A dialogue is successful when there is alignment between the speakers at different linguistic levels. In this work, we consider the dialogue occurring between interlocutors engaged in a collaborative learning task, where they are not only evaluated on how well they performed, but also on how much they learnt. The main contribution of this work is to propose new automatic measures to study alignment; focusing on verbal (lexical) alignment, and behavioral alignment (when an instruction given by one was followed with concrete actions by another). A second contribution of our work is to study how spontaneous speech phenomena are used in the process of alignment. Lastly, we make public the dataset to study alignment in educational dialogues. Our results show that all teams verbally and behaviourally align to some degree regardless of their performance and learning, and our measures capture that teams that did not succeed in the task were simply slower to collaborate. Thus we find that teams that performed better, were faster to align. Furthermore, our methodology captures a productive period that includes the time where the interlocutors came up with their best solutions. We also find that well-performing teams verbalise the marker "oh" more when they are behaviourally aligned, compared to other times in the dialogue; showing that this marker is an important cue in alignment. To the best of our knowledge, we are the first to study the role of "oh" as an information management marker in a behavioral context (i.e. in connection to actions taken in a physical environment), compared to only a verbal one. Our measures contribute to the research in the field of educational dialogue and the intersection between dialogue and collaborative learning research.