Adventures in teaching the web

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hi everyone thank you for coming to my talk I this is my first time in London I'm having a great time fish and chips here are wonderful and if anyone has any recs for beef wellington please let me know if you got the hook-up because I would love to try and I'm really intrigued so my name is Jasmine Greenaway I am a cloud developer advocate at Microsoft and pretty much my job entails using writing speaking and coding to show you how to use Microsoft Azure in interesting ways for fun and profit and also just to get you excited about the cloud in general so part of my journey to Microsoft came from some teaching experience I'm currently an adjunct professor also an advocate LaGuardia Community College in New York City where I teach beginning front and back-end web development in spring to about the end of summer pull out to about and just split up into two sessions and I teach about 20 to 25 young young adults how to to use the web and how in the building blocks and we start from how the internet works all the way down to how to play around with JavaScript and jQuery we have a lot of fun it's a really enriching experience and I've learned a lot and I used that that learning experience and teaching experience that I that I used there in my in my daily life as a Microsoft employee and as a cloud developer advocate so I also just thought I'd this gift teaching a shot and it was this opportunity the opportunity came up and I was feeling pretty confident and I'd already done a few mentorships and volunteer and a few thought hackathons and you know I was right thought I was ready and one of the most intriguing things about the position is that I had the freedom of freedom of making the schedule and the syllabus so as long as it fit within the learning outcomes and expectations I could do whatever I want I could get creative but also practical with the way that the students could learn and that's when that first twinge of an apostille changer came in what do I know about teaching how do you know if you're expert enough to teach the basics of your profession but I had signed the contract and there's no getting out of it and so instead of thinking about my qualifications as a teacher I thought about my experience as a developer and a student and I said and first first way I thought about myself as a developer I said what would I say to junior Jasmine today and what would be the things that she would have wanted to know at the beginning of her career so here is junior Jasmine these slides are not work make sure this is working I have to press this here so this is junior Jasmine just make sure this works okay so so senior Jasmine I am this is me probably like my last year of college and when the first things I did when I graduate is I bought myself a car I had a very old Toyota Camry was like I think late 80s and it was you know it's on its last leg and I got very had a very fortunate experience where I was able to work part-time as an intern toward the end of my college career and I actually got hired full-time as a full-time employee when I when I graduated so when I got when I could finally say I worked full-time I gotta go I went and got car and so during this time you know you're starting to really be an adult you're realizing that being adult it includes a lot of paperwork and you're you know you're I'm also trying to figure out you know what what how Karla her car financing works and just in general and it's what I'm getting at is I just had a lot of questions about a lot of things including as a junior was new dev and today I would tell myself not to get anxious and nervous about asking all of these questions because a while ago a manager said to me once if you're not asking questions you're not doing your job and I took that to heart because in order to do you have to understand and learn what you're doing and having an environment where any questions were welcome where there were no silly or bad questions can bring you to deeper granular questions and answers and you can start with the house and the house can evolve into the whys and you compiled the answers from your house and you're wise and you can start experimenting and creating your what F's and then creating your own answers I also thought a lot of I thought I also thought a lot of my job would be a lot of remembering code syntax and algorithms and that it was more about what I know than how I apply it but eventually I became one of those people who have like multiple tabs open on their on their computer so I'll just leave that then I think we we've all been there we know how that goes so then I thought about my academic academic career what would have been college Jasmine's ideal learning experience so in this picture here this is I think my second year of college I was in this club called the dance dance revelution Club if you're not familiar with the game it is a you take a foam foam pad and it has at four hours on the house like north south east west and you kind of step on it to like this is like this is like the to the music and so that wasn't you can find me playing DDR on a Friday nights and so I was in this club and we had a parade at the campus and we had the theme was secret agents and so these you know so we're dressed up a secret agents and if you notice my you kind of can't see my tie because it's duct tape we were all like engineers so we were like we were gonna I didn't have a tie so we were just like trying to figure out like how do we do it like duct tape solves a lot of problems including when you need a tie so that was me and so the beginning of the year started with the hunt for cheap textbooks and if you ever seen and have you ever seen but do you have like huge