The Henderson chapter on deliberative inquiry starts off with an example of a teacher, Sarah, facing a tough teaching situation. I really enjoyed reading her dilemma because I could totally see myself experiencing the same anxiety Sarah faced. What really made me stop was how she thought of including so many different people in her solution; this just goes to show how much support teachers can call on when in need. In a sense, that made me feel relieved because as teacher candidates and new teachers, we will probably face similar dilemmas in which we too have lots of support. This just reminded of how in the beginning weeks of this program we have been told countless times of the help and support we can get at any point from the TEO office, our instructors and our fellow teacher candidates. I also thought the concept of group deliberative inquiry fits so well with our social and emotional learning cohort as its core ideas are empathy, caring and embracing multiple perspectives. Through working together as a group, educators, students and their parents are – as the author said – building trust with each other. I thought in a sense, this is already fostering an environment where social and emotional learning can take place. Towards the end of the article, there is a section called “Examining and Describing the Problem,” this section really caught my attention as I never realized the importance of defining the actual problem for inquiry. I now think that this first step requires a lot of detail as the author describes a handful of questions we must ask to clearly state the problem. Without a well-defined problem, I can already predict it will be hard to reach a decent solution.