To test the validity of a previous study conducted under simulated teaching conditions (which found that openminded teachers use indirect influence more than closedminded teachers), it was hypothesized that the need to maintain classroom control influences the behavior of teachers under actual teaching conditions. Thirty-four high and low scorers on the Rokeach Dogmatism Scale were selected from a group of teachers untrained in interaction analysis and were asked to record on tape six 20-minute segments of regular class sessions, which were then analyzed using the Flanders system of interaction analysis. Findings show that under actual teaching conditions closedminded teachers, as compared to openminded teachers, tend to monopolize classroom talk through a variety of verbal behaviors and therefore seem excessively concerned with classroom control (their students talk less), an interpretation which may account for the lack of difference between open- and closedminded teachers in their use of indirect influence. This interpretation is based on the supposition that the Flanders system confuses verbal behaviors used for control with those used for indirect influence. Because of this apparent limitation of the Flanders system, and the study's other findings concerning the apparent influence of control, the conclusions of the previous study are questionable. (A nine-item bibliography is included.) (SM)