This study focuses on observations of classroom conversation as an approach to assessment of relationships between a teacher's teaching and pupils' learning and identity-development processes. Detailed observation notes from two conventional conversation situations from a first grade classroom are written down as narratives and analysed within a sociocultural theoretical framework. Three significant themes emerge: (1) How the teacher sees the pupils, (2) How she connects with them, and (3) How she wanders on together with them. Together these themes function as strong "process motors" demonstrating how a teacher's support and scaffolding add positive influences to children's learning and personal growth. The study concludes that writing down information from classroom observations in a narrative genre manufactures excellent opportunities for revealing, describing, interpreting, and evaluating significant relationships between a teacher's teaching and pupils' learning and identity development.