How teachers move through and position themselves in classroom spaces, relative to students, plays a critical role in structuring classroom interactions. While research in Multimodal Learning Analytics (MMLA) has explored these socio-spatial behaviors, less work has examined their intersection with verbal discursive strategies. This study investigates how teachers’ movement patterns and classroom design could be used to contextually interpret dialogic teaching strategies. Using data from the TIMSS 1999 Video Study, this paper presents an analysis of four U.S. mathematics and science lessons featuring distinct classroom layouts (row-desks and grouped-desks). Using Ordered Network Analysis (ONA), the study explores (1) how teachers’ spatial proximity to students relates to patterns of verbal teaching moves and (2) how classroom design influences these relationships. The findings contribute to a deeper understanding of teaching strategies, showcasing how ONA could be used to interpret how spatial and dialogic pedagogical strategies interact to shape classroom discourse. By comparing lessons across different subjects and configurations, this study aims for a richer understanding of how teacher movement and dialogic discourse relate and highlights the need for more systematic studies of multimodal teaching.