Teachers are bound to establish order in the classroom by synchronizing and coordinating the group of students they are working with. Their corporal expressiveness constitutes a decisive dimension in making the students behave according to (explicit or implicit) norms, rules or expectations. Between the poles of an ‘administrative’ and a ‘cooperative’ communication style, hence between a coequally committed activity and one that considers the students as objects of an ‘administrative‘ task, teachers govern the classroom situation. These ‘teaching styles’ are expressed through more or less directive interventions that are corporally realized through (often) furtive facets of the teachers’ mimic, gestures, posture, taxis or proxemic and paraverbal communication. In this contribution, a reconstruction of the corporal microfoundation of achieving coordinated interaction will be presented. An approach to the methodological challenge of analyzing corporally expressed and sensually perceptible latent sense structures will be discussed and an objective-hermeneutical interpretation based on a phenomenological approach to an ‘embodied pedagogy’ is presented.