it is the do you really do they really expect you to read these 400 pages and with the three months that you're going to be there and especially when you have 400 page textbooks in three other classes like seriously so most of my classes didn't get through all the material some classes I didn't even open the book and some classes I would maybe open the book or and use it as reference for difficult homework questions so in the way that would pretty pretty much go is that I would have to go all the way back to index and you know search for the topic for the thing that I was I was you know doing homework for and then you know while I'm splitting the pages back to back to that topic praying and hoping that it has has clues for me to finish my homework and I got really overwhelming in a really frustrating so on topic of homework the main question that a lot of my classmates would ask each other is did you get the homework did you understand did you know do you know how to start can you help me and I was sometimes you get that sinking feeling when you when you realize that they don't get it as well as much as you do and so you so we'd attend class and we take notes we be there and we compare notes and we try to figure it out and sometimes they miss be at a loss and I just it always just seems strange that when you know we come to these classes to learn how to also do mean I'll learn but also you know get this the information to learn how to do the homework if you would assume that when you have you're working on subject matter that you know was related to the lesson that it would make sense and it would you know it be second nature to work through it because homework at the end is just what you feel familiar it should it should be evaluation of how well we understand when we just learned and should be an extension of the lesson finally busy work does nobody good where attending class to learn no one likes their time being wasted and I'd rather much be playing DDR than doing busy work and in today's society time is my and time and this is especially true if you're a student in the US for college is very pricey so I started to feel a little better once I realized I had a lot to say and ideas that I wanted to try and I wanted to have the experience just by teaching the my teaching experience just go along my or my my passion and my experience with my experience in as a student and in my career go a long way and that the teaching experience would come a time yet I feared that my students would suffer from how long that time will pass until I got it until until I just felt like I was a great instructor but as I started to teach I realized that my excitement and my passion suppress those fears and that the students were too busy figuring out the building blocks of the web well I was figuring out how to be an effective instructor so with that I got started on syllabus so for anybody who might not be familiar with syllabus is it's a document that you that that's usually passed down the beginning of a course to outline teaching expectations or learning accusation student responsibility any general course information and let those students know what they'll be working on and what what the takeaways will be from the course at the end of the semester so there were three things that I wanted to students to take away from reading the syllabus first class was interactive we would code together and they would be they be graded for par cetacean participation in class from time to time I would give them assignments to do in class based on what they learned and it really wasn't about what they got it right it was about the effort is about seeing them try and the way I would do this is pretty much it would be it would usually be some buggy code and I'd be like and I would say fix it let's let's fix it together and let's figure it out and and you know and that was in as long as someone who was trying and giving it a shot they would get a passing grade second they need to know that the only thing that had to be afraid about this class fraid of about this class is to be honest was not is not being honest with themselves about what they needed to succeed in the class I wanted to know that learning anything new is difficult but we had internet yet other classmates and they had me to ask questions and there were no tests so that kind of I'm sure that was a little bit of relief for them as well and finally I wanted them to get excited about what they were learning so we would have about a 30 minute break in the class so some background the classes were about four hours four hours a week which can be a lot so we do getint we break in the middle and you know around that time is when they would start you know losing energy you know we've ever been like at a conference when you like you like now you eat and you start getting like a little get a little tired so that's you know that's the same the same thing that was having my students so what I would do is I would make make that that section right after break interesting so what I would do is I would bring in and a guest so somebody who was in the industry and they would know how some and they would be able to talk about are what the word were what we were doing in a lesson plan to and relate that to what they're doing in real life in in their careers or we would take a look at some demos of some what the mother some other programmers are doing so we had some fun with WebGL we had some fun with Web Audio css3 animations they really loved that and also comparing browser performance just things to get their wheels turning and get them excited about what was what else was to come so on the topic of excitement knowing your audience is key for any conference speaker you generally want to know what information and