Millennial generations needs in the design and delivery of training.

14322523_10154650908715832_4391318693932779514_n:Training the Generation X and Millennial generation

 How the differences between the Baby Boomer generation and the Generation X and Millennial generations impact learning and training. What we can do to make training more interesting and effective for members of the younger generations.

Think of these five needs, or five factors, as antidotes

Boomer Habits                                            Millennial Needs

Use telling, text-oriented methods                 Involve to solve

Take a linear approach                                    Offer options

Use a leisurely, even pace                               Pick up the pace

Apply a trainer-focused style                          Link to the learner

Employ a prudent amount of fun                   Turn up the fun factor

Let’s take a look at each og these five differences and suggest ways of addressing Millennial generations needs in design and delivery of training.

10522562_10152946554170832_5806779337945096730_nInvolve to Solve

Interactivity is of the essence. Younger learners crave interaction—with each other, with the material, with problems and information, with experts and people who really know. They don’t want to be told; they want to find out! This is the one factor that always comes out at the top of the list when members of the younger generation describe their ideal learning situation. Discovery learning, engaged learning, collaborative learning, and other such approaches that have been popular in schools over the last two decades focus young learners on what they want to know and how to find out—often with the help and involvement of others. Discovering answers and obtaining information on their own is something younger learners do daily and have come to expect in a learning situation. Giving them a handout of the Top Ten Customer Complaints may not be nearly as effective as letting them sort through a hundred customer complaint forms and discover the top ten complaints for themselves.

            Baby Boomer culture is basically competitive. There were so many of us as we were growing up that we fell almost naturally into a competitive stance toward most situations. We competed for our parent’s attention with our brothers and sisters. We competed for our teacher’s attention in our crowded classrooms. We competed for scholarships, dorm rooms, and part-time jobs and then moved on to competing for real jobs, promotions, and attention from the boss. Many of us are still competing as to who can look younger than they really are!  The emerging generations are far less competitive in their general approach to things. They had fewer brothers and sisters growing up and were more involved in teamwork and group projects in their school years. That’s not to say there are no competitive individuals among the younger generations or that they love to work in groups, but their general approach to the world is not an immediately competitive one.

            Connected to their less-competitive nature is the younger person’s attitude toward risk and failure. In general, they are less risk-aversive than their Boomer elders. No one wins a video game without taking risks and learning from numerous failures.

            I suggest we design training that involves the learners in solving problems connected to the focus of the training and that we allow them to explore problems and discover ways to solve those problems. This can be done through absorbing, challenging, interactive games and structured activities. Let them risk; let them fail; and let them learn on their own terms as much as possible.

14196003_10205800943656861_8056031839396348260_oOffer Options

The younger generations live much of their lives in a hyper existence, above and beyond their immediate time and place. Connected globally, interacting simultaneously in a variety of media, they multi-task their way through each day—working, learning, communicating, and playing on many channels at the same time. They are accustomed to doing more than one thing at a time. They expect options and choices and free samples. They love to pop in and out as they like.

            While Boomer learning has more or less been dominated by text, the younger generations of learners have taken in as much of their learning from graphics, sound, and physical manipulation as they have from text. Interactivity is mandatory. Learners want to literally, physically interact—with things, with people, with ideas. And they want to choose which and when.

            To progress in a video game, you must coordinate the movements of your hands and thumbs with the changing visual images on the screen and respond to a variety of changing audio cues as well. A learning environment that offers little in the way of graphics and sound and that requires almost no tactile participation stands the chance of boring young people, even if those young people are interested in the subject matter and want to learn. They are not passive learners. Action, interaction, and choice are imperative.

            As a trainer or facilitator of Millennial learners, you may need to go above and beyond what you’ve done before. You may need to rethink and redesign your approach to training to include more action and interaction, more options and choices, a variety of parallel processes, and random access to an assortment of learning alternatives. Let the learners choose the “how” of getting to the endpoint, or at least offer a variety of pathways that may be taken.

Pick Up the Pace
  Think for a moment about your own style. What is the pace or tempo of your training? At what speed do you move through the material? If you have mostly older participants, you may want to make just a few adjustments to the speed of your training. But if you have a majority of trainees under 30, you may definitely want to pick up the pace. Try to make it snappy. And there are a number of ways to do so.

