Many thanks to our first three narrative readers. We listened to comparisons between the educational systems in Pakistan and Canada, the experience of jumping into teaching a special needs class, and what is involved in working in a children's daycare.
This week's story is "The Heifer" by Melissa Hardy. Please finish reading it at home, jot down your impressions and answer the questions that ask you to look at environment, ethics, and self-preservation in the story and in the context of class discussions and readings.
Also have a look at "The Jade Peony" by Wayson Choy, which will start off our new unit. Have a great weekend.
23 comments:
I found the class discussion on different educational systems to be very intriguing. It's amazing to think that there are so many approaches to teaching, so many different attitudes and customs around the world. I've personally only ever experienced the Canadian system, since my family immigrated from Finland before I attended school there. From visiting the country, however, and talking with my cousins who live there, I've learned of some significant differences between our educational system and theirs.
For one thing, Finnish children start school at age seven, instead of five. I've always thought that this must be because the Finnish language is entirely phonetic in nature, so as long as you know the sound that each letter of the alphabet makes, you can read anything. Not as much time has to be spent on learning to read and write. Another difference is that the educational system in Finland is divided into lower comprehensive school (equivalent to our elementary school), from ages seven to twelve, and upper comprehensive school from ages thirteen to fifteen. It's actually not uncommon for young people to move away from home shortly after they graduate, or around the age of sixteen.
After age fifteen, students have the choice of attending trade school or upper secondary school (which prepares students for university). Also, every student in comprehensive school receives a daily hot lunch free of charge. In addition to this, post-secondary education is free in Finland (i.e. no tuition fees!). Students even receive a housing allowance to help out with living costs -- but they do have to buy their own textbooks and materials. Sometimes I think it would be interesting to have experienced the Finnish educational system, but I'm happy with how things are in Canada, as well.
Salima’s narrative brought back memories of my education experiences in Korea. The strict and ‘one size fits all’ style of educating impacted my life immensely. It was all about competition and comparisons with other students. I felt more like a robot being controlled by my teachers than a human being. Once I began my education in Canada, which is a freer, less constrictive style of educating I underwent a long period of confusion and adjustment. Traditional education has the teacher as the only authority figure with all the power over students and student opinions do not matter. As a result, it is difficult for students to be independent and creative. Since I have personally experienced this style of restrictive and controlled style of education, I believe I would like to help students understand that they have a voice and have opinions that are important and should be listened to and considered. Education is a large part of our lives and should respect the individual’s uniqueness. People learn in different ways so when a teacher can be creative and develop the ability to adapt according to the situation a school can be a more interesting place full of creative and innovative human beings.
Feeling oppressed by a teacher or a school is a horrible thing. Nobody deserves that! Learning should be fun and the learning environment should be more encouraging and helpful to students. Creativity is important in our fast moving world and we all need to be creative to survive. We cannot teach someone to be creative or unique but we can, as educators, help students to improve on creativity and continue to be creative. Customizing learning styles for different individuals is a huge project that we need to solve.
It is interesting how we keep jumping back between the discussion of personal development and professional development. Although it is good to make a distinction between the two, as both can occur separately, I also think it is important to demonstrate and discuss how they are also intertwined. I think that growth in your professional development in most cases affects your personal development. Likewise, if something occurs in your personal development quite often that can have an affect on your professional development.
For example, if a new mother has her first baby, and is also a teacher, she may learn patience or empathy for the students or parents that she was never able to understand before, this would be your personal development reflected in your professional development. Similarly, if a child from another country comes to your classroom as a ne student in Canada, a good teacher should be willing to learn about where that child is from to help them get the maximum results and success in their new home. This professional development could affect personal development as the teacher could discover new customs and traditions she never knew existed and possibly plan to travel to that country one day.
I think that development, whether professional or personal, goes hand in hand with the idea of life long learning, and always being open to new experiences at work and at home.
