Asian students are often stereotyped as reticent, reserved, and reluctant to engage in whole-class discussion and debate as a result of deeply rooted Confucian thinking. Against this backdrop of entrenched stereotypes, which seems inimical to dialogic teaching principles and practices, this chapter offers a perspective that shifts the focus from being dialogic to dialogic being. It argues that teachers need to go beyond being dialogic by performing discursive moves that encourage student talk and expand classroom dialogue to embody a dialogic being that re-envisions the teacher’s role and relationship with learners. According to Bakhtin, this dialogic being integrates (1) a responsibility to offer one’s unique perspectives, viewpoints and voice to others and (2) a responsiveness to attend to others’ perspectives. The chapter argues that this Bakhtinian perspective of dialogic being coalesces, rather than conflicts, with Confucian philosophy on education and therefore presents a way for dialogic teaching and learning practices to take root in Asian contexts. The implications of embodying a dialogic being for the classroom teacher are discussed.