 I was extremely pleased to receive my students appreciation for what I've done and of course I want to take this award also as a recognition of the improvement of my teaching skills over the years because this is a job that requires practice and experience. For me what I do is quite niche at least in Switzerland still and I really want this. I'm deciding to take this I guess as a sign that students are interested in forensic linguistics it's an area of applied linguistics that you know deserves more scholarship and I think this is really exciting that students are so taken with it that they it resonated with them so I'm thrilled really. Well first of all it was a bit different in that it was a block course so it was spread over three days and with block courses you really have to take a different tack in terms of the structure of course it's their long days I mean you're with the group for you know at least seven to eight hours usually. The main thing is keeping everyone engaged you know of course that's attention spans are waned at 4 pm on the second day you know it's intense so I tried to pull them in with real case work and have them work on real data that has been put into the public domain and is usable and lots of activities that you know make it fun. This course was I had to design it in a way that would make students understand the practice behind research itself so it was a meta course in a way. They got to understand why they have to sit there at the end of each term writing seminar papers so in that particular seminar I tried to give them very short inputs at the beginning and then it was all in-class activities group discussion exercises to try and grasp practically what the topic of the day is and I think they really appreciated that side as well. I also try not to be afraid to expose myself in this class for example I gave them this anonymous paper from a student that they had to grade as if they were the instructor so I gave them what I usually use to assess their papers and they had to do the same exercise and only at the end I revealed that that was one of my MA seminar papers they were terrible they destroyed it students can be the harshest critics. When you see they are able to inspire something in your students perhaps you have taken up a topic that they might not even heard before about it but you see that that sparks ideas that that gives them new ways of thinking about what interests them that is extremely rewarding and also I would say that is also necessarily complement to research activities. You can't find the best laboratory in which you can go and try to test ideas and try to see in how far you are able to distill and synthesize and clearly express all the bunch of information that you're working with struggling with alone at your desk so I think that's that teaching also helps us in in our research activities. I mean I don't have anything to add really you said everything perfectly I 100% agree. I don't think I necessarily have a specific teacher from my past that really kind of inspires me but yeah I would say I did kind of a I've picked and chosen different teaching styles and techniques and tips from from everyone I've worked with so far really. I taught English as a foreign language before I worked at the university before I did my PhD here and a lot of what I a lot of how I teach here is sort of grounded in that those kind of pedagogical techniques that I learned teaching English. Well I guess it's inevitable that you get inspired also by the mistakes of other people not necessarily but I do remember that when I started teaching and I had to teach my first class I went to my PhD supervisor and then I went to my FUMA professor of my minor in Italian literature and I asked them give me give me anything like what do I need to know I'm terribly scared one of them told me don't be afraid you're always going to find an answer to all the questions that your students are going to pose you because then you have that fear like what if they ask something that I'm the other one told me look at your watch and you know as simple as these two pieces of advice is all I think they pretty much sum up everything be confident and be structured if I have to make a wish which is a very parochial one would be for more actual deducted courses in English and then two but that's up to me to get more involved in interdisciplinary co-teaching I just want to echo that really I mean having more of the courses in English is I think you know we have a lot of international scholars now who have just moved to Switzerland and they are excluded from a lot of the the deducted classes that are put on so I mean I it would also be helpful for us here to have things in English and also just sharing materials and a lot of the times I read the list and think oh I wish I could do that but so yeah I agree with that and also the interdisciplinary aspect and the way that that our horizons could be sort of widened in terms of teaching would be just to think it interdisciplinary first you know we there are so many points of connection across our departments now that there's so much potential but we sort of just stay in our lanes and and don't necessarily think about the ways that we could work together and so yeah I'm really excited for the potential of working with different scholars across the the faculty so yeah I really agree with with both parts that you said