I think “Do no harm” is what I need to go by (yes, what is harmful is open to interpretation). I see no harm in discussing a fine paper I’ve received in general terms (I wouldn’t post a student’s work without permission). I do see harm in expressing displeasure or frustration with a student or class (unless it has already been aired with them) or, obviously, in revealing personal details about a particular student. But I might post about a particular class session I felt didn’t work and ask for fellow bloggers’ advice. I don’t believe students should be cut off from the workings of our pedagogy; they shouldn’t be led to believe this is magic.

Case in point. When I was in grad school, a peer and I got into an argument about gendered approaches to teaching, particularly as they concerned honesty with students. He liked to play mind games with students, and he believed my way of interacting with students–total honesty–was absurd. We decided to visit each other’s classes. I basically just observed his, but when he came to mine, we ended up telling my students about the differences in teaching style between us. It turned into a very lively and interesting discussion with the students deciding there clearly was a gender issue involved. What amazed me was how engaged they were. They seemed fascinated with the subject of teaching–how we do it, what we are trying to achieve.
And I think they were appreciative that we respected them enough to have the conversation with them.

No, I don’t think it is the same question Liz was asking. After all, aren’t you working out the problem right here, for all, even students, to see? That’s quite different, I think.