When students were excited and challenged, I could set expectations to get them to stretch just a bit more. I made comments about their work that indicated that they were performing like a master teacher. Whereas when I detected that students were falling behind or frustrated, I would give them a nudge. Sometimes I would give them an extension with little or no penalty. I would invite them to come to my office for some direction.
Advocacy is part of being a good facilitator and mentor.
Often I pointed out the need to do an assignment a certain way because of their professional portfolio requirements. The required assignment would be an artifact for their professional portfolio. They need to do it right for themselves and also to jump through the hoop. I equated this with my undergraduate comprehension examination. I have limited self-disclosure to exposing my adequacies and inadequacies in technology.