content they'll be excited about and you can infer a lot of the information based the type of setting the type and the setting of the conference and maybe any past presentations and in the classroom students are your audience and while it could be argued that it's not your job to keep interested it's shared goes a long way so the solution that I came up with was to strike up a conversation in the beginning of class and so this would be like 550 Maris while I was maybe taking attendance or maybe putting some documentation or a my lesson plan together and this was just a chance to get them to get a chance to get to know the students better so it would pretty much go like how was everybody's weekend whatever in you know so these classes are on Saturday so you know everyone's already feeling pretty cranky so Jose how was your weekend what's your weekend plans what are you looking forward to we also were big fans of video games of anime as well so we would talk about like you know so there's this really popular anime attack on Titan coming out or out and we would talk about do you see the last episode what did you think and we would just like just get just get conversation going and you know game right and and just have everybody know who each other was and you know kind of just just a little bit of an icebreaker for the day and but also it was more than just building a rapport and Trust I desire to build out demos and examples that be interested that they would be interested and could relate to so I discovered a familiarity I discovered a familiar familiarity with their mannerisms and their body language and so it got to a point where he ever do you have her many of you have an acquaintance where you all might have might see each other at conferences every once a while or see each other meetups every once a while and you don't know very very well but you if you are speaking speaking to them and you're in a crowd and maybe someone but since the conversation she says something strange or maybe something just strange happen strange happens around you and you kind of give each other a strain look like did you see that that was that was really weird so that's kind of where the students and I ended up in terms of being able to read their body language and seeing seeing where they it was a really good indicator to see where they were in the lesson plan to see if they understood so you know maybe someone like a furrowed brow would mean that they don't understand what I just said or maybe or maybe they would just be losing interest so I knew it was babies time to take a 10-minute break or and so I used I used those cues so know when to slow down or when to stop or sometimes we would just alter the lesson for the day and kind of just break things down even deeper so that we all can get on the same track so this is the example of the first homework assignment and some background I would also do the homework assignments so that they had a baseline of like what it should look like and you know and I would obviate the code so that they could just copy so this first example is it is like the second week and they all had you was make a pretty much like a page just like of a generic recipe or one of their favorite recipes and so I would give them some example recipe sites to look at and then I told them I'm gonna evaluate you want a few things I said I told them I want to know if you know how to use a header do you know how to put an image on a page and do you know a difference between an unordered list and the ordered list and notice that we haven't even touched CSS HTML or CSS or JavaScript which is very nation very basic HTML we would just start from HTML and build on build it build with CSS make it look look nicer and then get get use JavaScript to make it and look interactive so it's never easy to listen to somebody lecture you for hours especially for hours it's not fun for a lecturer either we've all been there whether we've been tired or just not interested we'll mentally dip in and out of meetings talks lectures and dialogues and so the students will get antsy infinity about every 30 minutes or so and so keeping them interested was always a challenge but it's hard to punish students for losing interests because in the end they're only there only punishing themselves when their grades suffer in this case I found doing live code examples held them accountable and interested and the general format would be introducing a new concept exploring how it works and then and we'd use just off-the-cuff examples and usually it would be based on something that we've all like we're all like a fan of or we all air into so for example in that last slide I showed you we worked with food because we all had a common love for food so and so this is a special moment when the lesson would pretty much turn into a discussion and the question that would often be asked was what if you do this other thing what if you do two X Y or Z and my answer would always be I don't know let's find out so we all love a good cliffhanger and so building on the suspense would get our wheels turning so even so basically even if I knew the answer I would just say I don't know so we could just explore together and with that we would experiment by hypothesizing possibilities and trying and trying it out and it was really great because you know sometimes a class would be split on what like the expected behavior would be sometimes you sometimes a concession get a little intense to be like you don't know what you're talking about no I don't know what I'm talking about it got really intense at times but it was but it was a really great way to get the wheels turning and let them drive for a bit and then also process the new materials in a way that you know in their own way it's just giving