A study examined a segment of classroom discourse in light of: (1) the complexity of an I-R-E (Initiation-Reply-Evaluation) sequence; (2) the teacher's role as facilitator; and (3) the similarities and differences between mundane conversation and classroom discourse. In addition, the intricacies of interaction between teachers and students in the classroom were explored; for example, the fact that instructional discourse involves sequences that occur one after the other in interaction between teacher and students, otherwise known as "turntaking." Data consisted of a 50-minute segment of classroom discourse, which took place in a small (12 student) elementary classroom in California. Results indicated that managing classroom discourse is a somewhat complex task that involves a variety of roles and techniques. Further research is needed to address more I-R-E sequences and how often students and teachers deviate from an immediate reply and get "off-track." (Contains 11 references, 10 data segments, and 3 figures illustrating variations of I-R-E sequences; an additional data segment is attached.) (RS)