Acknowledging our vulnerability as teachers by addressing difficulties in class openly is a powerful strategy for connection and learning.
The discourse of wasted potential is omnipresent but it may be a harmful way of speaking about ourselves, relating to others, and thinking about our or others' accomplishments.
When students don’t do my prep assignments, I teach them how to ‘downscale’ homework instead of not doing it at all. This leads to homework being done more consistently as it empowers students to consciously manage their resources and priorities.
In my experience as a teacher, students apologize far too much. I think that is troubling, so I try to reframe their ‘failure’ to meet some formal expectation or other as a chance to take control of their own learning.