            Try starting your training with a bang. Immediately begin with an involving, challenging activity—and I mean immediately. Introduce yourself and the course later. Get the learners up and doing before they can really settle in. Catch their attention and their imagination in the first 20 minutes of your program.

            Keep your delivery pace quick and lively. Do a lot less “telling” and lot more “showing.” Don’t read anything out loud. Cut back on those overhead transparencies and PowerPoint presentations or end them all together. Tighten up all group activities. Better that participants have less time to do things than more time.

Link15195989_1140922826006123_8790694217671068748_o to the Learner

If you’ve been teaching or training for a number of years, you probably have a good feel for your material and your audiences. You’ve learned what works and what doesn’t. You’ve come up with some especially good examples and illustrations. It can feel so good when you’re on a roll. You’re standing up there explaining something and you see the light bulbs go off. You make a comparison, you give an example, and they laugh, they nod, they get it!

            Then comes the day when you notice that a number of people are not laughing or nodding. They may be sitting politely waiting for you to continue or, good grief, they may be rolling their eyes and grimacing! What’s wrong with these people? Your clever analogy to Sgt. Pepper, or your pun on the famous Beach Boys song, they completely miss the target! Whoosh, over their heads and out the door. And there you stand. But most of all, talk with members of the emerging generations—your kids, your relatives, your neighbors, your students. Talk about generational differences. Ask them what they like and don’t like about Boomers. Get their input when you design training. Better yet, let them design their own training and you can facilitate them through it!

            As much as possible, customize your training programs. Be flexible and adaptable to the learners who are present at any given delivery, from any given generation. Have a variety of illustrations and examples ready so that you can pick and choose those that best fit the audience or use a variety of them for a mixed-generation group.

            Younger learners enjoy utilizing their senses. They want to see it, hear it, and get their hands on it if possible. For many years, proponents of accelerated learning have extolled the benefits of appealing to all of the senses in learning situations.The challenge is to do so in ways that engage all learners without coming across as unprofessional and cheesy.

Turn Up the Fun Factor
The more we can bring some of that level of enjoyment into the corporate classroom, the more we will have the attention and the commitment of not only our younger learners, but most likely, learners of all ages.

Have a great week,


Training the Generation X and Millennial generations

aaeaaqaaaaaaaalwaaaajgu3mzdjntfklwrkotqtndqxzc1inzk0ltbhy2iyywrhzdq3maThere is a growing generational culture gap appearing in today’s workforce, and it is becoming increasingly apparent in the world of education and training. 45 percent of today’s workforce is under the age of 40. And as these young “millennial workers” show up for corporate training programs, who do they find teaching the programs? Trainers from their parents’ generation?

            Now, there are younger trainers out there. But still, the chances are quite high that the majority of corporate training decision makers and senior trainers are from the Baby Boomer generation. And they certainly influence the design and, to a great extent, the delivery style of a major portion of corporate training.

aaeaaqaaaaaaaamiaaaajdzioddhzjy3lwu5mzytndrlnc05nzkylwi4ntawngyxnwrkmqDo Generational Differences Matter?

Your first response to this situation may be something like, “So what?” Is it really such a big deal that there is this generation gap between trainers and trainees? In fact, isn’t that the way it has always been? Those doing the teaching are older, and supposedly wiser, than those receiving the training? The answer of course is “yes, but.” Yes, in general, there has often been an age difference between those teaching and those being taught, especially when we are young. But, as adults, we often find ourselves in learning situations where the age differences lessenss doesn’t make any sense?


As the number of younger learners increases in the workplace classroom, designing and delivering training will have to be changed, updated, and, occasionally, overhauled entirely in order to be effective with the younger generations.

            And I’m not talking about changing generational reference points and outdated examples, although these are important. I’m talking about addressing generational differences in learning styles and overall approaches to learning—perhaps even generational differences in cognitive development. Although I am Millennial generation (born 1982)   our learning came through lectures and texts with an occasional opportunity to do something.  We looked to gurus and subject-matter experts to tell us the answers—or at least to provide insights.
Teaching methods have changed dramatically over the past  years also. If the last time you were in a public school classroom was well before 1980, or even 1990, check things out. The look, style, and approaches to learning have changed. Many young people from the emerging generations grew up with learning approaches that used teamwork and collaboration. They took part in engaged learning projects. They learned to use critical thinking skills. They thrived in classrooms with learning pods and subject corners and individualized options… the Millennial Generation, born between 1981 and 2000, grew up learning to learn …Their learning encounters were reinforced with sound and color and humor.      .

