Part Trois: The Journey Continues

Well here am am, back again. I wasn't really sure if I wanted to come back as I am ambivalent about how I feel with the program.

On one hand, I REALLY enjoy all the knowledge I have acquired in this program so far. It has been a pleasant surprise in my world of didactic learning. I enjoy how fun it is to create a blog, a Wiki, research a whole bunch of sites, and even have some of them lauded by my facilitators who state that they will be used in future classes. So actually I have a legacy in this program! That is an honor and I am grateful for their appreciation of my research. I have learned so much here that it is mind-boggling.

One of the things I have learned is that the design of the class is so very important. When I first came into the class, I couldn't navigate the site to save my soul. It took me quite a long tie to understand where all the material was located and how to retrieve it. I mean A LONG TIME! I couldn't make heads or tails out of how the class was set up to save my soul. So if I learned anything about design, it would be that the simpler, the better.

The classes that I have taught in the past were already set up and the curriculum established. This was done because of the medical oversight needed to approve these courses to meet certain educational, state, and federal standards. As far as I know, there is no online course that has been developed that addresses the entry-level student into the field. There are many courses that are out in the internet that address continuing education for the practitioner. So developing a full course for this career in an online environment may be the wagon train that blazes the new frontier.

I believe that the only way this course can be taught is via the hybrid model. The skills that the student will have to perform would have to be demonstrated and the rationale would have to explained in a face-to-face environment in front of the instructor or a preceptor. Obviously it would be hard to ascertain the skill level of the student in a video but more importantly we, as evaluators, need to see how the student reacts in a semi-anxious or agitated state. This is needed because we can weed out those who would not be a good fit the the job and its inherent stressors.

The design process for this class would have to be ultra simple because of the educational requirements for the student. We don't expect too much from them as most come in with little or no medical knowledge and many did not have too much exposure to computers aside from playing games on one. We have also found that these students are not college material. They want to learn a skill and go to work. Period, end-of-story. They do express a desire to go on to be paramedics (which is the next level up in the food chain) because of several factors most often due to the increase in salary and the marketability they would have to go on a fire department.

My expectations for this class is to learn how to design an efficient, self-contained, user-friendly course. And the more user-friendly, the better! I am in great fear for the students that I will teach if they had to negotiate WebCt or even this new Blackboard that I am involved with now. I am not in any way saying that I am brighter than my students in the world of computers. They may be far more advanced than I am. But to learn emergency medicine AND the learning management system for the course would be a highly frustrating endeavor for most of them.

Facilitating: A New Horizon

This experience, as well as all these experiences in these classes thus far, have been very unique! I've never 'facilitated', I've always taught or lectured. How can I NOT teach? How do I NOT lecture? How do I NOT want to jump in when someone is wrong? These are just of the questions I pondered while preparing for my date with the new path in life that I am embarking on.

I had the the pleasure of doing an extra credit assignment that involved assisting another student who did not have a co-facilitator. Because of communication glitches that took place (and making a long story, short) at the eleventh hour I was to prepare a slide presentation for a portion of the class that she assigned to me. So I thought, 'this can't be too bad, I've done these kinds of things before on Windows/Office, so since Macs are so 'user-friendly', I should be able to figure this out'. Huh! Little did I know (and I didn't) that I needed some training in how create slides in Keynote. I also found out that the WebCt has a limit in how much material a file can hold. Anyway, to make another long story short, it was a learning experience for me. But I enjoyed the process and had fun as well! Although I was unable to present my slides, I did lecture (did I say lecture? I meant talk, erm, facilitated :) !) some of the material that I was assigned to formulate for the class. I also provided a link to a wonderful online 'warehouse' that stores multitudes of information in place for social bookmarking. So my efforts were not all in vain.

But my mistakes and deficiencies certainly showed while I was creating this presentation. So I had to internalize these short-comings and figure out how I was going to overcome them for the next week, as this facilitation was the one that counted for the grade. It was suggested to me that I call Apple up and schedule an appointment for training on the computer and this Keynote application. So I did and it was met by me with success. I sat with the instructor for a couple of hours as he walked me through the ins and outs of the application and showed me the basics (I'm a little slower than some when it comes to this. My daughter picked it up in 10-15 minutes of being shown this and went off shopping with her mom. She offered to explain it to me when we got home, but I declined!) Armed with this new-found knowledge, I went home and began to create.

