This article draws on Lefebvre's rhythmanalysis to interrogate and extend Bernstein's theory of pedagogic framing. It develops a typology of modes of pedagogic practice differentiated in terms of the dominance of one of three potential organising referents. These are (a) the grammar of the instructional discourse configured by a regulative discourse, (b) conventions or models of practice circulated within, or generated through participation in, a practice community, and (c) habituated coordinations of contextual time/space and technology use as practice rhythms. The typology constitutes an analytic frame for classroom observation data drawn from a study conducted in two schools. On a theoretical level, the study concludes that pedagogy is a hybrid practice involving a variable and contingent relationship between its three organising referents: discourse, conventions or models within a practice community, and space/time technology practices. (Contains 1 note.)