The purpose of this study was to develop paradigms of verbal interaction for problem solving discussions. Taking selected definitions from previously published work, categories were built which classify verbal moves. Using the categories, models of verbal interaction were built which subsumed such verbal interaction concepts as the venture, move, cycle, and module, defined in other research studies. These models served to define clearly interaction terms like lecture, teacher-centered discussion, and student-centered discussion. When coupled with the Classroom Observational Record developed by Reynolds, Abraham, and Nelson, these paradigms become powerful tools for conceptualizing and researching classroom interaction. (Author)