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Encouraging. I just don’t know how to do it authentically that doesn’t sound canned or fakey

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Encouraging. I just don’t know how to do it authentically that doesn’t sound canned or fakey

# data[].attributes.body
Consistency

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Sometimes, it's about setting boundaries.

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Sometimes, it's about setting boundaries.

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Sometimes building confidence and a love of learning trumps content knowledge.

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Ideally we can be rigorous without students realizing it

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Ideally we can be rigorous without students realizing it

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It’s a lot of work to be helpful, engaged and available to students, faculty and staff.

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Time to have ongoing conversation to achieve the balance

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Time to have ongoing conversation to achieve the balance

# data[].attributes.body
I have learned that exams are also a learning tool and are not the end all to learning by placing a grade.

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How to communicate with students in a way that rigor and helpfulness aren't in conflict 

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How to communicate with students in a way that rigor and helpfulness aren't in conflict 

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At what point does it become being taken advantage of?

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At what point does it become being taken advantage of?

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I am often reflecting on what each student needs when they ask for exceptions, and I worry whether my decision is truly fair and equitable or how much is influenced by my biases. 

# data[].attributes.subject
I am often reflecting on what each student needs when they ask for exceptions, and I worry whether my decision is truly fair and equitable or how much is influenced by my biases. 

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What else can we add to the HER paradigm?

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What else can we add to the HER paradigm?

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Trust underlies everything. Students don’t find help in actions they don’t trust; students are not encouraged by words they don’t trust; rigor is refused without trust. How can we build that trust?

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Students who never show up, impossible to encourage.

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Students who never show up, impossible to encourage.

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Do we tie these to work expectations, rigor, and help to be available at prospective work places

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Do we tie these to work expectations, rigor, and help to be available at prospective work places

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How often we are equating student worth with grades...

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How often we are equating student worth with grades...

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How does this resonate with McKeachie's teaching tips?

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How does this resonate with McKeachie's teaching tips?

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Is it rigorous to allow students to show knowledge in their way rather than in all ways?

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How can we get students to work together to promote H.E.R. with one another?

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How can we get students to work together to promote H.E.R. with one another?