giving the space to do that so let's take a look at how I would actually do this so this is gonna be a very very basic example it's I'm going to speak as if I'm speaking to a class you don't have to answer it's just so so it'll kind of look a little bit like I'm talking about to myself and so what we're going to learn today is how to is how to add headings to a page so me see if I can swap this here alright so here we go just to let it stay like this so we have so usually when I when we get started on a new lesson plan I'll usually give them like a very a blank HTML page with all you know with all the basic had are the basic elements so they can just get started and sometimes I would give them HTML files with like some extra stuff in there so that it kind of like can delete stuff and like you know add stuff to kind of figure out you know and play play around play around with stuff cut and kind of see how everything works kind of like how we do when we see some code or when we're first day on the job and we're looking at code and we're you know kind of poking at things and trying to see how everything works and how everything works together so this is so this is this is like very just is like very similar and what I would start off with and so I'm gonna just get into character here and right now we're gonna simulate simulate a session so today we're learning about headers and if you ever use a word processor like Microsoft Word or Google Docs the first thing will you'll usually work on is the title and the title usually is the biggest part of oh sure I'm sorry yeah thank you no worries so the so the title of the page is usually biggest the biggest biggest sentence or biggest phrase on a page to let you know that this is this is this this this is what this this page or this content is about but did you know that you can also do that in HTML so let's take a look how you do it we'll do that and we'll do that with the header tag and the header tag is really really short it's just h1 I'll type it in here and there we go and now let's just put this is a heading and I'm going to add some text below this so that you can see the difference between the two so it's looks like let's see what this looks like on on on the website so I'm gonna bring this over here alright so when we refresh this we can see that this this the heading is the the title of the page and then this and then the the other text is pretty much just the regular rest of the page the tech regular text of the page now this is not supposed to be confused with the title that is in the head element because that is this that's the thing that you see in the tab in the browser so that in that right and remember last week we talked about how that that area of element element does you don't see that the user doesn't see that on the page so don't confuse it to this so a heading a title could be are two different things when it comes to HTML okay so now what so now every once in a while when you work on an essay you have maybe a subsection that you want to separate right so let's add so we'll usually add like a subtitle right and the so HTML actually has something very similar we can call it and call it a subheading and it's really easy to add all you have to do is add h2 okay a sub heading and we can see what that looks like great and we can see the difference between the three the three lines of text what if you have another one what's that third one I'll sleeve that typo there don't feel like going back so so now we and now we see that there's a difference between all all three and including the fourth one the fourth line of text but what if what if we wanted to go up to 100 do you think we go to 100 yeah let's find out cuz I don't know let's figure it out so I might see here a little bit and it's gonna copy some code so let's first experiment all the way i need i'm just let pasted in here so i think i think we can go up to 100 someone else could believe and someone else in the and in the class believe that we can go to 100 anybody think anything different no well let's figure it out so I'm going to save this I'm gonna refresh oh and look what happens so we see heading 4 5 6 but 7 & 8 looked just like the regular their regular text that we had in the bottom there so it looks like that only goes up to 6 and so that's pretty much how I would teach and you know and just build build from something very small to to very deep examples and so it was really fun to see the students kind of ask questions and get into it and get and get interested so and at the end I really didn't have any issues trying to keep them engaged because a part of me part of the grade was staying engaged but but be also they actually were following along with me so I'd be live coding like I was before and they would be following along and then he'd be comparing and then we would pause and it was and just like I was mentioning how like I was able to read their bio language I could we would pause and be like cuz anybody understand and someone would usually someone would be no Verizon they know and then we take a second and we you know I'd go around class and maybe students will help each other and try to figure out what was broken and yeah it was just really it was a good time to like get to understand how you know students code and how they use the tools because that was another thing that we had to learn was like how to learn how to use you know a text editor and learn a few like shortcuts copy and pastes and things like that and yeah and it was like a really just good time to just to just get your Merce yourself when let themselves Drive so at the end of class all the code examples were they're uploaded to an internal platform and that for all the students could access and it was important that students