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As I reflect back on the past school year in the light of our conversations this week, a discrepancy came to mind. I can see room for improvement in how I handled certain situations where I could have better undertaken the role of facilitator. What puzzles me is how to use co-constructive dialogue in situations where there is no opportunity to assume that role, specifically when dealing with those in supervisory positions granted authority by their title and position in the Institution. Are there situations where teachers have to "know when to fold?" Are there situations that warrant a conscious/unconscious shutdown as when a teacher is in a negative environment arising from a shared small group story to which that teacher does not subscribe?

Paul made the suggestion not to act until you reflect. Can this be a staged reaction, first to remove yourself physically from the negative environment and then to reflect upon an appropriate response? Can this response include not engaging in conversation with someone in authority who will not deal with the intersection of their own conscious and unconscious enough to allow a respectful co-constructive dialogue?

Most of our dialogue these past two weeks has been about our role as facilitators of learning in the classroom. Paul's discussion of Loops #3 and #4 brought to mind the cultures of the institutions in which we work. These institutions are built on hierarchies. Can free will be used to both respectfully express our opinions and also to choose silence when the issues do not involve the well being of our students?