So what’s next?

14322523_10154650908715832_4391318693932779514_nSome trainers and designers of training settled into a very organized, linear approach to training and training design—structured, step-by-step, lecture-dominated, text-oriented, criterion-referenced, and often more focused on the trainer than on the learner. What if all your group is under 30 years ? Are you going to use the same approach? Me personally, I am changing the styles always. And really the core of my design is with who i am going to work 🙂
Here are few tips and taps

         Take the “set up” of a training program, for example. If you’ve been doing training as I have for the past ten years, the first 30 minutes of your program may be carefully devoted to establishing a good training climate—welcoming participants, making introductory remarks, presenting an overview of the class and its purpose and goals, covering housekeeping issues, and, of course, introducing yourself and then having the participants meet one another (preferably in a short, clever activity). All of this is done at an energetic, but evenly paced tempo—accompanied by the appropriate distribution of three-ring binders and a sprinkling of overhead transparencies or colorful slides.

            This approach to setting a good learning climate was established years ago, probably to deal with reluctant participants, many of whom were not happy about attending training. The idea behind the approach may have been to allay participant fears, establish the credentials of the presenter, reassure participants of the value of the course content, and put class members at ease with one another. These are important to do, and the way in which we do them may be very reassuring to older participants; but to many younger participants, it is frustratingly slow and seems quite unnecessary.

            I do not want to suggest that any one way of conducting a program is better than any other, nor am I suggesting that participants will only respond to one type and not another. I am suggesting, however, that trainers of a certain age may want to consider using different types of design and delivery techniques now and then, particularly in programs that contain a large number of younger learners.

Five Key Millennial Generation  Needs

After reading and researching what has been written about the different generations, after conducting a number of focus groups and brainstorming sessions with younger learners, and after numerous fact-finding junkets into Millennial culture, I would like to propose five key Millennial needs that can be easily addressed in the design and delivery of almost any training program to make it more appealing to younger learners. Think of these five needs, or five factors, as antidotes to five unfortunate habits of well-meaning Boomer trainers:

Boomer Habits                                        Millennial Needs

Use telling, text-oriented methods                 Involve to solve

Take a linear approach                                    Offer options

Use a leisurely, even pace                               Pick up the pace

Apply a trainer-focused style                          Link to the learner

Employ a prudent amount of fun                   Turn up the fun factor

proper-preparation-prevents-poor-performanceSo How TO Do It?

Start your training with a bang. Decrease the amount of telling and increase the amount of doing. Make the learning environment pleasant and attractive. Use rewards and incentives. Use fast, action-based games and competitive activities. But most importantly, have lots of interaction and involvement.

            Design and use games that address the five factors presented in this article. Make your games fast-paced. Offer options and choices throughout games and activities. Involve your players in finding solutions and solving problems. Try to use great graphics and include sound and movement. Whenever possible, make use of technology. Include lots of rewards and punishments. And don’t be afraid to make use of fantasy and imagination.

Where to Begin?

Take a quick look at the various classes you are teaching. Which ones have the largest enrollments of younger learners? Choose one or two and begin making a few alterations. Or choose a program that needs a real shot in the arm and design a new “<Millennial-friendly” game or activity to use at the very beginning of the program.

            Find a couple of Millennial colleagues and discuss some of the ideas and suggestions in this article. See what they think. Audit each other’s programs and exchange feedback and ideas. Make some changes. Try out some new approaches. See what happens.

            As one younger learner I know suggested, “Don’t make learning so serious. Make it fun. Make it comfortable. Have lots of food and drinks. And if I have to sit there for a long time, how about a sofa?”

Have a great Monday.



My motto is : Grow Yourself—Grow Your Practice!

Imagine that you live in two realities. One is the “reality of ideas.” This is where your wants, desires, goals, dreams, and visions reside. This reality is flowing, fluid, and fun. The second reality is “physical reality.” This is where your dreams manifest. It is the dense, hard, in-your-face reality where you have what you want—the full schedule of excellent clients with their money deposits in the bank. Hooray!

         However, there is a line of demarcation between these two realities. Maria Nemeth (1999), in The Energy of Money, calls this barrier between ideas, desires, and physical manifestation “trouble at the border.” This is where all those juicy dreams dry up in the desert of life.

