This is such a meaningful question, and I’ve been reflecting on the moments in my own life when someone truly “showed up” for me. One experience that stands out happened during a particularly overwhelming season when I was balancing work, graduate school, and family demands. A close friend didn’t offer solutions or lecture me on time management; she simply showed up. She checked in, reminded me that I was capable, and held space for me without judgment. It wasn’t the grand gestures that mattered; it was her consistency, presence, and belief in me. That steady support made me feel seen and grounded when everything else felt uncertain.

I try to carry that same spirit into my teaching. Online learning can feel isolating, and students often wonder if anyone on the other side of the screen really cares. My goal is to make sure they never have to question that. I show up for students by being both present and proactive—commenting in discussions often, reaching out when someone goes quiet, and giving feedback that demonstrates I took time and care with their work. I want them to feel that I’m not just grading assignments, but truly walking with them through the course. Even simple messages like “I’m glad you asked,” “I’m here if you need help,” or “I’m proud of your effort” can soften the distance of the online environment.

I’ve found that when students feel supported and known—not just evaluated—they are more willing to take academic risks, revise deeply, and stay engaged. Some have told me that my weekly announcements or check-ins arrived on weeks when they were struggling privately, and that reminder of connection made a difference. In that sense, teaching becomes relational rather than transactional. Just as others have shown up for me in pivotal moments, I see my role as creating a classroom where students feel seen, capable, and valued—not only as learners but as whole people navigating life.

That’s the kind of presence I hope to model each term: steady, encouraging, caring, and rooted in the belief that every student belongs here and can succeed.

Wow, thank you for sharing this, Jill. I wanted to “double-click” on what you said about support versus evaluation. So often we’re focused on working through our tasks and assessing information, whether we’re interpreting a student’s question to understand their need or reviewing an assignment to gauge their grasp of a concept. In that mode, it’s easy to slip into the mechanical and lose sight of the person in front of us, someone who needs our presence just as much as our expertise. Perhaps part of our expertise lies in our presence. Thank you again for sharing.

Jacob