The value of effective teacher interaction during inquiry-based learning to catalyse deeper learning is widely endorsed. This project investigated activities that teachers undertake during inquiry-based learning through coding of videoed inquiry, using a Kikan-Shido lens. Inquirybased teaching is often perceived as teacher-as-facilitator, but the teacher used a range of pedagogies, including explicit instruction. Findings showed that the teacher monitored, guided, and redirected student learning during inquiry-based learning. These responsive and multifaceted interventions were targeted to meet the needs of students and their progression through the task. A highly skilled teacher examines students' progress to know when to 'connect' with and when to 'disconnect' allowing the students the space to engage in problem-solving and reasoning together.