In this commentary, the author contends that, if teaching became less private and faculty interacted with each other about teaching more in the way they discuss research, the quality of education would improve. He discusses some ways to facilitate that interaction. In the author's own experience, actually sitting in on a course taught by a colleague, proved very helpful not only from what the author learned about a subject, but also from the teaching strategies used that the author could adopt or adapt. Based on his experience, the author stresses that exposing one's teaching to constructive criticism from peers can lead to changes in the way one teaches and prove an excellent deterrent to stagnation protected by the shield of academic freedom.