This is a departure from my research topic, as it describes and incident with a learner at the College in computer class.It was curious. This student had been doing well up to this point, but has been struggling with creating an Excel spreadsheet and formatting the chart according to specific instructions.I explained and demonstrated what I felt what was needed for her to complete the task. Then I noticed her demeanour had changed. I should have realized that enough was enough - yet sometimes telling someone to take a break antagonizes them and makes them wonder if you have confidence in them, and sometimes letting them melt down all by themselves is a bit unnerving, too. Well, I remained stoic, and gently continued to explain options...In mid-sentence, this student melted down, exclaiming: I quit! I quit! I quit! She launched herself out of the chair, and fled out the door. Unfortunately, her locker was close by, and we could hear her slamming her locker door and mumbling to herself.Computers can do that to a person. Really. I sympathize with her frustration. I have been there. If I knew her better, I would joke with her about the incident, letting her know I might have to bolt down the PCs to make sure it doesn't get ripped out of the wall. Or joke about how many times I have been ready to tear my hair out, and look at me (I am balding on top). Seriously, though, the incident reflects a crucial point: self-regulated learning is so challenging; so many learners fall back to default settings: letting the instructor tell you what to do. My dilemma is to balance the need for providing quick answers with allowing students to work through the process of engaging in learning in a detached manner, handling their affective states, and overcoming paralyzing emotional storms that are counter-productive.For learners I work with, I realize there will be no mention of it. The student will return, continue working, and work out her own affective confusion with close friends and family, and not with the instructor. I will be surprised if she mentions the incident. I would gently remind everyone (through joking my balding head) that sometimes stepping back and taking a break is better than getting paralyzed with frustration.Update - 24 hours later: later on in the day, I had spoken to one of her friends she is taking the course with, and asked her to pass on the message that she is always welcome, and not to feel badly about her feeling frustrated. Later in the day, I received an email back, with the assignment attached, and a note apologizing for her out-of-character actions.There is another aspect to consider: learners are sometimes really afraid of failure, and unsure of their capacities, and this plays into how this learner responded in the teacher/learner exchange.I spoke with a colleague, and she recommended I contact the student, and invite her back into the classroom, and that she might wish to speak with one of the trained staff of the College support team.Being taken by the tide of emotion is a fact of life: encouraging learners to accept their own limitations, and acknowledge their own courage in persisting, is the most important thing for me as an instructor.