Teaching in the classroom is a very complex process. It is a multiplied communication process. In classrooms, communication often does not happen in a logical order, either just the teacher and one student to communicate, while others listen or wait patiently. The teacher talks to one student, another student asks a new question, the third gets stuck with the thoughts ... While such moments occur, overlapping interactions and distortions can occur. The only way to manage such complicated

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... ons is to understand and adopt the key features of classroom communication. One part of the features has to do with the functions or goals of communication, especially with the balance of speech related to the content, the procedure and the control speech. Other features are related to the nature of nonverbal communication that complements, sometimes even contradicting what is said orally. Third characteristics are related to the unwritten expectations of students and teachers about how to participate in certain types of activities in the school, called the participation structure. Communication functions are accomplished through the content of communication, the communication procedure and control communication. The content of the speech focuses on what is supposed to be palnable to be processed at a certain lesson by a particular subject. The procedural speech refers to the existence of administrative rules or routines necessary for achieving the goals in the classroom. Controlling speech is about preventing or correcting wrong reactions when they occur, especially when false reactions are not due to ignorance. Nonverbal communications are gestures or behaviors that transmit information, often simultaneously with the spoken words. In principle, a large number of structures for participation in communication in teaching activities in the classroom are possible, the most frequent are explications, questions and answers, discussions, group work. In order to be effective in the use of verbal communication, teachers should use appropriate content-related content strategies, such as using predefined organizers, linking new information with prior knowledge, and organizing new information structures for the benefit of students. It includes strategies that help students communicate, such as learning with research and cooperative learning.In the context of monitoring the situation in our schools for the educational communication process, the article displays theory and empirical research in 5 primary schools in the Republic of Northern Macedonia.