring the order lost in the transition are accomplished with a set of actions done mutually by the teacher and students. Faced with the massive problem of having to accomplish these tasks simultaneously, the teacher, the main actor to reassemble the cohort in the classroom, makes use of tying signals. Simply, tying signals are the actions to tie two activities after a transition. More specifically, tying signals are a set of markers and addresses produced during transition to maintain the class flow and classroom order. Basing its interest in the mechanism of how tying signals function to sustain the flow from the previous activity to the next one and to restore the order in the classroom, this study particularly reports how these tying signals are constructed, organized and sustained in the details of classroom interaction. Starting with the closer look at how the previous activity is connected to the next activity, the study continues presenting the sequential development of restoring cohortness after a transition. Becoming visible with the sequential analysis of the turn-takings in the classroom talks taken from different sessions at three schools in Ankara, Turkey, tying signals becomes the chief theme regulating both functions of transitions. As a consequence, the focus of the study develops into an emerging concept, i.e. the dual function of tying signals to sustain the class flow and classroom order.

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