Hearing my fellow students recount their experiences in other countries’ education systems made me truly appreciate Canadian education, and realize how badly I had taken my education for granted in my early academic life. As a young student, I can honestly say that I disliked school. I was one of those children who would find any excuse, whether legitimate or not, to go home early. I saw the teachers as oppressive and saw no value in the material I was learning. From the class discussion about our role of emotions, I can see now that I was an emotionally impulsive child; I only did what I felt like, and not what was necessarily rationale. Of course, as I moved into my senior grades in high school, I realized my faulty logic towards the education system and started to apply myself and create academic goals for myself, which is why I am now in University. Hearing Salima, and others share about their educational experiences not only confirmed my folly, but made me feel guilty for falling into the ‘woe is me’ trap that so many Western children (and adults) fall into. I cannot imagine having to stand at attention, or not having the ability to express myself as a creative individual like so many of my classmates have experienced. Upon reflection, I wish that I appreciated my younger schooling experience while I was a student, as I most definitely could have benefitted more if I had kept on open mind towards my teachers and curriculum.
I definitely agree with Janet that as a teacher, we should be fostering creativity and imagination in our students instead of only focusing on the technical aspects of education. I also believe that we should have an education that encourages children to learn the material because it is fun and engaging, and not because they are afraid of public humiliation, as Janet experienced in Korea. I wonder how much a student can truly learn in an education system that functions on fear and placement, as many of the children undoubtedly learn the material only for the facts and not for the substance in foreign schooling. If I am wrong in this, I encourage feedback, as it is hard for me to comment on the type of learning in foreign education systems, as a purely Canadian student. This is merely the impression that I got from listening to the various descriptions from the classmates. I just know for myself, I would not thrive in an education system that told me that I had to perform well instead of nurturing me to and guiding me to success. I appreciate the openness and honesty of all of the students who shared their experiences, as it reinforced more than ever that I want to be a teacher that encourages her students to succeed rather than placing extreme pressure on them to be the best.
The Class discussion last week on the
different styles of education was really
interesting. I have been in Canada since
Grade one so I hardly remember how education
was like in Taiwan. I do remember however,
going to school earlier than I had to here in Canada
and staying at school till late, as well as
going for half days on the weekend. Even as
little as grade one, the amount of work we had to do
compared to the grade one in Canada, was unbelievable.
When I moved to Canada, I could not believe that
in Grade one all you had to do was have fun and learn
simple things. During the first few years, my mother
had tried to continue the math curriculum of schools in
Taiwan, with me. She would bring books over to Canada
just to teach me herself. All that time, I felt
really upset. However, now I do see the advantage
of learning things ahead of time; as mentioned by a fellow
classmate during discussion last week. Knowing school
material ahead of time, allows you to review while others are
still learning and therefore possibly do better.
School is not always exciting and the teacher
must fulfill their duties or passing on knowledge and
prepareing their students for the future, however, that does not mean
to forcefully make the students learn the material. As mentioned before,
each individual has a their own personal learning styles. If a person is forced
to learn a different way, it could potentially not only hinder their
learning time, but also make them dislike learning.
My friend who attended school in Britain
said that university is really different than it is here.
The material is much harder and the competition to stay in
post-secondary once you get there is also greater. When I went back to
Taiwan to visit this year, my cousins told me that school in Taiwan
has gotten better since when I was at school in Taiwan (i.e. they dont hit you
when you get bad grades anymore). Though the homework they have to
tackle each day is nearly insurmountable. Although I am in University, while
my cousins are still in secondary school, I feel like the knowledge they have
and the course material that they study are comparable to mine, perhaps even harder.
This is hard while you are still young and just want to have fun, while
being in school, but in a way, it prepares you for harder challenges in life.
I am happy with Canadian Education and am glad that I didn't have to suffer
through the forceful styled education and heavy loads of homework every day.
This week in class when we discussed our educational experiences I realized how different another country could be with regards to education and how fortunate I was not to have to go to school for the whole day (Pakistan maybe). I loved hearing other people’s stories and just finding out about other countries. Growing up in Newfoundland I just had a traditional education; my teachers were always friendly and kind. I never had a problem with school. Thinking back just really made me realize how good of a time school was growing up, and how easy and fun it was to do well.
I never went through the conflicts most people in class seemed to have and I am appreciative that I did not but I think other systems should be more like the Canadian way or Newfoundland way. I do not consider myself the smartest person in the world but I do have almost all components I need to be considered smart. People do not deserve to have so much pressure put on them to perform or be as smart or advanced as another country. That is way I am glad to be a graduate from a Canadian school.
