I agree with this statement. In the classroom, it has always been difficult for me to make tough decisions, especially when I'm not sure if the outcome will be a good/ positive one.

It's interesting that the author decided to bring parenting into this chapter. Any thoughts on why?

Often times teachers are expected to be "perfect" in front of their students. I appreciate how this section talks about the importance of relating to our students and how it's okay to stray away from that expectation

This also makes me think about how students can loose trust in their teacher, especially when there is a major shift in how they are reacting (patient to impatient)

I worked with a couple of teachers who had clear favorites last year. They would think highly of the students who would get good grades and were quiet in class. For example, they would say that those students were going to get into good colleges and have a bright future. While students who were more loud or didn't always do their work weren't seen in the same light.

This reminds me of my experience working with City Year. During orientation, the team facilitators made us, corps member, reflect on how we can be better listeners to our students as well as our teammates.

I'm excited to learn more about this critical issue because in my past experiences in teaching and in my own learning, these issues often don't get talked about.