Continuing with sharing of personal teaching scores. Input by Sasha Kleinplatz:
A score for choreographing.
Create in 5 min a solo that represents you.
Afterwards, during 2 min, everybody is saying what they saw the choreographer working on, beginning every sentence with: I see you are working on.
A structure that facilitates to remember that we have tools to create in a short time frame. The tools are already there, you just have to encourage them to be recognised and used.
Giving something and receiving the sheet of paper with the written feedbacks as a gift.

What is your intention- what do people see?

The glossary of Bertha Bermudez of your personal terminology, which is part of Mind the Dance was mentioned as a source. To try to explain your own terminology to yourself, can help to clarify. Develop your personal terminology for tomorrow.
Through teaching I can learn what I teach.
Putting things into words is also related to documentation.
I see you are working on....
To put things in words is helping us to make work "less personal", to detach your work from yourself.
Giving feedback.
Feedback as a source to learn. Feedback is a possibility to document, a document is a possible feedback.
Can you consider a video documentation of your work as a feedback?
The eye of the videocamera in a teaching situation can create a value of what is the interesting/ right thing, if it is handled by the teacher.
Do I want to have a democratic class room?
What is the floor that we create for  people to share on their creativity?
For example, what does it help to sit in a circle and say something about yourself?
It is up to you what you want to present of your multiple personality/identity. What are your choices?

What is the relation between documenting and time and documenting and content?
What is the difference between pedagogy and the documentation of pedagogy.
Question fo the day of Silvia:
What do we consider the content of what we do and can the documentation add content or value to what we do.
Create a document for a future event. And proceed it.
Is the purpose of a document to be a formula to repeat? Can a document be successful?
Is accuracy and precision important?

Content and documentation: you are always not only teaching movement or facts but also social competence. How do we document this?
Do we want to have responsibility in teaching as a social act? This is about the ethics of teaching.
How do you document liberation in a dance class - is the answer a poem?

What do we want the people to experience in our prentation on Sunday?

Do we want to share an intellectual content, do we want to share experience that we had through the week? How general do we want to be?

Try to answer this question every day.
The answer for Tuesday:
Colors and words – not just us talking, everybody should be in conversation. Hearing what everybody in the room is questioning. No lecture or teaching an exercise.
Creating some practical situation as an offer to the people.
A space with multiple possibilities.
Accumulating questions in the room. We want them to to experience an organic momentum.
Posing questions and answers and pulling threats in between.

Final summary – answer for Sunday:

To give people a chance to experience what was really important for us in this week. to find the common denominator
Pedagogy and care how is this to be translated in a document. Is it the spirit of the teacher?
The teacher is often not the best person to document herself.
What was the question of today. The question of documentation and content.
Documentation as value of content.
Documentation and care. How to document the overflow? The excess of the content of teaching.

We are establishing protocols of our process. Putting questions and accumulation questions. continuing the process of sharing practice.
Putting the question on what do we want people to experience on Sunday. to answer it ever day to keep it flexible.
what is accuracy what is precision in order to have a functional document. Related to the idea of recipe.
We should try to articulate the common denominator.
Another important thing is who should do the documentation of the process. Teacher, participant, external...
Having several perspectives in one document.