[Guest post by Christine Solan, Teaching and Training Specialist, Biology, Johns Hopkins University]

When Alex walked into their first college lecture, their breath caught in their throat. The room was massive, packed with hundreds of students chatting and settling into their seats. It didn’t take long for Alex’s initial excitement about starting college to morph into a mix of overwhelm and dread. The lectures moved at breakneck speed, the textbook felt like an impossible maze, and Alex began to feel like they were drowning in the material. Even though they were putting in the hours, nothing seemed to stick. Frustrated and defeated, they considered giving up entirely.

But one day, while scrolling through the course syllabus, Alex noticed their Teaching Assistant (TA), Jamie, had open office hours. Hesitant but desperate for help, Alex decided to go. That decision turned out to be a turning point—because Jamie wasn’t just any TA. They’d been trained in the principles of B.E.R.C.—Build Rapport, Encourage a Growth Mindset, Reflective Listening, and Celebrate Achievements. Through their interactions, Jamie didn’t just help Alex with the course content; they helped Alex rediscover their confidence and love of learning.

When Alex nervously stepped into Jamie’s office, they were bracing for judgment or dismissal. Instead, they were met with warmth and kindness. Jamie smiled, asked for Alex’s name, and even made a little small talk about how things were going outside of class. It was such a small gesture, but it set the tone.

“What’s been on your mind?” Jamie asked gently.

Slowly, Alex opened up. They admitted that they felt completely lost, unsure of how to start tackling the mountain of material ahead. Jamie listened intently, nodding in understanding. “Honestly, you’re not alone,” they said. “A lot of students feel this way at first—it’s a big adjustment. But the fact that you’re here shows you care, and that’s a huge step forward. Let’s figure this out together.”

In that moment, Alex felt a weight lift. They weren’t just another face in the crowd anymore—they were seen, heard, and supported.

As Alex began to share more about their struggles, Jamie noticed a common theme: Alex kept using phrases like, “I’m just not smart enough for this” or “I’ll never get it.” It was clear that Alex was stuck in a fixed mindset, believing that their abilities were set in stone.

“I totally get why you feel that way,” Jamie said. “But learning isn’t about being good at something right away—it’s about effort and growth. Think of it like going to the gym. At first, lifting weights might feel impossible, but over time, you get stronger. Learning works the same way.”

Jamie even shared their own story of struggling with a tough class in undergrad. “I felt like I’d never understand it,” they admitted. “But I kept at it, took it one piece at a time, and it eventually clicked. You can do the same—I promise.”

Jamie practiced reflective listening to make sure they fully understood Alex’s concerns. When Alex blurted out, “I just don’t get how this concept fits into the bigger picture,” Jamie didn’t rush to provide a solution. Instead, they paused and said, “It sounds like you’re saying this part doesn’t make sense because it feels disconnected from everything else. Did I get that right?”

Alex nodded. “Exactly,” they said, relieved.

From there, Jamie broke the material down into smaller, more digestible chunks. They used diagrams, analogies, and step-by-step explanations to help Alex bridge the gaps in their understanding. Jamie also encouraged Alex to ask clarifying questions, which helped build Alex’s confidence in voicing their thoughts.

By actively listening and taking Alex’s concerns seriously, Jamie made them feel like a partner in the learning process, rather than just a student being “talked at.”

When Alex finally solved a problem they’d been stuck on for days, Jamie broke into a grin.

“You nailed it!” they said, their enthusiasm contagious. “This is a big win.”

The celebration didn’t stop there. Jamie added a small but thoughtful gesture, jotting down a quick “Great job!” note on Alex’s worksheet for them to keep. It may have seemed minor, but that little boost of encouragement left a lasting impression on Alex.

Alex’s story is proof that a little guidance can go a long way. By applying the principles of B.E.R.C., Jamie helped Alex not only succeed in their course but also rediscover their belief in themselves. And the impact didn’t stop there. Inspired by their own journey, Alex began sharing what they’d learned with classmates, creating a ripple effect of encouragement and support.

Helping individual students isn’t just about improving their grades—it’s about showing them that they’re capable of more than they realize. The B.E.R.C. approach gives educators and teaching assistants the tools to make those moments of connection count. It’s not about having all the answers; it’s about creating an environment where students feel seen, heard, and empowered to grow.

Alex’s journey is a reminder that every student has the potential to thrive—with the right support and a little bit of encouragement. So, whether you’re a faculty member, a TA, or even a peer, remember this: every interaction is an opportunity to make a difference.

Christine Solan
Teaching and Training Specialist, Biology
Johns Hopkins University

Image source: Pixabay