Dialogic teaching practices are often experienced as:	Monologic teaching practices are often experienced as:
a learning focused partnership	directive compliance relationship
open, participatory and collaborative	a one-way transmission of knowledge
the typical IRE is disrupted with a 4^th turn	a typical 3-part IRE structure
talk is a leverage for deep learning and reasoning	talk for organising students, behaviour and resources
more dynamic, active and activist	more static and passive
process orientated – making learning and knowledge public	knowledge driven – ideas often remain invisible
more students have a voice	more students being silent
active listening to teachers and peers	teacher centred, directed and mediated
equitable ways of relating	hierarchical ways of relating
shared responsibility for learning	students responsible for complying
more time for students thinking and talking	less time for students thinking and talking
more opportunities for thinking and talking	less room for negotiation of meaning
more time for rehearsing and consolidating ideas	“on the run” thinking and articulation of ideas
students develop from what they are thinking	students trying to guess what is in teachers’ mind
students positioned as thinkers, theorises, holders of a position	students positioned as followers of instructions and more simply as being correct or incorrect
making learning and thinking and knowledge accountable	making compliance accountable or prioritised
more open-ended questioning enabling reasoning, hypothesising and “thinking aloud”	questioning for known answers or more closed questioning
divergent ideas accepted and valued	having more convergence of ideas
more democratic	more autocratic
power and agency being dispersed more equally	having power and agency dominated by the teacher
time for talk being more equitable – the “floor is shared”	the floor being generally the province of the teacher