Our governing documents give teachers guidelines as to how to carry out their task in the classroom. To guide a learner requires knowledge, not only about the policy of our governing documents but also skills to see the connection between the teacher's task and its practical implementation. By studying learners' experiences of teaching contexts, I have been able to evaluate how the teaching methods live up to the intentions of the national governing documents in Sweden.

My study is based partly on a survey that I completed and partly on the theory of Dialogicity. Here I saw clear connections between my informants' experiences of verbal exercises in the teaching and the theoretical background I have chosen for my study, Dialogicity. I have presented and analyzed the verbal exercises in four differentiated contexts. My results show how the concepts surrounding Dialogicity can be interpreted and put into practice in our educational work.

The findings of my study argue for a pedagogy based on a holistic approach to learning. The results of this study suggest a need for a deeper consideration of the relationship between our theories, our steering documents and our actual work in the classroom.