The Swedish school has the task of allowing all pupils to develop their ability to verbally communicate in the classroom. Through communicating verbally, the pupils will gain confidence in their linguistic ability in the social-science subjects. The purpose of this study is to investigate how a random selection with “ice cream sticks” can help to create a dialogic classroom, and how the participants perceive this type of teaching method, and if there is possible change in communicating verbally. The questions the study will answer are:  ·       How do the teacher's questions and responses to the student responses affect student participation? ·       To what extent does mutual respect arise from classroom dialogue? ·       How do pupils and class teachers experience the random selection at the beginning and end of a period of three weeks? ·       To what extent and in what way has the changed way of teaching contributed to a dialogical classroom in the social-science subjects?   This survey includes pupils and teachers from two classes in grade four and five. The qualitative methods used in this survey are observations and interviews. The material has been analyzed using theories about how dialogue is created in the classroom and how the teaching form with “ice cream sticks” can be organized. The result that emerged from this research is that with the help of the teaching style and the teachers' approaches, which is how they ask questions and how they respond to the students, the quantitative student participation has contributed to an increased classroom dialogue.