 Part of the preparation is learning that you're in charge and things right on you. So in spring block we don't actually have to do a lot to motivate the students because we have these very real situations that they're going to be in with real learners and expectations both from the learners and from the high school teachers that this be time well used. We have to be there as support and helping them find the resources they need, helping them develop an effective lesson plan. So rather than being front and center a lot of the time Wendy and I are in the background trying to hold the whole together be the glue of everything and help students anticipate what's coming and prepare themselves. Then we support them with a lot of feedback and usually that comes in a ratio of more positives than negatives. Students are actually desperate to hear as much feedback as they can. We have to figure out how to put it in terms that they can hear and use at whatever stage they're at. And the teaching assistants who are in the class are also very important that way because they have just the previous year been through a very similar set of challenges when they did it. So they can help the students anticipate and often they do a better job of I think expect helping anticipate the various interpersonal and group dynamics and those kinds of challenges than a couple of 60 year olds or so. We direct our students to observe and they keep a natural history journal which is also the journal that they reflect on their personal development as an environmental educator. So we're trying to help them integrate that. And that I think is one step towards affirming their status as a denizen that the more parts of their mixed species community that they know about the more adequately they can think about and choose what actions they would take or what actions their learners would take. So they convey a lot of that through experiential activities to their students when we're out in the field and get to see the results. Sometimes the results aren't what they hoped for but we always debrief it. We always sit down afterwards and give feedback and ask them questions about what they had hoped would happen and what did happen, what they perceived and then give a generous amount of positive responses as well as the things that we think would help most the next time around. And later in spring block we also have our students teach either fifth graders or sixth graders in a two day outdoor program. And those lessons are always repeated at least twice or three times so that they get a chance to become more comfortable with their material and focus more on their learners. It's a very intense, practicum kind of experience that can't possibly give them all of the experience and coaching they need. But for the most part it's a unique kind of teaching setting that schools of education don't address teaching outside. Our students end up being comfortable teaching outside, understanding a bit about group management outside. But again it I think lights the fire. This is what they've been passionate about. This is what connects with their sense of an ethical calling. Our students like nature but they also do like people and that's a great strength to bring those together and help them realize how they can move their learners along further and learn themselves in the process.