I really liked sharing the narratives. I believe sharing our personal experiences is a great way to open our eyes and be a little less egocentric. As a teacher, you have to be very open to all experiences because students come from all types of backgrounds, with all types of languages and with all types of beliefs. Teachers (and anyone who works with children) have to be sensitive to these different experiences. It is great to talk and discuss our personal experiences with one another; I like being shocked and surprised because this means we are all learning new things from each other.
Like Janet, I also believe that restrictive education is very harmful to students, and I want to be a teacher so I can help change this practice. I think education should be moving towards allowing and teaching students to think. Education and educators should be welcoming and even encouraging mistakes so that students can learn, instead of just memorize!
This week we started to read our narrative stories which I think went very well! I am looking forward to the next class to hear more stories. I felt I could relate to Salima's story the best because of my personal experience. As I had already mentioned in class, I was able to go to India and experience just how different our schooling styles are.
One part of Salima's story I found interesting was when she was describing a typical morning at her old school; where all the students would have to stand in a straight line and were not allowed to move even the slightest bit. Also that if a student was to move, they would get hit by the teacher. This stood out to me because I was able to witness this morning activity in India and I thought it was crazy. After I realized how good we have it in Canada now!
Similar to most of the people who have posted so far, I found today’s class (last week) really fascinating. Having done all my education in BC, it was interesting to listen to people share their stories of their own education from other places in the world. It’s also fun and exciting to pick up other student’s tips on teaching through their own experiences that they have had in the classroom…for example, to focus on spelling during spelling time and poetry during poetry time. Once we get a classroom of students of our own, these are the things we will look back on, remember, and most likely come back to again and again.
Furthermore, although I didn’t go to school for my education outside of Canada, I did go to a Christian private school from Kindergarten to Grade 6. Even though it may still probably be far off from how schools operate internationally, there was a strong sense of strictness and competitiveness. Despite that however, I can honestly say that I developed a solid foundation to my personal character because of that school, and for the most part, I thoroughly enjoyed my time there.
This week discussing school and education in other countries made me realized how fortunate we are here in Canada. I remember as a child, my dad telling us how difficult it was to go to school back in India. Getting up 5 in the morning, doing all of the farm work and then finally going to school was very difficult to do. In addition when arriving to school, they would get a ruler on the hands if the homework was not completed. It was interesting to see how many of the students in our class have had prior education in other countries and to see how they have adapted to the way education is taught in Canada. I personally have first hand experience being taught by a Punjabi teacher who was also a former teacher in India. As a five year old, my parents placed me in his class so I would be able to learn how to read, write and speak Punjabi. He happened to be one the most strict teachers I have encountered to this day. He believed that a very strict discipline policy was the only way to teach Punjabi. I remember he would hit your hands with a ruler if you did not do the work or misbehaved. I avoided getting into trouble partially because he terrified me. Furthermore, his ruler motivated me to keep up with the work and made me work extra hard.
Although I would not recommend his style of teaching, I have to admit that that I still have not forgotten his teachings in terms of reading and writing Punjabi. Personally I feel it is much more healthier in the way education has evolved over the years in Canada. I feel strongly towards how we are more guided to what we learn rather than be on hectic schedule like we heard from our classmates. In other words we have much more freedom here and I feel this gives students more of a opportunity to expand on new ideas on their own and like mentioned above mistakes should be encouraged so students can learn from them.
Although I have done all of my schooling in BC, through my brother and cousins I have heard the "terrible" stories of going to school in Macau where school started at 8:30am and ended at 4:00pm with half days on Saturday, all followed by countless hours of tutoring. The funny thing is, what sounds "terrible" to me, is just them living their regular everyday lives and they don't see it as being bad and instead they just feel that Canadians just live a more relaxed lazy lifestyle.
I feel very lucky to have my schooling here, where school isn't just a place for being lectured and reading textbooks. It's not because we live a more relaxed lazy lifestyle (which we might but that’s beside the point) but it’s because we feel that there's more to life in school than just studying. For example, like Salima said in her narrative, in Canada we have show and tell, and class meetings where we discuss our feelings, such things are non-existent in schools in Macau.
There are pros and cons to the different education systems of countries. My brother started going to school here when he was 9 so he's experienced the education systems of both countries and I believe that's one of the reasons why he was able to excel in all schooling that he's done here. The study habits that he's gained from going to school in Macau made school in Canada a breeze for him. While for my sister and I, who have done all our schooling in BC, school was a little bit more challenging but it was also more enjoyable for us.
