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Reinforce the value of learning from mistakes / feedback

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Reinforce the value of learning from mistakes / feedback

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Admitting that not everything works and how learn from failure

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Encourage students to recognise that it’s ok to feel uncomfortable and not know everything

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Measured feedback

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Don’t cheat yourself

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Promoting the benefits of engagement and knowledge for future practice rather than the negatives of not knowing

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Providing positive feedback on student submissions as well as constructive criticism, or identifying areas for improvement

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Encouraging reflection and focus on what has gone well and how to learn from feedback

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Focus on graduate job entry qualifications

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Role model how we can use mistakes to learn

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Getting perspective employers to tell students they are looking for people not marks

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Culture of plagiarism warnings

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Prompting the people who speak out most in classes

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Thinking we need to push our students to get the best out of them

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Thinking we need to push our students to get the best out of them

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Removing grading or marks

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Trying to encourage engagement by focusing on the negative aspects of non-engagement

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Focus only on the upper measurements when guiding on assessments

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Who is the pressure from? Does it get them to their goal, more pressure without need

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Process not prices haha!

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Be constantly aware that we are not all from the same background 

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Be constantly aware that we are not all from the same background 

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Keep it real!

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Noting our own mistakes as natural/ expected/ fine

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Supportive environment

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The importance of the prices and safe place to make mistakes

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Positivity regarding failed work offer of resits 

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Positivity regarding failed work offer of resits 

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Be approachable

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Helping learners understand excellence comes in many forms

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Staff student consultative groups

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Explain expectations clearly and encourage discussion and ownership of these

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Create meaningful relationships with the students and support them creating good ones also within themselves.

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Create meaningful relationships with the students and support them creating good ones also within themselves.

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Not expected to know everything

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Clear guidance

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Not providing opportunities where failure is a positive learning experience

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Disproportionate focus on writing, grammar and presentation.

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Expecting them to take risks with their learning - trying out new things

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Engage with our peers for support

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Assessment strategies

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Insufficient/ineffective feedback

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Progression and retention stats. Module evaluation.

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‘Try your best’ attitude
Resits available

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In some way ‘exposing’ student performance/ outcomes in front of others maybe

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Distributing exemplary former essays or coursework

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Being assessment driven/focus on outcomes

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Overly prescriptive on what it must have