In order to truly learn, students must be given multiple learning opportunities. For example, in a segment of a course dealing with a specific topic, my approach to the material will vary. My students learn by a repetition of sorts—by reading, by listening, by seeing, by speaking, and by writing. This allows every student to cater to their learning strengths, so that one way or another, the material will “click.” It is this variety that has been praised in many of my student evaluations. It has been met with gratitude by students young and old who can’t bear to sit still through a straight-laced lecture, and those with learning disabilities. My standards for academic performance are exceedingly high. To combat that, my standards for extending help to students is exceedingly low. My students are regularly encouraged to call or text me, and send a million emails, fully confident that they will get the answers they seek promptly. By being more laid-back in student interactions, I have fostered a level of approachability that is essential to student success. It allows me to write complete and supportive recommendations when requested.