1. Extensive Evaluation Feedback continues to point out weaknesses at the expense of any improvement (or worse, without helping students understand how improvements can be made) 2.  Enabling Doing for students what they can learn to do for themselves 3. Prejudging Determining what students are like (especially their abilities and limiteation) before they even start performing 4. Poor Time Management Spending time on ineffective practices and less important content 5. Not Setting Clear Expectations Having hidden criteria and standards virtually ensures that students will be unable to meet your expectations (also making them feel ambushed and sabotaged) 6. Not Setting High Expectations Letting standards slip or fall is often a tempting way to accomodate different learners or groups of learners 7. Delayed Feedback Not providing feedback in a timely manner so that students can't learn from their mistakes and improve their performance 8. Non-Supportive/Caring Interventions Interventions that are not supportive and that do not signal to the student that their success matters to you, their instructor, can be lethal, especially for students whose ability is greater than their self-belief 9. Ineffective Course Design Not having clear outcomes, activities, and facilitation plans can signal to students that the class is not worth your time (or theirs) 10. Limiting Risk Taking Creating or maintaining an environment where the fear of failure is allowed to limit students' willingness to take risks, learn by trial and error, or attempt novel strategies for learning 11. Not Challenging Students When students let themselves down, they need to be challenged to appreciate that their current failure can be a stepping stone to the next effort and a better performance 12. Not Allowing Failure Rescuing the students before they experience failure (which also signals that taking risks is dangerous, failure is deadly, and/or you don't believe they can succeed) 13. Focus is on Faculty Instead of the Learner Learner needs come second/last