In a classroom environment where students are encouraged to talk and share their thinking about mathematics, it comes as no surprise to find an abundance of ideas flooding the room. Yet, what does one do with all these ideas? How do teachers and students use these ideas as they learn in the classroom? Moreover, how do teachers and students manage these conversations in a linguistically diverse classroom? These complex questions are major points of discussion for educators (Adams Corral & Sayer, 2023). In this article, the authors (a teacher educator, a multilingual learner-teacher, and an artist) initiate a dialogue about the intersection of planning and spontaneity in classroom instruction. Often perceived as opposites, the authors assert that they can be complementary. They begin by presenting an example from a linguistically diverse classroom to illustrate the origin of an idea, how the three authors navigated it with students, and how it enriched the learning experience of the classroom. They then delve into two additional examples of how spontaneous student ideas were included within the planned mathematics lessons.