If the moderator makes it clear that disagreement is valuable and helps participants focus on mutual learning instead of trying to win a debate, teachers can learn from each other and from themselves in a dialogue of disagreement. A conversation that is frustrating can be one that ultimately is energetic and stimulating. A middle school teacher also shared her experience of the energy that comes from a sense of convergence in a dialogue, reflecting on her experience of an integrated curriculum project presented by another teacher in the group. She had started working with colleagues at her own school to integrate Israeli education into other courses, but it was a change she considered both meaningful and risky. After the discussion, she commented, “It was in the back of the head all year, but when he brought it in, it was like this: `Wow, that`s good.