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

Thank you for the opportunity to reflect on how those in our lives support us and simply make our world a better place. A few weeks ago, my 15-month-old French Bulldog, Stevie Nicks passed. There were no signs, and she appeared to be healthy. It was determined she had a heart issue. I was absolutely distraught. She was such a character. My best friend came over, and we watched movies and ordered food. 

Having this support made me feel like I was not alone. We did not talk a lot, but having the company helped. A few days later, my other dog Henry, who was epileptic, had to be put down due to increased seizures. Henry depended on Stevie, and without her, he was not well. Pet grief is extremely painful and challenging. My best friend came back. I was so thankful for her support. 

I was a hospice volunteer for five years in Maui and am now looking to start my work again in Oahu. My experiences in hospice and with my grief translate into how I support our learners during challenging times. Everyone is going through "something," but we often don't know it. Our learners are so focused and don't always want to share what is going on with their personal lives. I never pry but do ask if I can help with anything and how they are doing. If I notice a learner has not been online for a while or is missing work, I reach out via the LDP. I appreciate the ability to learn about my learners' lives and how they are doing. 

Being able to create an environment of trust and genuine care in the LDP and via Zoom has helped my learners reach out if they are having challenging times. This also gives me the opportunity to share GCU resources. Listening and showing grace to our learners helps them know they are not alone while also modeling GCU's Christian Worldview. I appreciate the opportunity to reflect on how my experiences can support the best outcomes for our learners! 

On a side note, I am blessed to bring home Mabel on Friday. She is the half-sister to Stevie.

Melissa Johnson thank you for sharing this! Showing up for others, especially friends, is particularly important and impactful during times of grief (we'll have a little more to say on that very subject next month so stay tuned...). Presence is being able to be our authentic selves to others and to just "be". Making ourselves available in that way can be intimidating because it can create a sense of vulnerability. I love the approach you shared in meeting with and showing up for your students. It creates a space where our first question can be "how are you?" instead of "where is this assignment?" or "where have you been?". I believe that is powerful. 

Thank you for sharing, and give our best to Mabel! 😊

Jacob

Jacob,

This prompt really made me pause and think. Over the past year, my role in my school district has shifted into a higher leadership position, and that transition has brought a lot of new responsibility and new pressures. What has made the biggest difference has been the way my work family has shown up for me. They have stepped in with guidance, shared resources before I even asked, and in a few cases quietly completed tasks they knew I simply did not have the time or mental space to take on. It has been one of the clearest reminders that support is not always a grand gesture. Sometimes it is the steady presence of people who see what you are carrying and lighten the load without needing any recognition.

That experience has shaped the way I approach my online teaching. I try to bring that same steady presence to my students. I make sure they know I am paying attention to their efforts, especially when they are juggling work, family life, and school all at once. I check in when someone seems quieter than usual, and I do my best to anticipate the points where they might feel overwhelmed. Even in online spaces, students can feel the difference between an instructor who is simply managing the course and one who is truly present with them.

Michael Slaven thank you for jumping in and sharing this. It is amazing to consider the grounding effect that others can have for us - or we can have for others - when we simply "show up". Not much has to be said, but just being there to walk side by side can give us the lift and strength we need to face a challenge. In the classroom, we have that opportunity to do that for our students. I love that you make yourself open, attentive to what is going on with your students, both in the classroom and outside of it. Presence is the difference between "managing" and truly leading and teaching, as you pointed out. 

I appreciate you sharing, Michael! 

Jacob

Thank you for sharing this opportunity to reflect. The first thing I thought of was during my doctoral coursework at GCU. I am normally a very diligent student, but I was struggling with a few things in my personal life. I think my posts and assignments began to show a slight decline and my instructor must have noticed. I came home one day to a voicemail from my instructor who called to encourage me. 

This experience has reminded me how valuable it was to have a more tangible connection from an online instructor. As I teach my students online, I remember how it felt to be "seen" as a real person. Personal messages, videos, and phone calls are things that I add to my courses to give my students that same encouragement. One way that I can improve this is to be more discerning in what I read from my students. Perhaps I am missing some subtle needs wher eI can provide encouragement.