In this article, the author describes his attempt to define conversation in the context of teaching, and to explain why it is a vital focus, both theoretically and practically. This article illustrates how educators currently do not pursue the systematic teaching of conversation in teacher education. Harman then presents a few existing ideas that could be productive starting points for a pedagogy of conversation, and, finally, offer ideas for what educators could afford to sacrifice in order to spend more time on conversation with teacher candidates. He argues that educators need to better cultivate in their teacher candidates the ability to converse, to turn things over with students. Educators must instruct the candidates in how to speak with their students, rather than merely to them, or even worse, at them.