 It's always a little bit of a tricky thing because student buy-in is really sort of important. You have to get them on board with this from the get-go. So I always spend a little time the very first day explaining that this is not like other math classes they've taken that they're the mathematicians doing the work in this class. They're making the discoveries. I try and really kind of build the ownership in, you know, they're taking charge, they're going to discover the stuff and that's a really cool thing. And I emphasize that we're all, everybody's going to make mistakes, that I make mistakes. In my research I make mistakes when I'm teaching on the board. Everybody makes mistakes and that's okay, that's expected. But we're going to be supportive of one another and when we do have suggestions or comments about proofs they're going to be done in a positive way, in a supportive way. And usually pretty quickly they kind of get the hang of how it goes. I actually start the first week working on the very first day so that they start talking to each other right away and, you know, if they don't know each other already they introduce themselves, get to know each other, start working and sort of seeing how it goes. And I find that especially with the proof presentations people are really polite with each other usually. I mean it's usually like, well, I know, you know, they'll say things like, well I totally get what you meant and I know that's right but the way you wrote that didn't quite seem, yeah I think if you just changed this one thing then what you really meant to say would be clearer. Like they give people the benefit of the doubt all the time, which is really fun. And they always clap. It's so funny, I usually have them clap after a proof has been presented but lately they do it themselves before I even suggest that they should do it.