When learning is virtual and students' webcams are turned off, interaction between students and teachers compared to an in-person classroom can fall short. The reasons some students keep their webcams off are numerous and compelling from an equity lens perspective (Yu 2020a): The history of policing in the United States points to an increased use of cameras as surveillance tools (Lin and Purnell 2019), students are concerned about their appearance (Castelli and Savary 2021), and webcams may serve as mirrors that resurface trauma (Costa 2020), to name a few. Xi Yu who was a public high school mathematics teacher in a district near Boston, saw this as an opportunity for a new pedagogical challenge: How can teachers create a virtual classroom where "everybody plays" without requiring that students turn on their webcams? (Yu 2020b, 2021). The purpose of this article is to share some strategies that allowed her virtual classes to engage as a whole (solicit public and private chats, circle the room, and slideshow-and-tell) and in small groups (invite small talk, think on virtual whiteboards, and delegate group roles) with webcams off.