As more classrooms return to in-person instruction, many teachers are longing for lessons built around student discussion. Student discourse frequently floundered over the past year amidst inconsistent camera usage, weak microphones, internet lags, and the overall awkwardness of virtual classrooms. The Socratic seminar is a particularly seductive lesson structure. Its origins reach back as far as ancient Greece and more recently to influential 20th century educators. Yet Socratic seminars frequently fall flat. Many teachers have experimented with lesson design elements to address these issues. The author has developed an approach to Socratic seminars with his high school English students that he has yet to encounter in the literature or in dozens of school visits. This approach, what he calls a remixed Socratic, has heightened the rigor and urgency of his class discussions while simultaneously increasing engagement, collaboration, and joy. His remixed Socratic method is presented in this article.