Let’s explore this line of demarcation – kind of midn catter;)
It is here that many people turn aside from truly “going for” what they want. It is here that our “mind chatter” gets in the way. It says things such as, “Who do you think you are?” “Do you really want this?” “It’s too uncomfortable,” “You’ll never make it,” “It’s not worth the struggle,” “This is too hard,” “Why bother, you’re OK already,” “This is scary!” “Sales is demeaning,” “I’m too good to have to sell,” “If only someone would bring me clients, I’d be a great coach,” “Maybe I can find someone else to do this for me.”

            This “mind chatter” is really a manifestation of your ego or your survival mind. The purpose of the mind is to keep you safe. It likes status quo and stability. It knows that, whatever you have done in the past, you have at least survived. It does not know whether you will survive with new patterns and new goals. New dreams do not have a track record. So it does everything in its clever and conniving way to keep you safe, keep you the same, and keep you from changing. Truly, that is the mind’s job. It is only doing its duty! This is why so many people have great ideas until they get to the “border.” They feel its resistance and turn back. They do not make it through.  In your mind, picture border guards lined up with guns, ready to blast away as you peek timidly over the top of the wall. The mind uses all the guns it can fire to keep you sidetracked. It calls on all the negative, limiting beliefs you have to keep you stuck—to maintain stasis. That is why it is so convincing. So thank your mind for doing its job, for helping you to survive until now, and move forward.

Is there Potential for Growth?
Are you willing to “reframe”  from being an obstacle to being a powerful and potent vehicle for your growth? Just know that, as you grow through your barriers, you will become “attractive”. You will become  increased confidence and experience, and you will have greater credibility from demonstrating your courage.

            Our limiting beliefs are like bricks that are used to build the wall of our “borders,” and they get in the way of building our coaching businesses. So let’s begin to identify some of those bricks that make up that wall. Imagine moving those bricks one-byone over to the solid foundation that will build your life.

   Focusing on positive aspects allows you to align your efforts.

 How could you rewrite the limiting beliefs you have so that you can begin to choose their opposite? Moving those bricks that form the wall at “trouble at the border” will create and leave a space through which you can begin to move into “physical reality” and manifest the busy that you desire. Imagine that brick wall “border” with a hole in it through which your energy can flow to create the reality that pleases you.

          Perhaps some of your experiences demonstrate pushing through the “border” successfully.

            One final hint: Express gratitude for what you already have. This begins to loosen the mortar between the bricks in your wall at the “border.” And be grateful for this opportunity to explore one more area to grow as an individual, as you grow your business!

Have a great day,


know how

15195989_1140922826006123_8790694217671068748_oAre you  soft skills trainer? Or HRD? Or is it the first time when you have to evaluate?  This post deals with the following issues Why, What, How, and Who?:

Training Evaluation

The issue of training evaluation raises several questions:

Why is evaluation being done?

What is being evaluated?

Who should set the learning standards?

Who will be conducting the evaluation, i.e., who will judge the results of the training (participants, facilitators, both of these, outside individuals or groups)?

How is the evaluation to be done, i.e., how will results be monitored/evaluated? By what measures? By what criteria?

The answers to the first two questions will help to answer the overall question: “Should evaluation be done?” Evaluation is not always necessary, and unnecessary evaluation may not be a good idea because it is time consuming and expensive and because it generates expectations that something will be done with the data obtained. So the answer to the “should” question almost always is either “Yes, if . . .” or “Not
unless . . . .” Yes, if it is driven by a purpose: to determine something or to justify something. No, if the results will not be used, if the trainers or the client do not care what the results are, or if the subject matter or results may be too sensitive.

img_2555 The purpose of  is to obtain information. Before initiating or agreeing to an evaluation effort, it is wise to ask: What kind of information do you need? What kinds of questions are you trying to answer? What questions will give you that information?

