First, there’s got to be a willingness to find out why it isn’t working and that question needs to be approached with an open mind. This means not looking for the reason while already suspecting you know what it is. It also means being willing to pursue the answer wherever it leads, even if that ends up being your front porch. Finding out why some aspect of instruction isn’t working is easier when others are involved. You may want to solicit feedback from students. You may benefit from input provided by colleagues—those who can offer wise pedagogical counsel. Finally, this task must be approached with a firm belief that the vast majority of things that aren’t working in our courses can be fixed. The “vast majority” doesn’t mean all and “fixed” means made better (generally significantly better), but not perfect.