Dialogic research has brought much attention to the nature of the discourses and discursive actions evident in the speaker moves predominantly made by teachers in classroom discussions, and what this means in terms of the interactional nexuses between students and their teacher where meaning making resides. It has said relatively little, however, about listening as a key element of these nexuses where speaking and listening demonstrate and facilitate students’ meaning making. This insufficient attention that on any account listening is central to communication—and for a phenomenon that has been taken for granted in conceptualising the dialogic, institutes a less than adequate basis for understanding a dialogic foundation for pedagogical practices. The current chapter aims to work toward rectifying this deficit by shifting attention to the listening response patterns made by students as they participate in their lessons. Its central question is: What might ‘demonstrating active listening’ look like in a classroom discussion? Answers to this question seek to consider how a focus on listening can be brought into accounts of a dialogic theoretical persuasion and be made part of understanding dialogic pedagogies. By drawing on previous research delineating five listening response patterns, the chapter highlights the complexities and multidimensionality of listening in classroom discussions, examining its role in recipiency, meaning-making, and co-construction of talk-in-interaction. Drawing on practitioner action research within elementary classrooms focused on implementing dialogic pedagogies, the study employed conversation analysis to delineate five distinct turn patterns that we argue constitute what might be described as active listening.