- Erik: Day-day is so difficult, so how at the same time do you create a culture that is constructive for teachers and students? As teachers, if we want to be professionals, how do we police ourselves?
- Frank: Balancing double role of teacher with mentor/positive adult, multiplied when many students don't have a positive adult in their lives. How much impact can I have as one person, and where should that impact be?
- Kate B: Teaching as art vs. teaching as science...What can we learn from medicine: more standardized? Should we share the "diagnosis leading to established procedure" plan? Do we need more clarity? How do you teach about structural oppression in a way that still gives agency?
- Michael: When does differentiation/scaffolding for seniors become self-defeating/too much? When do I give support and when do I not?
- Andy: If not careful, I can spend my time fighting people above me, instead of best doing what I can for my students. How can I shove the shit to the side and define my own agenda without becoming the angry teacher?
- Christina: Thinking about impact outside of classroom. I want to interact with adults, but feels uncomfortable talking to adults in my school about their practice and don't know my place. How to balance humility vs. arrogance?
- Steve: How do I choose/balance between the following modes of praxis in a course where I’m not concerned with a massive amount of content for a state exam? 1) Teaching through inquiry, which best develops students’ ability to think critically and to learn how to learn. 2) Teaching through extensive reading, watching, and research to gain the necessary cultural literacy to enter adult society and assume the responsibilities of citizenship. 3) Teaching students to do authentic intellectual work (which often, but not always, is through Project Based Assessments)
- Peter: Am I what I want to be? Will I become a problem or the solution? When do you let kids fail? I can get students to learn any idea, but how do I get them to learn independently? Where will I be a problem? Where will I be the solution?
- Kate W: I've switch from teaching chronologically to thematically. Does this make a difference when my course ends in the Regents? I'm more engaged by this group than by teaching, what does it mean my role should be in the future?
(Sorry if my notes didn't capture everything that was said)