We sketch the methodology enacted in some studies of ours, realized both with and for teachers, concerning a critical reflection process of their classroom transcripts. These studies aim at fostering the teachers’ critical review of their teaching, so that they can obtain a more and more precise control on their ways of communication and can observe the impact on classroom interactions of micro-variables linked to individual attitudes or to emotional-relational dynamics. In the paper we describe the main steps of the process through which the teachers’ analysis develops and highlight the influence of each step on the awareness and the professional development of the teachers.