Just like many have mentioned above, Salima’s story has brought back memories of the times I was studying at this private school in China. What I found different from her experience though, is that the teachers at my school never used any violence when it came to punishments. However, the school was strict nevertheless. Our class only had around 30 students and only 5 were girls. Every morning we would get up early, meet with everyone downstairs, line up, and do all these different exercises. For some odd reason, girls were expected to be there earlier than the guys. Then at night, when it was “self studying time”, there would be a teacher that supervises the class, and he or she would walk outside of the hallway and “spy” on us from the back door’s window to see who was talking, and then to pull them to the office to talk. After comparing the education system between here and Asia, I find that we have so much more freedom here than that of in Asia. We are not allowed to go to the washroom during class since it would disturb the other students, one must wait for the bell to leave class.
In terms of the education system, I feel that the Chinese system is too focused on students gaining knowledge and doing well on tests. The Canadian system on the other hand is more focused on the development of a child's character and interest. I think that the education system is greatly influenced by the country's economic wellbeing. The Chinese people are much poorer than Canadians, resulting in their goal of education being the escape from poverty. Most students there study so they can go to university and intern find a good job. Here, people study to build character, and to find personal interests so they can pursuit in that interest. I am glad that I came to Canada to go to school, and discovery what I really want to do with my life.
Not only were the personal narratives a method to encourage participation and discussion, they were a great way to come to some understanding of the diversity among individuals in the class. This is indeed a strength for the class, as this diversity allows for dicussion to transcend across culture, religion and individual human agency. I really enjoyed hearing the narratives and it was amazing to see how much discussion spun off of each story. I have my narrative reading next week, and frankly I am fearful of public speaking, so great job all you readers who shared last week.
What I enjoyed most about the discussion last week was how I was able to continue thinking as I walked to the bus stop. I thought about the difficulties of teachers have as instructors whose objective is to teach material to everyone. Teaching is great, and planning to teach is great, but difficulties will always arise. It really made me think about my sight impaired student Russel, and how difficult it was for me to adapt to teaching a disabled child. Sue commented how I really had to put myself into his position and adjust accordingly, but I dont think I ever put myself in his position. As an instructor I saw a challange. I thought " If I can teach this blind child to swim, I really must be a great teacher." He still cant swim, but life is all about progress and process.
I think we need to remember that being a teacher involves relationships with our students. I think that this is one componant that was missing in Salima's schooling experience as a youth. An instructor needs to be willing to make the bonds so that the student is learning in a positive environment that values education. Salima's instructors either did not, or could not make connections with students, creating the teacher to be feared by students rather than whatever the opposite of that is.
I enjoyed listening to last weeks narratives because it gives more perspectives to the variety of teaching methods. I too have only ever experienced the Canadian School system which has its own ups and downs. I can remember one of my teachers in elementary school who was an allright teacher but always got into trouble for not presenting himself in a professional manner. This was a huge deal for the education system but having heard some other educational stories from other parts of the world being unprofessional in appearance is really absolutely nothing compared to some other issues that are raised in other classrooms in other parts of the world.
After seeing what many others have wrote about, I’ve noticed that they have shared many similar past experiences to what I’ve been through. Most of the students that have studied in Asia have said that studying in school was much more strict compare to the North American education system. Before I’ve immigrated to Canada, I went to a private school in Taiwan. The private school I’ve went to was very strict, if you didn’t finish your homework, get above 80% in tests or quizzes, you would get hit by bamboo stick many times on the palm of the hand. Many times I went home with a bruised hand. I thought at the time that it was way too harsh for children who were still in elementary school to take such punishments because of such young age.
The life of a student in Asia is very different compared to the students here in North America. The students in Asia tends to focus more academically; students go to other places after school to further build up their knowledge from what they’ve learned in school. Students here focus more on outside of school activities such as going to soccer practices, skating lessons or even dancing. I thought that both of these systems have their pros and cons. The good thing about learning in Asia I find is that you tend to be more knowledgeable on academic subjects and more disciplined since that’s how the students life in Asia is built around to. The weak side to it is that they are less exposed to outside of school activities, which limits their experience to only academic subjects. The pros in learning in North America is that there seems to be more flexibility to what a student wants to learn since there are electives and sports teams that students can choose to join. One major difference between the students in Asian and North America is that I’ve always realized is the level of discipline the students have towards to teachers. Most of the Asian students who studied in Asia are more obedient compared to the students here.
