This article reports on the English National Numeracy Strategy (NNS) and, in particular, on the way in which children aged from 8- to 11-years-old view "interactive whole class teaching". A qualitative, grounded study of both teachers' and children's perceptions of interactive teaching was undertaken, making use of "video stimulated reflective dialogue". The focus here is on children's views about the roles of talking and of listening. Hearing what children have to say in this respect helps to illuminate the norms, expectations and practices of classroom discourse, and its implications for teaching. I argue that there is often a lack of any coherent theoretical basis for teachers' practices in relation to whole class interaction and that this can lead to a tension in which talking and listening become less effective as a vehicle for learning than they might otherwise be.