I teach students for readiness in the building industry. Our problems are complex and require big picture and divergent thinking. Many of my fellow instructors give simple and finite problems with simple solutions and are quite rigid with their submittal and grading policy. I have taken the approach that student learning requires space and freedom to explore the ideas and to make big mistakes in our laboratory environment. Often I let project deadlines slide because I realize that a student may be on to some serious learning that I don't want to inhibit. Question: How do I accomodate student learning with my approach with set and defined deadlines and project requirements as discussed in this lesson?