The impetus to begin training and development in an organization often comes from management’s belief that training is an important benefit to employees, that it is a worthwhile investment and that it will help employees to fulfill their potential. However, management also hopes that it will increase personal and job satisfaction, increase motivation and productivity, and decrease turnover. In today’s organizations, the emphasis often is on “the bottom line,” return on investment. Managers and others who contract for training programs need to understand that it is impossible to measure the effects of training in such terms. One would have to measure all the other factors in the organization, over a stipulated period of time, in order to determine what part training played. Obviously, this would be almost impossible if not merely more time consuming and expensive than would be realistic. However, many managers still ask for training to be measured in terms of “increased productivity” or “effect on morale” or similar results. The HRD staff must educate such people in the realities of measurement and research. Behavior does not change in the moment at the time of training. A host of personal and organizational factors affect how well the training “takes” and whether changed attitudes or behaviors are permitted, supported, and reinforced in the workplace. Too often, the people who expect an evaluation are as confused about what is to be measured as they are about why the evaluation is being done.

aaeaaqaaaaaaaai6aaaajgvhyzq0mmmzltzlymutndrmys1imjnjlty0mtexztk5odlmywProbably the best reason for evaluating training is to help the facilitators to examine the design and to improve it, if necessary. Probably the worst reason is to prove that the training was worth the time and effort that it took. If those who are sponsoring the training (this problem occurs primarily in organizational contexts) do not understand the intangible effects of human resource development, the trainers would be wise to educate them or to seek work elsewhere.

What can be measured realistically is whether the participants were satisfied with the training; whether they felt valued because of having been offered the training; whether they thought it was interesting, helpful, or useful; and whether they think that they will use the skills, change their attitudes or behaviors, or have achieved some type of self-development as a result of the training. Some discrete skills also can be measured in a short period of time.

The most important thing in deciding to do evaluation is to be clear about why you are doing it, what or whom you are doing it for, and what or whom you are evaluating. Evaluation done for the purpose of justification is different from evaluation done for the purpose of documentation, and that is quite different from evaluation done to determine something.

The evaluation forms or survey materials should be geared toward obtaining the responses or the quantity and quality of information that you need. For example, justification might include the need to show that the trainees were satisfied with the training. The evaluation form then would not ask “Were you satisfied with the training?”; rather, it would contain questions such as “Which activity (or part of the training) was the most satisfying?” The report then could say that the data shows that ____ percent of the trainees found ____ portion of the training to be the most satisfying. For documentation, you may need to show that so many people attended, that there was follow-up, that the training was timely or what was requested, etc., or you may need to keep a head count in order to show that so many people were trained per year or that so many managers were included in the HRD efforts. In order to determine something, you need to frame the inquiry so as to elicit useful information (e.g., What other job skills would be useful in this training program? How do you plan to use this training?). The techniques used to obtain information for evaluation purposes are basically the same as those used to obtain information for the needs assessment.

Some examples:

End of Training Questionnaire

Instructions: The organizers of this program want your frank evaluation of its value and how it was conducted. You need not write your name on this questionnaire; no attempt will be made to identify the responses of any individual. It is hoped that your replies will be useful in improving future programs. For each multiple-choice item, write a check mark in the box next to the response that is most appropriate for you. When comments are called for, please print.

  1. I regard this program as:

        o Very valuable for my work.

        o Definitely useful for my work.

        o Somewhat useful for my work.

        o Of little or no use for my work.



  1. The instruction in this program was:

        o Very interesting and highly effective.

        o Fairly interesting and reasonably effective.

        o Marginally satisfactory.

        o Boring—should be improved.



  1. The best feature of this program was
  2. The feature of this program that I found least satisfactory was
  3. The investment made by my organization in my training in this program:

        o In the long run will pay big dividends.

        o Should be considered worthwhile.

        o Is neither good nor bad.

        o Should be considered a waste of money.

  1. To someone in my situation, I would recommend this program:

        o Enthusiastically.

        o As very good.

        o With reservations.

        o As something to avoid.

Suggested Format for Questionnaire
To Be Administered Some Months After Training

Instructions: Sometime ago you participated in (give title and place of program). The organizers of this program are interested in your present evaluation of the program and the degree to which it has been helpful to you in your work. Please print all comments.

  1. Read the four responses listed below and check the box next to the response that best indicates how useful the program turned out to be in terms of helping you in your work:

     o Indispensable.

     o Valuable but not indispensable.

     o Somewhat useful.

     o Of no value.

  1. The most useful aspect was                    
  2. The part that was least useful or least satisfactory was


  1. During the training did you establish a goal to achieve at work? Check the appropriate box.

     o Yes

     o No

  1. If you answered yes, what was the goal, how did you attempt to achieve it, and what were the results?


  1. If you achieved your goal satisfactorily, try to estimate the dollar value of your success to the organization over a period of one year.__________
  2. What suggestions do you have for improving this training?