felt like they could get back on track if they fallen behind you know every every once in a while you'll miss a class and you know it sometimes is hard to play catch-up and it's no secret at least in the u.s. that college is expensive as failing a class is potentially a sunk cost and we I they I believe that we all deserve a second chance sometimes and students who miss class can review the notes an attempt to get back on track and I would also be a resource for them to ask for help if you know they were needed to help they need help catching up and I would not also help them with the code I would help to understand you know where they stand in in the class like if they know if they need to know where we're not needing the drop or not I would just be honest with them because you know no one wants to waste their time and so on the top of the examples it was important to keep them relevant to the assignments and I just think back on my experience I was mentioning in college and how countless times I would just be tearing my hair out over the homework and just put my bike my brand-new no so I get so frustrated because I just felt lost and you know like even just get you usually the first question is easiest and sometimes that was even tough and so example notes were modeled after the homework I would actually make the homework assignment first and then I build up a lecture after and it was just not and these and these examples were not just like a simple copy and paste solution but they were just buildable examples that would be morph that can be morphed into homework so the approach here was that everything produced in class will be valuable references and that nothing would go to waste so it's very similar like if you've ever worked on a project or you know maybe push them coach a repo and you're working on something else and you're like and that line of code and that last project was awesome I'm gonna copy that and put it in and put it in my put in my new project hey you know you'll get you'll get github maybe maybe you deleted the repo locally no pull it down I'm able to just go to the raw file and copy it in copy and paste it in so that was the kind of the same the same environment i one of the students to kind of kind of embrace so it was always puzzling to see assignments that attempted to challenge or or trick students outside their newfound comfort zone in a subject they were just learning a full-time student takes about roughly 12 credits and based on the rule that you should have two to three hours or studies time outside of class that's about 24 to 36 hours of time that you spending on on the subject but add work family extracurricular activities like Church DDR Club all that other stuff what time do you have to yourself every day these students make a choice they decide to come to class the aside to do their homework and degree-seeking students have a little bit less of a limited choice in terms of the courses they want to take because you have you know outline of course do you take to fill some degree requirement right and so they you know you end up in classes that you wouldn't normally sign up for it but you're doing it to fill these requirements and I had to be honest that some of these students were going to be in my class and so I didn't want to force them to meet to exceed their learning expectations I laid out and what I'm pretty much getting at is why couldn't a challenge be a choice for them because if you think about it meeting all expectations expectations is an a because the student has demonstrated what they have learned per the expectations line out in the syllabus we don't make a syllabus we'll make a B syllabus we don't make a C syllabus so why can't why can't these challenges just be a choice and just give them give them the the roadmap they need to succeed and leave it at that so in my class achieving past an A was a choice students could make and it was extension of the homework so I would tell them okay get started on homework and here's your extra credit option and it would be it would be just enhancing the homework assignment so maybe that first example I forget what I did in the first the first homework assignment I think it was probably adding a link I was like figure out us do do a search do an internet search and figure out if see if you can add a link on here and add a link to recipe that's very similar yours and so it would have very very limited hints and it would be and that but it would just get there he was turning so they could try and build on what they already know and and of course like I said they were instructed to prioritize the main assignment first and it's came in really handy because you know like a lot of students they can be like to procrastinate and will submit homework late and things like that so I would tell them in my syllabus I would say if you're going to submit late do the extra credit too and if you're going to submit very late try submit a assignment and do the extra credit because when they would submit late they would get points off throughout you know the for every week they may submit late and if you can't do either submit something that 59% is better than a zero if you want to do some creative creative finish the main assignment requirements first because so this was also no example of just you know working on time management because as a student that was the time management is the thing that we're all still learning as a young adult so so the next slide here is pretty much I I'm gonna actually go through just some other things that I learned here in the syllabus I think were really great so I so in my syllabus here I had a too long didn't read version or TLDR and so I've you know they list out just things that this they need to just take away beyond