# data[].attributes.body
When a student tells me that they are having a really great time during our sessions - that they are challenged, but happy in it.

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after a hard day in the classroom generally/ when students push back on me mutiny style.

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When I try to discuss sensitive and difficult topics in class that require vulnerability from me to hold the space. Even if it goes well, I always back swing into self-loathing later in the day after those sessions.

# data[].attributes.subject
When I try to discuss sensitive and difficult topics in class that require vulnerability from me to hold the space. Even if it goes well, I always back swing into self-loathing later in the day after those sessions.

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When I really really know the subject matter i'm teaching.

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When I really really know the subject matter i'm teaching.

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attendance and grade pushback

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When I didn't have much time to prep and I'm teaching something new.

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When everyone really gets it - processes, ideas, etc

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When everyone really gets it - processes, ideas, etc

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When students show up to class unprepared or unenthused about a project. Or when they don't even bother showing up to class.

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When students show up to class unprepared or unenthused about a project. Or when they don't even bother showing up to class.

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When students share things with me (poverty, etc.) that I know I cannot fix for them.

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when my role is more of a facilitator and the students are responding to the information I share and we just go back and forth.

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When I see students exceeding their expectations of themselves

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When I see students exceeding their expectations of themselves

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Telling important information and they're not reacting or paying attention

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Telling important information and they're not reacting or paying attention

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When a student asks an obscure or tangential question and I know the answer, and they seem pleased that the instructor has in-depth experience of the course material.

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When a student asks an obscure or tangential question and I know the answer, and they seem pleased that the instructor has in-depth experience of the course material.

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when you witness a student's growth or aha moment, or when I have one about my teaching!

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When my students start asking really good questions that show me they are diving deep into the class!

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When a student asks additional questions beyond the assignment

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When the energy is super-buzzy and almost teetering into madness. I love that alive feeling in the classroom, except when they talk through my technical demos

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When the energy is super-buzzy and almost teetering into madness. I love that alive feeling in the classroom, except when they talk through my technical demos

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When I legit don't have enough time to prepare all that I need for a lesson.

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When I legit don't have enough time to prepare all that I need for a lesson.

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When my demos are really good and students really get the content/techniques.

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When I see students share ideas

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When students joke about changing their major to art.

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When students joke about changing their major to art.

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When the students are creating and chatting with each other. 

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When the students are creating and chatting with each other. 

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When I see my students work and they really knocked it out of the park.

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When I present challenging content (films/videos mostly) and have to be on high alert about possible negative reactions and backlash.

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definitely the attendance and grade pushback! lack of attention too

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when the students become the genuine leaders/designers of the course trajectory and material (that’s aligned with our objectives and where we’re trying to go anyway).

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when the students become the genuine leaders/designers of the course trajectory and material (that’s aligned with our objectives and where we’re trying to go anyway).

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when there's chatter during work time and they're continuing to work without me prompting them

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when there's chatter during work time and they're continuing to work without me prompting them

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When I walk around the class and all of the students are excited about what they are doing and feeling really good about what they are making.

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When I'm teaching a skill that I don't use regularly in my own practice.

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when students leave early or stop showing up.

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when students leave early or stop showing up.

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When a majority of students aren't prepared

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when striking that perfect balance between coach and 'dealer'

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when striking that perfect balance between coach and 'dealer'

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0 participation with a lecture I had fun creating

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Facing apathy or indifference from students.

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Facing apathy or indifference from students.

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When my demos/lectures dont go as planned.

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when it feels like we are stuck. when I am grading.

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when the energy is flowing for the class and the students are working as a unit together

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When I go to give feedback for assignments and see that the material is connecting and the students are "getting it".

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When multiple students have their headphones on during a demo/lecture.

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when students ask questions that bring the class to a deeper level. 

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when students ask questions that bring the class to a deeper level. 

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When students lose track of time because they are enjoying themselves.

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When students lose track of time because they are enjoying themselves.

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... have a huge backlog of grades.