The author argues that the excessive desire for a teacher's or mentor's feedback is not exclusive to the current "iGeneration." She suggests that one of the responsibilities of educators is teaching students to be less hesitant to make their own judgments. She then calls upon current teachers and administrators to model reasonable self-reliance to their students, especially given the current pedagogical weight of models, examples, and precedents and the scholastic impulse to describe even creative impulses as "right" or "wrong."