time we work on assignments in class submit your on top your time set time for the best grade possible ask questions after you done an internet search yes there are extra credit opportunities raise your hand for help save your work and then I gave them also tools it called the section class pace performance and tips because I wanted them I just wanted them to get into I didn't want to scare them I wanted to let them know that this is hard and this is going to be a challenging time for them and but that it was going to be okay and that all they had to do was just was just listen come in code comment code with me and just and be engaged and and come with with a good attitude so I'm gonna read I'm just gonna read this section so this class this class is cumulative every lesson is built on previous lessons you'll have a hard time catching back up if you fall behind it's not impossible but difficult you should be writing code at least twice a week once in class and once outside of class and this will help you retain the information that you've just learned here's some handy tips right code more than twice a week copy of examples but don't submit as yours this is cheating you slack for questions and getting to know your class so we had a slack slack slack channel or a sock team that we'd all like you know and students could ask questions and through that as well pair program of the past week we also learn how to pair program in class so that student and students actually started to make friendships that way and like you know had like their favorite kind of like person sitting next to in the classroom which was really cool to see if you're not going to be in class make preparations prior so you can catch up on what you missed don't freak out shut down or disappear if you're feeling lost ask for help assess yourself every week did you understand the lesson that week be honest and figure out what you can do to get clarification on the things you don't understand if you fall behind and you feel that you'd followed you heart fall fall behind please contact me so we can assess a situation find a resolution so yeah those are a few things that I wanted to just convey to the class and this the you know I look back at the syllabus there's like three pages long and you know this is all they still like interest process for me you know it's just like I'm only them to us for one year and you know I've I've learned a lot just from from teaching I've been learning how others learned and it's been a really fun time and but anyway in the grueling weeks I saw my students learn HTML CSS and JavaScript starting from not knowing how not knowing basic like copy-paste shortcuts to like being able to use git and I was feeling and they were feeling pretty comfortable and in the beginning they had mentioned fears they had they got word like this a lot of math is this gonna be hard like what do I have to remember is there gonna be quizzes they're gonna be tests I'm like if you read the syllabus you would know they were the test but you know what can he do and and and during the class they you know they got excited they expressed excitement we had really good deep debates and conversations and at the end they were proficient and I knew that because at that point I really got to know him well I saw him get frustrated I saw him fall behind I saw him stress out and I saw them can with the lesson and I saw them also catch up so before closing out if you're interested in teaching and you don't have opportunity in academia you there are other things you can do such as hackathons tutoring mentorships volunteering your time at organizations such as Co org girls who code black crowes code you don't have to be in the specific demographic do these things also know that you can just you can donate money there it's always there always a great they're all great organizations and and like I said you can also mentor and if you ever find yourself in a situation like this here's a few tips for you build trust between you and your students you can do this by listening to them and showing them that you're listening so for me I did this by putting a dash of our personalities into assignments in our in our in class lessons second be yourself there as nervous as you there are meaning someone that barely know and working as something that they have never probably never seen before and with the setting be and with the setting in the pan being professional in mind just be authentic and also there's also be an extension of you know just just gaining and guarding trust and finally adapt to your students because in the end you're both learning like I mentioned you're both learning you're learning how others learn and they're learning how to code which can look overwhelming at first it's overwhelming experience learning how others learn and you know for others like learning something completely new and you know it's just two different experiences going on and when I learned this I never made and when I realized this I started not making detailed course schedules because I started to realize that that that you know making having a structured pace could kind of inhibit their learning trust practicality and flexibility flexibility got my students to where they are now and that's why I believe only two students would fall what failed my classes on average and I also believe that's why I would get thank-you notes in my like final projects and final homework and then final and I would get like LinkedIn inviting emails to saying just thank you and it just felt really good because I felt like I was doing something right and I hope that that something was teaching with empathy thank you open the floor up for any Q&A all right thank you for the talk a quick question maybe you mentioned it but I've