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How can we foster self and group efficacy?

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I wonder how we can help students to cope better with negative emotions?

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Being uncomfortable with emotions can be good for you:
The Guest House

This being human is a guest house.
Every morning a new arrival.

A joy, a depression, a meanness,
some momentary awareness comes
As an unexpected visitor.

Welcome and entertain them all!
Even if they’re a crowd of sorrows,
who violently sweep your house
empty of its furniture,
still treat each guest honorably.
He may be clearing you out
for some new delight.

The dark thought, the shame, the malice,
meet them at the door laughing and invite them in. RUMI

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I have done significantly more scaffolding (and did this before) since the pandemic - has anyone else found this?

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the adolescent brain is open to change.  building a therapeutic relationship with the students and modelling are good strategies.  

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the adolescent brain is open to change.  building a therapeutic relationship with the students and modelling are good strategies.  

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According to Eifler (2017), diligent professors may be on the road to helicopter status as instructors  if they can answer “yep, always” to these 4 questions: (1) Am I always available (24/7) to clarify criteria and answer questions about the assignments I give? (2) Do I provide micro-level feedback on multiple drafts of student work?(3) Do I make it impossible for students to earn low grades in my courses? (4) Am I constantly exhausted by efforts to be present to and affirm students regardless of their actual performance on academic tasks?  How many of us can answer NO to this, and why?

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According to Eifler (2017), diligent professors may be on the road to helicopter status as instructors  if they can answer “yep, always” to these 4 questions: (1) Am I always available (24/7) to clarify criteria and answer questions about the assignments I give? (2) Do I provide micro-level feedback on multiple drafts of student work?(3) Do I make it impossible for students to earn low grades in my courses? (4) Am I constantly exhausted by efforts to be present to and affirm students regardless of their actual performance on academic tasks?  How many of us can answer NO to this, and why?

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We may need to think about the mental health of staff as well as the mental health of students in a collective university experience...thinking about the sustainability of staff in the sustainability agenda.

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We may need to think about the mental health of staff as well as the mental health of students in a collective university experience...thinking about the sustainability of staff in the sustainability agenda.

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I think a lot of our students arrive at university having had a very 'behaviourist' secondary school experience where they have been 'spoon fed' what they need to know.  Some of them have been brilliant at this type of learning and find it a big shock to discover that we are not particularly interested in this type of learning at University.

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I think a lot of our students arrive at university having had a very 'behaviourist' secondary school experience where they have been 'spoon fed' what they need to know.  Some of them have been brilliant at this type of learning and find it a big shock to discover that we are not particularly interested in this type of learning at University.

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I have found a need to motivate students to make the link between their education and career development

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I have found a need to motivate students to make the link between their education and career development

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students not being able to have their cameras on as children home schooling at the same time, and in the same space as the student.

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students not being able to have their cameras on as children home schooling at the same time, and in the same space as the student.

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As the session is running, please post here if you feel you have encountered something which is being discussed......and did you find any solutions ?