And create I did to the best of my abilities! But my personality dictates that I have to do something unusual, something no one else has done thus far in their synchronous classes. I know! I'll pose questions to the class for discussion. No one has done that yet. In that way, I can get a discussion going and I won't lecture or teach. I'll just present information and let them discuss the topic based on questions that I can ask the students. Because I was looking for a way to facilitate and NOT to teach or lecture. I thought that this was a solution to my quandary.

It turned out that this was a good thing! When I showed my presentation to my partner,Mike, he was also pleased. I told him that I felt that there was not enough information to last an hour. He told me not to worry and that the process will handle itself, just watch and see. I practiced it aloud at home prior to presenting it. My wife and daughter said that they found what I was talking about was interesting and that they would enjoy it because I was talking to them instead of at them. I thought, 'okay ... this is a good thing!'

I feel that the presentation was a success. The class flowed smoothly, the discussion topics were engaging, and the students provided some valuable insights as well as revealing their own fears and shortcomings. I felt pretty exhilarated after the class as we were paid many kudos by the students and our professor. The funny thing about it was that I didn't do too much during the "lecture" (did I say lecture again? I meant facilitation!). As Mike said, the process took care of itself. I put information out there, posed a question, and off it went. Not a bad days work, I thought! And it was fun to create as well.

The asynchronous facilitation was a little bit different. In this part I had to try, where possible, to keep the conversation interesting or to challenge the students with questions that required more thought. But I found that whether I facilitate or not, a lot of students don't respond to the questions that I pose. I reviewed what I wrote and ensured that it was relevant but still, no response. But for the ones that did respond, the conversation was engaging. I did feel that in one of the student's posts that I may have jumped the gun a little and probably should have stayed out of the conversation as my comments weren't really necessary. I was just role-confused, I guess! But it as I have learned in this class that engaging the students is plays a vital role in the learning process. I have learned that asking questions that require a higher order of thinking and researching is good for both the student and the facilitator. I would be amiss if I didn't say that in these two classes, we (the students) taught something to our facilitators. I am not trying to grandiose here by any means but I feel that a good teacher is also a good student who is always willing to learn and realizes that it is part of this journey in life. At least that is the approach that I take when I teach; I EXPECT to learn something from my students. I also am always open to learn from any and all whom I meet in this trek that is called life. And for me, it's been a fabulous journey!

Part Deaux is Done!

Another step taken in the life of a prospective online teacher. Before I begin, I must say that I am enjoying this journey immensely! There are not too many things that I can point to in my life where I can say that I worked my butt off and enjoyed the process. But I have always enjoyed gaining knowledge through many portals during my life. The internet is the Wild West to me, a vast land of unexplored territory. My venture into this No Man's Land of virtual reality has helped me gain insight, taught me a few lessons about 'territories' that I shouldn't venture into, and made me a better researcher. For this today, I'm grateful.

In class we pedagogy and pedagogical roles. I know that for myself, I cannot read anything online that lasts longer then three pages. I also appreciate how I have been challenged in these courses. I found out that I learn through many different means and this has heightened my information-seeking and information-acquisition to higher levels. I found out that I really learn via a plethora of styles. These are two things that I believe that I will need to be aware of with my students. Finally there was a nice article about using games in the classroom. Although not a big lover of online games, I found out that students do learn and enjoy learning by playing games. As with all learning and discovering how people learn, I have an open mind for all pedagogical styles.

Interesting discussions evolved about how community plays a role in the online environment. In my field, there is very little opportunities for a new student as there is very little online classes for the new provider. The community that plays a vital role for those seeking online education are those already practicing in the field. But even there, the opportunities are limited. For those on a fire department, the community exists solely for the members of the department. Otherwise people would have to seek out teachers who blog or create educational venues on social networking sites. As we discovered, social networking play a vital role in the online setting. Twitter can be used to send messages to students, provide up-to-date adjunct resources for discussion on the class blog, or even get a discussion going as a topic is presented in a tweet. Chat groups or rooms can be set up in Facebook or Yahoo groups as a means of informal discussion and sharing. Blogs and social networking that is subject-related can be constructed on Ning. Social networking is here to stay for a long time and is the future of education.