I enjoyed hearing all the narratives in class. I am really happy that I got to have a Canadian educational experience now. At the same time I am more aware of good teaching strategies. And that I must always be mindful and careful that I focus on what the content and worry about things later. I cannot wait till this week narratives.
I am glad that we did a review over what was in the text. It really keeps the course readings and the text readings ideas in the same category. It also helped me understand better what I read from the text because it was broken down and to the point.
Reading "The Heifer" this week was a bit of a disturbing read. I can understand how she knows that she made a bad choice after she married him but really don’t understand why she just doesn’t talk with him to work out the problems. I am going to be interested to hear what people thought of the story in class Wednesday, since there was not much discussion in the blog.
This week’s readings were really interesting to me. “The Heifer”, reminded me of how you can feel trapped in life and that there is no way out of your circumstances. I think that when people feel desperate enough behaviours and situations arise that seem unfathomable. How often I wonder do children feel trapped in the education system. Really they are subject to a lot of adult wishes. At a young age they are required to spend a fair chunk of their time at school. They may have a teacher they do not get along with or in a classroom where the dynamics of the children’s characters don’t mesh well. Perhaps home life isn’t ideal. There is so much not in their control. I remember feeling “jailed” in school. I expect that many children do,even some to the point that they show drastic behaviours and do drastic things. Many adults cannot handle being “trapped”, is it so strange that a child would have trouble dealing with it? None the less it is no reason to behave horribly. My thought is that as a teacher being aware that children can feel this,gives me the opportunity to help guide them in how to deal with it. There is always a “back door” even if it is simply in our minds. It also will hopefully remind me that when you have to deal with behaviour issues, that the child who is often behaving the worst is in need of the most understanding not to “get away with anything “ but to have the most gentle calm understanding possible.
Having gone to school my entire life in Canada, I really can’t even begin to think what it would be like to grow up in another school system. By listening to the experiences of others in class, I am very happy that I got to Canadian school and not somewhere else. And although some cultures may see our school system as lazy, I think that school has a different meaning here than elsewhere in the world. It seems that some cultures have school to prepare kids for jobs, but here I think that our school system teaches students life skills rather than job skills. From my experience in high school, I learned much more about interacting with other people and how to act in a ‘grown up’ society than I did about math or science. I think that this is the objective for schools in Canada. Sure students learn useful knowledge, but I feel I learned more about social relations than I did about calculus in high school. This may just be my personal experience from my school in Kamloops, but I think that university should be for learning knowledge for a career and students in secondary school should take away the life skills they learn to help them interact in society after school.
Here’s my beef with SFU… We, as students, pay a lot of money to some to, what I’m told is (and no real reason to believe its not) a highly respected university. But have you ever stopped to think WHO your learning from? Sure these people are experts in their field, but can you honestly think to your self you’ve had good “teachers” here at SFU? The professors here have little, if any, training in the art of teaching. They merely show up, and spout off knowledge without any sense of format, impact, or forum (I’m in generalities). Yet, we pay top dollar to be taught by non-teachers. Make sense to anyone? The TAs up here are another story.
Today there was a rally to stop funding cuts to the university to ensure that classes and programs stay intact. I’m taking a first year English course and we were supposed to have our tutorial today, BUT my TA decided that cancelling class in order to allow students the opportunity to attend the rally was a good idea. Does the hypocrisy smack anyone else in the face? In order to stop classes from being cancelled, we are cancelling class? I’ve herd of fighting fire with fire, but this is ridiculous. I don’t know how widely applicable these gripes are for universities as a whole, so I’ll stop short of saying that the problem exists beyond Burnaby Mountain, but the fact that its here is awful enough.
Today was my turn to read out my narrative. I couldn’t understand why I was so nervous I have read things out in class before. The difference this time was that I had to share a personal experience. What would people think? Was I being reflective enough and was my narrative good enough? Also this is a big class will they be able to understand the situation? Am I being clear or is it just clear in my own head? These were some of the things running through my head as I prepared to read in front of the class. I was also unsure as to how it would work because this was the first week of reading. I carefully wrote out my narrative, trying to keep it interesting and not confusing. Before it was my turn I kept telling myself it was okay and not to be nervous.
