For example, we can stop emphasizing differences in native abilities and prior knowledge among students. We can reduce the emphasis on competition, testing, grading, and the like. Let's not try to catch them off guard with pop quizzes, or cover their essays with demeaning comments, or point out errors in a condescending fashion. Traditionally, this means a measurement of how well the student can recall or recognize certain material, use certain concepts, or solve certain problems. But to grade the test or paper and leave it at that is nothing but a condemnation of the person, and the only motivation that provides is to avoid condemnation in the future by increasing effort, hopefully, or by doing what is absolutely necessary given their understanding of what we want, or by making use of such educational short-cuts as cheating.
Feedback is only feedback if there is a chance at correction.
Instead, standards should be an indication of progress. We must also stop emphasizing students' ignorance or incompetence in more subtle ways. Let's not present our material as gospel, to be believed at face value. If certain material is, in fact, accepted by the whole field, we should be able to show the reasons for that acceptance. Neither, of course, should we go to the opposite extreme and spend our classes belittling great thinkers.