Ice breakers is a great way to get the class talking and can introduce themselves to the other class members. Some creative ideas are to tell the class the name of your favorite book, story, song, etc ... and say how it relates to the class. Or a short biography with a picture saying why you are taking the class.

Many aspects of the class must be developed and formulated prior to the class starting. The syllabus, clearly communicated expectations, the class calendar, options for help that the school offers, a welcoming page are some of the necessary tasks that the instructor needs to complete prior to the class starting. Also what is needed the course content. It here that the teacher provides reading and /or resources for the students. What both the teacher and the student should do is save or bookmark these web pages for future references in an online warehouse like Delicious or Diigo. That way in the future both can retrieve these if necessary or needed.

We talked about course management and the key components of it. Grading tools, rubrics, and most of all clear, concise, non-ambiguous communication. These was a resounding echo among my peers, as they felt that a student could fall quickly behind and not be able to catch up if they were lost due to communication errors. We stressed the importance of not only the teacher communicating the message timely and distinctly but also the student should do likewise.

Lastly we took a look at a typical day in the life of an online teacher. A lot of my peers felt that taking a day off from the computer is necessary for good mental health. I agree but I also stated that a new online teacher must, at first, get the feel of the ebb and flow of the class so that he or she can feel comfortable with their skills. Also we talked about timeliness and when should a teacher respond with a graded assignment. It was stated that we all enjoy and expect our feedback as soon as possible but also understand that some projects take longer than others, so patience is needed. As a class we also agreed that when we become only teachers, we must show our students the same courtesy.

On a final note, I co-facilitated my first synchronous and asynchronous classes. It was an fun experience for me! I felt that I did well but most of all I enjoyed the process. I had technical challenges because of browser issues but I sought out the help that I needed and they were resolved. The live classroom was engaging as my 'partners in crime' talked a lot as I just threw questions out there for discussion. I think that I had my first encounter with how facilitation really works!

End of Part One: A Recap

Another step in the journey towards my online teacher’s certification has been taken. I also have to say that this was a little more enjoyable. We started out by creating a voice introduction of ourselves, along with a written, that was pleasant to do! But it was also to prepare us for our Wimba classroom, to ensure that we had the necessary equipment so that we could participate in a live session.

In the first section we talked about the differences between online classrooms versus a traditional classroom from both a student’s perspective and a teacher’s. My classmates and I agree on many of the differences. The actual time spent in ‘class ‘ is definitely more than traditional classes. We also agree that navigating the web, the programs, and software also presents a challenge. Paper syllabus’, instructions, and books are more familiar to us. In this setting, we have all definitely stepped out of our comfort zone! Most of us are unfamiliar with a lot of the web-enhanced instruments and find some of these somewhat perplexing. But we all agree that learning about them and becoming more comfortable and competent is also rewarding. As I start to become more comfortable with these tools, the process becomes more satisfying for me as a student. Designing a class is also a concern for most of us as we realize the complexities of creating a user-friendly and efficient program for students (and teachers!).

We also revisited the "Seven Principles for Good Practice in Undergraduate Education”. I took an inventory of myself with regard to this and identified some weaknesses as well as a plan of action to work on improving myself. In a face=to-face setting, I felt that I have competently met or exceeded these principles. But in an online environment, I have not been exposed to teaching students. That is until about ten days ago when I began teaching an online Math/ Reading Enrichment program to students wishing to obtain a GED. I found out that I have to be specific and precise in my instructions as to what is expected from the student and what the student can expect from me. I was unclear in both of these matters and wound up clarifying over the phone and via e-mail. I also found out that students learn differently. One student could perform math problems in a traditional way ie ... 2+2= _, 8x6+ _, etc ... Another student told me that he never could understand how to work out problems in this fashion, so I found some games on the internet for him that he is thrilled about doing! I thought, ‘hey, whatever works’. It’s a win-win for the both of us for now. In my self-assessment of things that I need to improve on, being very specific and being open to new ideas are high on my priority list.

We then went into the world of social media and designed/created our own introduction page on iGoogle.This was fun! I am not too sure where my fellow classmates stand in terms of social media but I can say four things about it. One, I’m pretty darn sure it’s here to stay and old fogies like me are fastest growing segment of the population in this type of media. Two, it is a very powerful communication tool. Three, a lot students (younger ones) know the ins and outs if it pretty good. And four, if you’re not in it and you want to teach online, you better get on board! But like everything else I have experienced in this course, creating an opening page was also something I didn’t know that could be done. Now when I turn on the computer and click on Google, it’ goes to my opening page where there are links to subject matters that I enjoy. Of course, social networking sites are some of them!