  1. List topics or areas that should have been included or emphasized more strongly so that the program would have had greater value for you.


  1. What topics might be dropped or given less emphasis?


If the training facilitators are not to be involved in the evaluation phase, they should be permitted to assess the evaluator methods and to know who the evaluators will be. This is necessary for two reasons. The first is that one cannot design effectively until one knows what will be evaluated. When the goals of the training and the outcomes to be measured are specified clearly and are related to each other, the training staff has a clear notion of what to design for.

The second reason to ask questions about evaluation before beginning are related to professional ethics if not self-preservation. If it is not clear that the evaluation has a realistic purpose, that the proper issues or people are being assessed, that the methodology suits the purpose, and that the evaluators are qualified to conduct the inquiry, then the facilitators may well question whether they want to accept a training assignment that will be evaluated inappropriately

Best regards,

And have a joyfull December


Kirilka Angelova

Understand yourself, understand your learners

If you don’t understand yourself, you don’t understand nobody


After each training I am doing like reflection. A lot of questions I had in my head? A lot of answers as well… But in general like conclusion from the last one: Do we really know ourselves?  Is the educational system really damaging us and our learners? Do we realize that everything is in our hands and in order to motivate the others first we have to know and realize our own self motivation? …and so on … a lot of question.
It is nothing new ! In general when participants are entering the training room they are there because of their general self motivation. But the expectation for red and blue pill nothing gonna change. Experiential learning is a changing process if you are willing to change. It is your own wish to learn and to develop.
When I am talking about self understanding I mean to experiment with your own behavior in order to see your self in different situation – to examine first your own emotion, action and reaction. To jump out from comfort zone. On theory it is easy to say but to put in on practice is not…and it is absolutely normal. To know your strenght and your weekness will help in general in everyday life.


Consider how hard is to change yourself and you will understand what little chance you have in trying to change the others

But what I found out in this particular group was amazing. These participants they weren’t just a teachers they were life-long learners! The age of the group was 27 – 60 +. Was it easy for me? of course not? It’s never easy but it is always rewarding, part of my job as an Johari Window blind zone at the beginning but then open area …


What does it mean to be a life – long learner? Life – long learners are curious, have a pssion for learning with drive that comes from within, and are open to whatever learning experience comes along. Life-long learners are willing to go outside their confort zone for new experiences, pose questions about “why”things are, and have the tools and skills needed to answer those questions. Life-long learners have high expectations for themselves, their peers, and are willing to listen to the ideas and experiences of others. They are open-minded, have inner strenght, are interested, and capable of learning, in multiple settings and conditions. Life-long learners have their own world view which is constantly being redefined by learning new things and learning from mistakes as well as accomplishments.

From 16 to 20 May 2016 I was trainer in Prague. I worked with teachers and educators from 5 countries – Turkey, Romania, Wels, Portugal, Italy, Litva.Thanks to Dorea Educational Institute.

The topic was :” Understand your self, understand your learnners (Enneagram). 4 days we were working on the hardest part to understand ourselves in order to understand our learners. We were  learning about 9 personality types according Enneagram tool. We were sharing experience and practicess. We were surching for the right key to motivate our learners. To include families and communities in school life in order the school to be one idea better place for the 21 century students.


…here are some ideas :
1. In order for a student to develop a safe learning enviroment is required in which critical thinking and learning are valued, not pushed or rediculed, in which elders and peers are supportive;
2. Both teaching and learning with the students in supportive enviroment as well as academic achievment;
3. in learning process parents are need.
4.Connection ti culture and real life issues.

 Influence and motivation

1. The influence of teachers. –  teachers who motivate and encourage students, and help guide students in the right direction. Teachers belive they motivate and inspire students by demonstrating sincerity and caring, having a connection with their students and understanding their self-interest, having high expectations, and having friendly attitude.
2. Peer- to – peer influence – students do better when they have friend pushing them to do better. Schools need to create structure ways for students to be able to positively influence their peers.

3. Parents. – Parents are needed  to participate in schools life, not just by checking homework but as a support. By encouraging their children and respect the teachers and schools as an institution. The gap is in between parents- teachers – and students connection.

If you give a student the opportunity to learn, with the right tools and caring teachers with relevant teaching techniques – the results are success
…of course this course is just a step, a drop in the ocean but it was very rewareding for me to work with and for such an interesting group…