And then there is that term of endearment disparity. Young men and women whom I taught and coached 40 years ago still call me "Coach" Nobody calls me "teach". The tone signals deep affection for me so many years later. Good coaches focus on continuous improvement. Feedback is immediate and specific. Athletes get the message: "He cares about me. Wants my best" Can we replicate that in an academic setting or does formal grading get in the way? I believe GCDS is a model here...