In this section we also talked about engaging students in meaningful conversations related to the subject matter in an asynchronous environment. I feel that the questions that are asked should draw the student into the conversation by allowing him or her to develop their critical thinking skills. Questions by the teacher or the students should not require a yes or no answer but should call for answers that, perhaps, require some thinking. My fellow students also agree because the conversations are more interesting and may elicit responses that give a different point-of-view. This type of conversation online, can lead into some thought-provoking banter.

The changing role of students and teachers in online education is am issue that is hard to overcome at first but is imperative for both to adapt. I alluded earlier to how communication is so important. I feel that this is probably the most important factor that both both have to work on vigilantly. When communication is taking place in a face-to-face atmosphere, a lot of things can easily be overcome and corrected. Online is a different story. So much can be lost in the translation. People interpret words differently based on culture, belief systems, and other factors. So precise and concise information must be presented clearly and without ambiguity.Because an answer may not come for hours, students and teachers should have a reasonable period of time to get or give a response.

Both students and teachers need critical skills to be successful in an online setting. If in a face-to-face environment, I feel that I have the necessary skills to be either a good student and/or teacher. Online learning or instructing requires a good self-assessment of ones skills. I feel that because of my lack of exposure to various technologies, I am not as proficient. But the harder I work at these, the better I am getting! And in my opinion, that’s the name of the game. I am patient with myself and my progress. I have no problem with where I am at today and welcome more challenges.

The use of a blog as a teaching tool is right now not on the top of my list as a teacher. But I am open to it! And I am finding out that a lot of students find it engaging with both the instructor and their fellow students. I was also able to find out that one can get paid to blog! Now that is interesting. Professors and others can blog about their particular areas of expertise in various publications and get paid to do it.But in the online class, blogging can be a useful tool to share information and gather it as well.

Facilitating My (our) First Class

In approximately 8 weeks, I will be facilitating my first online class. As with all things new, there are certain unknowns that I am facing. The first is teaching in an online environment. When I teach face-to-face, I feel poised and confident ... as soon as I open my mouth that is! Before that moment in time, I say a little prayer asking that what I am about to do will be of benefit to the students that I'm about to impart information. I feel that this will be the same in the online environment.

Wikipedia defines facilitator as "someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion." http://en.wikipedia.org/wiki/Facilitator This is important to remember! When I (we) present our information to the rest of the class, we are NOT experts but rather information imparting. At least that's who I feel that I am because I have never taught classroom management, per se, nor have I 'managed' an online classroom. So this will be new for me and I expect not to be perfect or all-knowing.

The first task at hand will be the preparation that I will need to do prior to the class. I will do the best research that I can to avail myself of the knowledge that I will need and need to bring to the students. Some tools have been given and I will use these as well as other resources that I have learned from people.

While I feel ( and I have been told as well) that I have all or part of the Seven Principles of Effective Teaching in a face-to-face venue, I believe that all bets are off in an online environment. I have skills and knowledge that I bring to the table in both settings but my biggest concern is not being able to detect the lost student. I believe that effective communication is the key to remedy this and allowing the student to be open and honest with me when they don't understand will help foster trust and confidence. Also there is more opportunities, I feel, in a classroom to get to know people, to get a feel for their concerns and educational well-being as well as their expectations. This can be done in an online atmosphere but I can't help in feeling that some of the communication will be lost.

In closing, I guess I would expect the student(s) to openly or privately express their concerns in how I (we) deliver the content. I would hope that if there is a better way to get the message across that the student(s) would convey this to me (us). I envision that if there are better resources available that could help them (or us), that they would express this openly or privately. Finally, if I (we) miss the boat and overlook a shy student I would hope that it would be pointed out!

End of the Course Blog

The second part of the course was highly challenging, rewarding, and educational. A lot of new material was covered that was new and insightful. In unit six, we discussed the various learning theories that an online learner maybe faced with in their education. Behaviorism is a theory that suggests the learner retains information through positive or negative reinforcement they receive based on their behavior in the classroom. Cognitivism is a theory in which the learner is perceived as a processor of information, much like the processor of a computer. New facts come into the learner, processed, and then displayed via the various testing tools. The constructivism theory is where the learner builds on previously acquired knowledge, couples it with the newly acquired knowledge to build a new base of information. Design-based research learning theory brings together didactic and practical applications for the student that allows the student to generate new and refine information. Finally, the humanism theory is where the student is the focus and the teacher is basically a facilitator. The student is highly independent and pursues knowledge that is of value to them.

