Sophie and Laurent, both in management positions at an elementary school, are discussing their approach to answering the school phone during conversations with parents. During a cross-interview, they review a video filmed in Sophie's office, showing a mother of a student seated in front of her discussing the difficulties her son is facing. The school phone rings, and Sophie decides to answer it. Laurent says he would not answer the phone if he were with someone, noting that Sophie has the mother in front of her. Sophie explains that she lets the phone ring because she believes it could be important and chooses to answer it. Laurent observes that the mother stops speaking and waits, and Sophie acknowledges that she might lose the thread of the conversation but believes it is better to address the call rather than let it go unanswered. Sophie argues that not answering the phone can lead to her losing focus on the person in front of her. She prefers to resolve the issue in thirty seconds and return to the conversation. She also mentions that the mother is someone she knows well and that answering the call shows the parent that she has work responsibilities. Laurent acknowledges that the situation depends on the parent in front of them but warns that answering the phone can lead to lengthy conversations that are difficult to cut short. Sophie agrees, citing an example where answering the phone led to a long conversation with someone from the school, making it challenging to return to the original discussion. Laurent mentions that he no longer answers the phone when he is with someone, a change from when he used to answer. He attributes this to the increasing weight of the phone, including calls, emails, and WhatsApp messages, which make it more difficult to manage without constant interruptions. He explains that he uses call forwarding and a professional mailbox on his personal phone to handle communications. Sophie notes that the mobile phone and the school phone are different but agrees that managing tasks as they come can prevent cognitive overload. She mentions that she keeps her phone with her but puts it on the table during meetings, believing that if someone calls after school hours, they will call back the next day. She also points out that other colleagues often answer the school phone, which helps distribute the responsibility. Laurent suggests that not answering the phone could be a normal response, similar to how a doctor might not answer during a consultation. Sophie agrees that the constant solicitation from various tools is overwhelming but prefers to manage tasks as they come rather than let them accumulate. A researcher notes that school principals are constantly exposed to interruptions, and the phone is not only a communication tool but also part of work organization. The ringing phone introduces uncertainty about the caller's identity, importance, and urgency. Sophie answers to eliminate this uncertainty and manage her workload fluidly, while Laurent chooses not to answer to maintain control over his tasks and be more available during interpersonal interactions. The decision to answer or let the phone ring involves questions about the power to act on one's own work.