Chapter 6 explores the problem How do teachers grow in their craft? The answer is to explore the inner ground from which good teaching comes and to enlist the aid of fellow teachers. As Palmer sees it this growth is aided by certain topics, by ground rules of discussion, and by leaders.

The topics he chooses to focus on are critical moments and metaphors. Critical moments are ones "in which a learning opportunity for students will open up--or shut down--depending, in part, on how the teacher handles it." In workshops he often draws a line representing the length of a course from beginning to end, asking teachers to indicate where the critical moments occur. Teachers fill the line with moments like first class, first returned quiz, first challenge to authority. Then they join small groups to discuss these moments, hopefully being led into their inner selves and the sources of their strength as teachers.

Also in workshops Palmer asks teachers to use a metaphor to describe themselves as teachers. He saw himself as a sheepdog who helps and protects the flock. From this metaphor he was eventually able to phrase his definition of teaching--"to teach is to create a space in which the community of truth is practiced." As teachers explore their metaphors they come to see how they can best handle themselves in the critical moments that arise.

Palmer's basic ground rule for dialog is to ask only open, honest questions. These are questions that the asker does not know the answer to. Palmer suggests that teachers who want to work on their teaching sit for several hours with several other teachers who ask such questions, the answers to which provide deep insights into teaching attitudes and practices.

The key thing for leadership is that leaders find ways to create good talk about teaching, especially in terms of what the teachers' real needs are. Leaders need to provide open spaces where teachers, like students in their classes, can join a community of truth and explore the great thing, teaching, that they love