In terms of these theories and an online learner, many of these can be intertwined depending on the class. For a class that has didactic and practical components in it, such as electrical schematic wiring, all of the aforementioned theories can be applied throughout the course. But the key to using all of them is that the teacher should have an idea of their intended student audience when developing the course. For example a humanism approach would not be a practical theory for a student who has never worked with electricity. For a brand new student with no knowledge base at all in electricity, humanism would probably be a devastating learning experience. But I have seen students with previous hands-on experience in electricity allowed to approach the practical portion with the humanism method. Again, it is important to get a general idea of who the students are and their background.

The instructional strategies discussed in this section were behaviorism, cognitivism, and constructivism. The goal of behaviorism instruction is to try to get the correct response from the student through either positive or negative reinforcement. In the online environment, this can be attained by giving the student information that is needed to be learned and give different types of tests that reflects the students understanding of the material. Cognitivism instruction goals are to develop a learning situation for the student that encourages them to acquire as many different learning strategies as possible and assemble them into a structuralized format. Constructivism goals are to build upon the students knowledge base and applying it in a practical situation. All three of these can be easily applied to the online environment. In some cases they also can be intertwined within a course to expose the student to a variety of strategies. This is also good for the student who may have a difficult time in one or more of these strategies.

Instructional strategies were also discussed and explored in an online environment. Learning contracts provide a clear explanation of what is expected of the student as face-to-face is almost impossible. Lecturing is used frequently as information is given and downloaded by the student, notes can be taken, and all information can be revisited. Discussions are favored by students as interaction takes place and enhances critical thinking. Self-directed learning is accomplished by using a variety of tools that the instructor provides such as libraries, video tapes, research, etc ... Mentorship allows for much interaction that is mutually agreed upon between the mentor and the student and builds on the student's knowledge base. Small group work allows students to share ideas and concepts, collaborate, and express their views individually. Project strategy can be accomplished in groups or individually. A project is assigned and the methods can vary to create it, thus allowing the students to be resourceful and creative. Collaborative learning is much like small group except that the students help each other learn the material and come to a consensus in the learning objectives. Case study can be done individually or in groups. It draws on the student's past experiences and involves researching subject matter that will be needed for the future, either in school or in the workplace. Forum is an easy method of collaboration and learning because it can be set up and moderated. The subject matter is researched and presented for discussion. Questions can be asked and conclusions can be drawn.

We went on to learn the seven Principles of Education (Good Practice) and how to achieve them. The first one, encouraging contact between the student and faculty, can be achieved by setting a time aside to allow a face-to-face conversation. The second principle, developing reciprocity, can be accomplished by a brief online introduction by each student and share two scholastic hardships they had and how the worked them out. Encourage active listening, the third one, by having the students interview two people in the field of study to inquire what the job is about and how they overcome issues. In giving students feedback, which is the fourth principle, this can be done by getting back to the students within a 24-48 hour time period and possibly allowing a rewrite of an assignment with corrective measures to take. The fifth one is emphasizing time-on-task which means that didactic portion can be juxtaposed with the practical or hands-on portion of the class. It is very important that not only quantity but quality is expressed to the student thus raising the bar, demanding high expectations, the sixth principle. Finally respecting the student's diversity and diverse ways of learning is paramount in gaining a mutual trust and respect from both sides of the learning axis, the last education principle.

There are several technologies that are available to the student that serve as a buttress to implement the Good Practices. One is our WebCt that has been used up to this point. Another is social media sites such as Facebook and LinkedIn. I was able to create a class using what I have learned here so far on Facebook to teach other potential facilitators for a religious education program. I have also attended educational webinars on LinkedIn that were beneficial for me in the pursuance of my goals.

