The rules that guide teacher-pupil communication in basic schools are described and analyzed. These rules express the right of who (teacher or pupil) may open the communication act, determine the topic, lenght of speech, position of participants (standing, sitting) and the area in the clasroom in which communication will take place. The current communication rules, which are part of the School Code, heavily overemphasize the rights of the teacher at the expense of those of the pupils’. An empirical survey in 23 basic school lessons revealed that the communication rules had been strictly obeyed. Possible negative effects of the current version of communicative rules are expected not only on teacherpupil communication itself but also on pupils’ cognitive, affective as well as connative characteristics. A need of changing the current version of communicative rules is stressed, and conditions under which these could be adopted are described.