The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished. This book contains the following chapters: (1) Introduction: The Embodied Work of Teaching (Joan Kelly Hall and Stephen Daniel Looney); (2) Attending to the Interpersonal and Institutional Contingencies of Interaction in an Elementary Classroom (Nadja Tadic and Catherine DiFelice Box); (3) What's Symmetrical? A Teacher's Cooperative Management of Learner Turns in a Read-aloud Activity (Joan Kelly Hall, Taiane Malabarba, and Daisuke Kimura); (4) Managing Disaligning Responses: Sequence and Embodiment in Third-turn Teases (Stephen Daniel Looney and Jamie Kim); (5) A Tale of Two Tasks: Facilitating Storytelling in the Adult English as a Second Language Classroom (Elizabeth Reddington, Di Yu, and Nadja Tadic); (6) Teacher Embodied Responsiveness to Student Displays of Trouble within Small-group Activities (Drew S. Fagan); (7) Gaze Shifts as a Resource for Managing Attention and Recipiency (Hansun Zhang Waring and Lauren B. Carpenter); (8) Mutual Gaze, Embodied Go-aheads and their Interactional Consequences in Second Language Classrooms (Olcay Sert); (9) The Use of Embodied Self-directed Talk in Teaching Writing (Innhwa Park); (10) Embodied Acktions and Gestures as Interactional Resources for Teaching in a Second Language Writing Classroom (Yumi Matsumoto); (11) Collective Translations: Translating Together in a Chinese Foreign Language Class (Abby Mueller Dobs); and (12) The Embodied Accomplishment of Teaching: Challenges for Research and Practice (Stephen Daniel Looney).