This study revisits the long-standing teacher communication concerns framework originating over three decades ago. Analysis of 10 years of contemporary GTA teacher communication concerns reveals a typology of 10 concerns, which taken together construct teaching as a process of negotiating relationships, managing identities, and focusing attention. Results add depth to the original teacher communication concerns framework, yet complicate the typological distinctions that often define that framework. Specifically, results suggest that teacher communication concerns are multidimensional, multimodal, dynamic, iterative, and equilibrium-driven. Based on the results, I suggest a new metaphorical framework for teacher-training scholarship and practice.