This contribution analyses the ethical tensions linked to the presence of teachers during critical incidents in a Quebec high school. It is appropriate to pay attention to this presence since the areas of uncertainty that cause critical incidents are of concern to teachers when these situations are, to our knowledge, still little studied in a descriptive and nuanced manner. This teaching presence translates into an experience expressed in a relation between the spielraum and the network of virtual actions. Using the critical incidents method, the data collected during six semi-structured interviews is thematically analyzed on an ongoing basis. As a result, certain possibilities for action are idealized, certain concomitances are nuanced between interiority and exteriority and certain dynamics are anchored between distancing and availability.