This article explores tactful contact in educational relations, where learning emerges through the interaction of teachers, students, and digital tools. Viewing learning as co-creative and relational, the study broadens the discussion on polyphonic relational epistemology by applying a sociomaterial lens targeting relational materiality. Digital contexts alter both space and temporality of interactions. Therefore, to participate actively in co-creative learning digitally, you need agency to relate to others in changed ways, referred to as relational agency. This study examines how teachers can scaffold students' relational agency in digital learning environments. A vignette is used as data to analyse how relational agency arises not from the individual alone, but in an emergent process from the entanglement of human and non-human actors. An anticipatory dimension is added to the traditional view of teacher-student relationships where teachers act on the unpredictability inherent in various situations and contexts. The results indicate that one form of anticipatory pedagogical tact is to provide a variety of digital communication options, mitigating students' vulnerability. This gives students various choices of embodiment in their interactions, which facilitates psychological safety and acts as a scaffold, thereby increasing their relational agency.