The significance of body communication is of central importance for many working areas (acting, assessment, advertising or criminology) and for numerous scientific disciplines (social psychology, anthropology, sociology, linguistics or semiotics). Also pedagogical situations are fundamentally characterized by meanings that are conveyed corporeally and – as our previous studies showed - the comprehensive analysis of corporeal interactions provides insights into sources of instructional problems and success. In our contribution we will present elements of case studies showing how teachers face specific pedagogical challenges (for instance how body communication supports the changing of attention between individual concerns of single persons while working with the whole group of students, or the focusing of the students’ concentration). Hence, we investigate the performances of teachers in view of the problems of teaching and teaching-assisted learning, trying to find out how body communication within school-pedagogical contexts contributes to a tension-reduced setting, to a suitable stimulation or to a practicable supply of knowledge. We will exemplarily present the significance of embodied practices within pedagogical situations and elaborate their concrete didactic implications.