got it what was the students age range they were about from like 17 to about 20 we did have some older older and returning students so some that had like small families or had full-time jobs and other responsibilities so about 20 to 25 would be cousins like the average okay and I had a full chart and I'm sorry 18 to 25 I'm sorry 18 to 25 okay I was curious well that definitely happens more often with kids but maybe is the same with students of 18 to 25 did you ever have a problem where people would want instant gratification and they would be confused and frustrated because Hadding that we're showing them this is not something they see on the web they just want the fancy stuff and for it to look pretty and colorful and it can be frustrating even if you use CSS mhm yes so what I would do so oftentimes they would copy a bunch of code that they'd saw and they'd seen examples and they in in their homework or you know whatever they were working on and they would get frustrated because like this this is this is what I want mine to look like in this example and you know we would sometimes in for me I just would just be open about it and I was like okay let's sit down and see what's going on let's go in so he put like a linter in like you know the text editor and we sit down and we kind of pick it apart and say okay this looks like you might have copied this halfway let's try and finish this sent this is the statement and we just kind of just take our time and like try and figure it out and you know one of the things and I was just thinking and I go I would think just about like my experience you know I mean you know how when something wouldn't work we would comment out like a block of code and just like you know you didn't and like uncomment one by one and try and figure it out like try and figure it out together so for them so yeah they would get frustrated but you know we would just take it step by step you know just like one you see you have to fix a bug you just comment stuff out until you figure it out so as a person who teaches people how to code on a semi-regular basis I've always been told that teaching the web is one of the hardest things to do because of all the missing moving pieces from HTML to CSS to JavaScript what kind of tips would you advise us to have when having all those different pieces together in in together and like one like lesson yeah oh I would say start from start from the basics start from the structure I think I may I would give them a analogy I would say kind of like a house you have the foundation in foundations your HTML and your your lights I think I said in your license JavaScript like your electricity me JavaScript and I and I think CSS was like like the the interior interior like the the leg trimmings like the color of the house and things like that so it was yeah it was always important to just like start from again start from you know basics and even when you're going down to like one technology so for example when when it came to JavaScript you know a lot of a lot of them got very near this is like this looks terrifying looks that's really intimidating so what I would you know we would start by we started with just vanilla JavaScript and that was like did you guys know then there is a way that you can do this much quicker so we that's how wait and then we got to you into jQuery and then like what why did we do all that I was like you know it was like because I wanted you all to know I wanted you all to start from something very simple and then work your way up and did you ever teach a framework in the class at all just jQuery uh you know at that point when they got to JavaScript you know that's when that's when like things started getting a little bit more hectic and so you know that was time when we had to like slow down the pace a little bit and so in the future I would probably try you know something other other that would also do jQuery but also on something although maybe like angular or something like that thank you just this as you've told an umber of glasses now what sorts of split are you seeing with gender are you just saying are they only men why do you see female percentage I see now um it's definitely I would say if I had to say a percentage I would say maybe thirty percent women which is which is I think is like great it's a lot it was a lot more than I was expecting so so I was really excited about that and specifically my my college I teach at is I believe the demographics are about seventy percent people of color so it was a lot of a lot of like people color my classes and it was really great because like I just I just like saw myself because like I like I mentioned earlier that they were like students that you know that were like big anime and like video game fans and like that was me that was me playing DDR and so it was really it was really a great you know till I kind of like connect that way too any other questions when teaching when teaching the web because of my generation or my age teaching historical context and I think that that's important but the young people that I teach to insist that it's not important mm-hmm and you're nodding which is not helpful thank you for that what do you think I think that it's good in like small doses like it's like that um you know we're I guess you a younger age it's like that listicle age you know you kind of give them like a few bullet points and keep it moving and I think and you just kind of pick out those really interesting things and then and keep moving and let them let them you know kind of give them the tools that they need to like delve into the history if they want to on their own time you know let them fall zero little Wikipedia hole if they want to do that any other questions thank you so much for your time [Applause]