Just as students need plenty of time to practice skills such as solving fraction problems, they also need time to practice the skills of discourse to become better communicators and stronger mathematicians. Embedded within discourse strategies are specific ways to maximize communication. When repeatedly practiced, students learn to listen to one another, give a plethora of answers, and elaborate on ideas. These strategies are a form of scaffolding; the result is effective classroom discourse that provides a foundation for creating authentic classroom discussions. Students need time to grapple with and make sense of the math in their own way. One way is for students to talk with one another about their thinking. Students also learn how to talk as mathematicians by sharing ideas and listening to their peers. These conversations, in turn, influence students to become confident in their communication skills. With teacher support and coaching, students learn to take responsibility for their thinking. Students not only embrace learning while they make meaning of the math but also enjoy the process of learning how to communicate effectively. (Contains 1 table.)