As education researchers who have studied the feedback patterns of teachers using an argument-based inquiry approach, the authors have found a simple way to do this: Talk less but offer better feedback. In this article, the authors discuss the use of teacher redirects as a way of improving the quality of their feedback so that students can engage in productive student-to-student science discussions. The examples they share are from second-, fourth-, and fifth-grade classrooms, but the idea of using teacher redirects to promote student-to-student discussion is applicable to any classroom setting. (Contains 3 figures.)