First classes are always awkward at SI because SI classes are by default three hours long which is way longer than any classes really can undertake when students are still learning really what the class is supposed to be.
For me, it was interesting hearing about how instruction affects libraries and where they may or may not be rising to the occasion. Certainly, in my own library experience I feel like I have been in teaching role in many different situations, going back to being a circulation worker helping students find books. I think it is interesting how in libraries (public libraries especially) that the teacher role has been specifically given to Librarians. I can think of several occasions where I have gotten an earful for answering questions I should have directed to the reference desk simply because I was not a librarian.
With all that emphasis on the role of the librarian as reference expert, it is often puzzling how little of our professional training has been spent in learning how to actually teach people. Now a reference assistant in two different libraries, I am often surprised how much time is spent teaching people where the books are, where the databases are, what to do when people ask certain questions, who to refer people to. But very little time was spent on how people actually learn.
There could be two reasons for this. First, those are relatively translatable skills, and perhaps they assume we have already learned them in some other context. Or, perhaps more likely, the librarians and managers do not know themselves the mechanisms of how teacher works, and so could tell us how to teach as well. Since we as librarians perceive it as so mysterious, we therefore think it can be trained and can only be learned through other means (databases, answering questions etc).