Afterwards I was so relieved to be done and finally felt like I could breathe normally again. Of course people listened and didn’t misunderstand what I had to say. I felt a sense of accomplishment having completed a nerve racking task and lived to tell the tale!
I found it incredibly interesting to hear about the different structures of education across the globe. Ranging from essentially no education to the other extreme where children are almost force-fed material. The thing that I found the most interesting was that in all of these countries where education was very structured and severely disciplined, the goal of was to someday become similar to the education in the western world. This is kind of amusing for me as people mentioned tutors and late nights of homework all throughout school, I don’t remember getting significant if any homework until middle school. I am pretty sure that there was a class from grade 1 until grade 5 where all we did was eat different craft supplies, whether it was play-doh or Elmer’s glue. I see this effort as an attempt at a better life in a country like Canada where there is a lot more opportunity and acceptance. And also I feel incredibly privileged to have grown up in Canada where I could play sports and hang out with friends, not having to worry about getting perfect grades.
February 2nd…
The whole concept of learning through literature had me worried at the beginning of the semester. I am not sure what my expectations of this class were but reading stories and taking them apart was not what I was expecting. As we delve more into the material and the method of delivery I find myself understanding the concept much more and in fact was surprised to wander around my house this weekend and realize this is a method of teaching I already practice. It happened as I was putting my sons book away. All the potty training books, and the “hands are not for hitting” and “teeth are not for biting” books. All those books I thought offered my son a good example of what behavior he was supposed to have. Not thinking of it so much as a teaching tool but more of a reflection of himself in his reading material so that maybe he would reflect back the better behavior in the books. Learning is the ability to absorb information and (hopefully) internalize it and making it part of you? Of course it is. So while I thought the concept was foreign it wasn’t.
The stories that we are reading are introducing tough material and I think, for myself that I relate to it much more reading it this way than I would from a lecture. Learning through the story allows you to make your own decision about how you are going to react to it because you have time to filter it through your thoughts rather than someone telling you and then you either actively or passively accepting it or not. You can try on the morality of Sarty for instance or wear the dissapointment of Aina being part of the story really helps clarify how I feel about the topics we’re learning about because I have a choice of whether I would react in the same way if put in the same position. Its like trying on someone else’s beliefs and lessons to see if they “fit” you. I think it’s a good way of introducing ourselves to things we may not have a chance to experiencing (yet) in our lives but that might make us less judgemental about our reactions to them when we encounter them, or perhaps if we see them in our friends or family. I like trying before I buy.
Thanks! Celina.
The story for this week, The Heifer, was interesting but a little frustrating for me. I can see now from the questions at the end of class that I’m meant to take from it that this sort of thing might happen to anyone, given similar circumstances, but I can’t help but feel that I just spend 45 minutes reading about an isolated incident involving a poor farmer trying to make a life for himself, and a sociopath. Maybe class discussion will leave me with a more rounded idea of the situation, and I hope so. Also, I can’t help but wonder if we’d be as flippantly dismissive of the murder victim if he had been a little less dopey, or maybe if their roles had been switched. Would the husband murdering his very independent, abrasive wife be more deserving of our horror?
The narratives from this week’s class were very eye-opening for me as well. My own, Western educational experience, at times characterized by the option of totally slacking off, sounds very different from theirs. I absolutely cannot imagine going to school until the evening and then studying until the wee hours of the morning. At the same time, I think I’ve ended up a more well-rounded human than I might have in a different system. I’m certainly jealous of the study habits such a system likely produces though =).
And just a final note in the form of a brief apology for posting this so damn late. As long as I’m doing so, I want to make a final comment on what Mike said about S.F.U. I’ve found myself frustrated over my undergraduate as well at the sometimes silly situations the lack of teaching experience/the need to facilitate so many students sometimes produces. For example, in a Canadian Political Science course I took in my first year, the T.A. had been in Canada for only a week (her first time here, she did her other schooling in Romania and the U.S.A.) and couldn’t even name all of the provinces. It really left me going, “What the hell?”
But for the most part, I’ve found that teachers here have been great. Especially since research is an important part of working and teaching at S.F.U., I think it’s pretty clear that a perfect situation is impossible to achieve. Read reviews of your teachers/courses on the internet (and cross your fingers) and you will encounter a lot less frustration.
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