Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's school has launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cues from constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroom dialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflective dialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroom observation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform is meant to improve teaching quality, enhance the classroom environment, and bring about better critical thinking outcomes in the students. The following text chronicles the details of this reform in a large senior high school in a Chinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques. The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation using dialogic teaching techniques.