The problem under analysis is how the teacher can initiate or provoke children's spontaneous actions aimed at the subject being studied and not sanctioned by the adult. The author suggests a method of microanalysis of a lesson, which allows one to study development of research independence of a form as a collective subject of learning. The method also enables the investigator to single out empirically observable events of a lesson which constitute the basis for diagnosing spontaneity and independence of first-year schoolchildren.