This article employs conversation analysis to document countering actions taken by a teacher for turn-taking traffic management in the classroom institutional settings. Assuming the concepts of “parallel activity” and “subversion,” the author introduces a specific teacher's accounting practice that was employd to restrain possibly disruptive student activity. The data stem from 20 h of video recordings gathered from a Japanese public junior high school classroom. Inquiry of the videotaped classroom interactions disclosed the use of a particular interactional practice, viz., the teacher's use of subversive questions to end parallel student activity without firmly asking them to cease. As subversive questions are drafted to reflect the sequential environment of the central activity and take distinct forms depending on it, students who can reply to the teacher's subversive questions thereby prove their former participation in the central activity, and hence the teacher closes the sequence with positive feedback. In contrast, students who cannot reply to the subversive questions prove their lack of participation in the central activity and receive correction. These findings add to the literature on classroom interaction from the turn-taking traffic management perspective.