Instructional strategies were also explored. The top-down model is one in which the teacher delivers the information with expectations from the student that motivates them to attain the material and apply it. The Blend Model goes from direct to social and enables the student to work independently to develop critical thinking skills and to think outside of the box. Social Model allows for the material to be negotiated between the student and the teacher. The student in a group on a project to draw on each others knowledge and apply it in a practical situation, being responsible for each others kerning as well as their own. Blend Model allows the student to design a project using a variety of mediums, allowing for creativity. The Bottom Up Model is student centered and is a team approach to high-level problem-solving that involves extensive research and extensive use of technology.

Some of the more popular web-based technologies used in on line instruction today are streaming audio and visual, push technologies, audio chat, and hand-held wireless technologies such as the iPad, to name a few. Large files can be compressed into small ones thus eliminating the need for books. Lectures can be 'streamed ' live or prerecorded for later viewing. Push technologies can be configured to view as educational adjuncts for subject matter relevant to the topic such as current news or breakthroughs in medicine or technology.

Finally, Web 2.0 technologies have emerged as some of the newest advances in online education. Microblogging from sites such as Twitter allow the teacher to send a brief text with link attached to it that will provide information that the student could use for an upcoming project. The student may also use this to pass on the same kind of information that he or she finds while perusing the internet first to the instructor and with their permission, to the other students. Diigo is an excellent resource technology that allows the teacher to add content to information that is gathered from the 'net,' save it, and share it with the students. It also allows the student to do the same either to share or to keep for themselves.

Although challenging at times overall I found this course enjoyable and to say the least, eye-opening. Kind of like children at Christmas time; a lot of cool toys that are fun and exciting to play with (use) once they figure out how to build them and use them!

Part I Reflections Saturday March 5, 2011

John Madden
Intro to Online Teaching
resqjohn.blogspot.com/2011/01/getting-started_28.html

The course thus far has been interesting, to say the least. We were told that we needed a basic understanding of computers as a prerequisite. I thought I had a basic understanding but as it turns out, I really needed to learn a lot. And learn I did, as I never had any experience with a lot of the applications and formats that are required to be successful. So I spent a lot of time trying to get as familiar as I could with html, researching tools, how to make hyperlinks, etc ... This was has been fun as well as educational for me.

But truth is told, this has been a bit overwhelming and intensive too. I have been given much support from Professor Engle with navigating the Web CT page, issues that arose with my computer not being able to support parts of the page, and other little issues that arose. I also received a lot of help from the IT guy at GSU"s computer support team. I had to get a new computer and he walked me through the steps to configure my browser so that I can get to the material. The support I received from these two people has helped me immeasurably thus far.

Insofar as class content is concerned, I learned some new information that has already helped me with assisting my daughter in her struggles that she encounters with her schoolwork. The VARK assessment test is probably one of the most useful assessment tools that I could make use of, as a teacher,on a regular basis. My daughter was having a difficult time in a particular portion in one of her subjects. I gave her the VARK test and based on her results, I was able to find some resources and tools for her to use that got her through her difficulties. It also helped me understand a little bit more about myself and my learning aptitudes.

Here is a link to the test:

http://www.vark-learn.com/english/page.asp?p=questionnaire

After taking this test, I found that I am a primarily kinesthetic learner. I almost intuitively knew this anyway. But it led me to reflect that I need to take a look at the way I teach in an online environment. With so many variables that are present in online learning such as not being able to see things the puzzled look on the student's face, the shy student, the student who appears to be 'getting it' and yet failing, I have to have a sixth sense to ascertain what is going on with the student. I have found out that my style of teaching has to somewhat reflect the various learning styles, so that the student can stay engaged. I found the information on the following links also helpful to me:

www.umuc.edu

htttp://scholar.lib.vt.edu

Another interesting reflection that I have to mention is the disabled online learner. I have taught in the special education field for a number of years and never once did it enter my mind that a disabled student would take an online class. I learned about various resources that are available for the blind, the deaf, and the physically impaired. The following sites have additional information:

http://ncam.wgbh.org/

http://fod.msu.edu/oir/Curriculum/universal-design.asp

Finally, the most important thing that I have learned up to this point is flexibility. When I took this class, not only did I want to learn the material, but learn it on my terms. This is important to me. But it has also been an eye-opening experience too! I have had help in this course and in this methodology as well. I couldn't have made it this far without it. This was because I allowed those that helped me to be flexible in their time to get back to me. So being flexible as a student and as a teacher lays the foundation of success for both. It also is important in terms of building a good working relationship.

Submitted by John Madden