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Now, with the use of so much technology and constant communication through GMail, Canvas, etc. that students are losing an ability to be resourceful to find solutions to their issues on their own.

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Students are looking to achieve perfection, and they see imperfection as a "failure" rather than part of the growing/developing process

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I naturally want to help people in need and reduce stress where I can. School admin has encourage us to be lenient where we can and excuse missed assignments. I worry I have swung to a very accommodating side (open-notes tests, retakes on Canvas quizzes, excusing smaller assignments), which seems to have reduced student motivation to really learn. I feel I need to reassess how to challenge students and make things higher-stakes, while still not over-stressing them.

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Trying to find ways to keep students engaged throughout, giving them a clear "to do" at each moment. Especially with computers being more present in the classroom, how do I reduce the temptation to go to a distracting website and stay engaged with class materials/activities.

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When students are solving practice math problems in class, some students are proactive and automatically collaborate and ask questions among one another. Others, however, are less likely to engage actively in the process of solving the problems. How can I prompt these students to be more active in the learning experience?

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Lack of engagement: Students not advocating for their needs. I want students to show initiative and express their individual learning preferences. 

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Lack of engagement: Students not advocating for their needs. I want students to show initiative and express their individual learning preferences. 

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How to effectively teach and engage students inclusively and equitably when you have a mix of in-person and remote students.

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Despite ten years of teaching experience, I probably average about 3 hours of prep time for a 70 minute class. While I feel well prepared, sometimes it seems not worth it, and leaves me rather exhausted.

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My longtime issue with my students, especially upper-leveled kids, is that they don't even try to speak in Japanese, which I know they can, although my class rule is to stick to Japanese. 

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My longtime issue with my students, especially upper-leveled kids, is that they don't even try to speak in Japanese, which I know they can, although my class rule is to stick to Japanese. 

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Finding ways to support students in their diverse struggles with learning, being mindful of time constraints on an individual teacher, while also maintaining the pace and rigor of a given curriculum.

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Students seem to need MUCH more scaffolding now than they did pre-pandemic. Problem: how to foster agency and critical thinking.

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How to cater to students' individual needs and different levels, particularly with mixed sections

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Students look to direction/validation from the teacher/instructor, rather than seeking that in their peers/classmates.