March 6, 2025 • 35 mins
The part of course creation no one talks about might be the most important: the teaching itself. Behind every successful digital course lies countless hours of invisible work that few acknowledge or appreciate. This episode exposes the mental exhaustion of breaking down complex concepts, the frustration of watching students drop off, and the emotional weight of caring deeply about your students' success.
Francesca Hudson draws from her decade of classroom teaching experience to reveal why transitioning to digital education presents unique challenges. She explores the "curse of knowledge" – how experts forget what it's like to be beginners – and provides practical strategies for creating courses that truly help students learn and implement. Through compelling examples of course creators who struggled and ultimately triumphed, she demonstrates how anticipating student confusion, building in support systems, and testing content with real beginners leads to transformational learning experiences.
The episode takes an honest look at the emotional toll of teaching, addressing the difficult truth that not every student will succeed despite your best efforts. Francesca offers wisdom on setting healthy boundaries, celebrating the wins, and detaching your self-worth from student outcomes while still providing exceptional educational experiences.
For every course creator who's felt underappreciated or questioned whether their efforts matter, this episode provides both validation and practical guidance. Your teaching changes lives, even when that work remains largely invisible to those who benefit from it most.
To learn more about Teaching Mastery Academy and join the Waitlist, click here.
Think of your course (or your course idea,) like a luxury car. People won’t pay top dollar unless it’s high quality, delivers an incredible experience, and meets their needs perfectly. Teaching Mastery Academy teaches course creators like you how to ‘build’ that luxury-level course—one that students trust, complete, and rave about, justifying premium pricing every time. Ready to take your expertise and ensure your digital course stands out from the crowd? Premium courses (and premium returns) start with the core teaching fundamentals that all the best course creators instinctively do, but now I'm showing you how! Join the VIP waitlist for Teaching Mastery Academy now! Click here to learn more.
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Episode Transcript
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Speaker 1 (00:00):
Hey there, hello, welcome.
You are here at TeachingMastery Academy podcast.
I am your host, francescaHudson, and today we're looking
into the part of course creationthat no one talks about, and
this is a part of coursecreation that I struggle with
sometimes too.
(00:20):
In fact, I struggle with thisregularly, and I'm talking about
the teaching side.
Let me preface this with astory, and it was back when I
was teaching, and quite oftenwhen you're at parties or when
(00:41):
you're at events and you'remaking small talk and people ask
you, oh, what do you do for aliving?
And you say I'm a teacher, andthe first thing that they say in
reply is, oh, great holidays.
And I would smile politely andmaybe laugh at their joke and
carry on talking.
But it really used to get to mebecause people's perception of
(01:04):
teaching is well, it must begreat for the teachers because
think of all the holidays theyget lucky for some right?
So that was back in theteaching days and obviously I
left teaching after 10 years andbecame an entrepreneur and
began teaching in the digitalworld and creating educational
resources and products in thedigital arena, but nothing
(01:28):
really shifted.
People still wondered.
To a certain extent, peopledidn't seem to recognize that
the teaching side of coursecreation is a real skill and
it's a tricky skill to master toa certain extent.
So today I really wanted totalk about the part of course
creation that no one reallytalks about in the marketing
(01:50):
world and in the course creationworld, and it's about the
teaching side of things, andwhat I mean by that is the hours
that you spend trying tostructure your course so it
actually makes sense.
I'm talking about the mentalenergy it takes to break things
down in a way that your studentswill actually absorb, and I'm
(02:13):
talking about the pain ofwatching students drop off and
never finish your course thatyou've poured your heart into.
And the worst part, most peopledon't even realize or
appreciate how much work thistakes, and I can't tell you how
many times I've heard oh, youjust recorded some videos, right
(02:33):
, or it must be nice to makepassive income, or wait, people
need help actually learning this, can't?
They just watch the lessons.
But if you've built a digitalcourse or if you're deep in the
trenches of creating one, youalready know Teaching isn't
passive.
It's one of the most mentallyand emotionally demanding things
(02:56):
that you can do in the onlinespace.
So in today's episode keeping itpositive.
We're going to talk about thework no one sees when you're
designing a course.
We're going to talk about whyteaching in a digital format is
so much harder than people think.
We're going to talk about theemotional weight of making sure
(03:16):
your students succeed.
We're going to talk about whypeople don't appreciate great
teaching until they experiencebad teaching.
And let me tell you, badteaching is a complete death
sentence for your course.
And we can talk about how tostay motivated when it feels
like no one actuallyacknowledges the effort that you
(03:36):
are putting in to creating yourcourse.
So this episode is for everycourse creator who's ever felt
underappreciated, exhausted fromoverteaching and frustrated
that students aren't finishingtheir course.
Because you are not alone, myfriend.
I have been there, I have beenin your position and today we
(03:56):
are peeling back the curtain onwhat it really takes to teach in
a digital course.
So let's get started, and Ithought I'd start with a bit of
a truth bomb.
So most people think thatcourse creation is just about
delivering information.
They have no idea how muchmental effort goes into
(04:17):
designing an effective learningexperience.
When I started creating digitalcourses and I was learning all
the ways to transfer the waythat I taught in the classroom
to an online space, becausethere's so many different things
that you have to tweak andadjust and to keep in
consideration when you'reteaching to an unknown audience
(04:40):
as opposed to a known audiencein words, the people that you
can see in the classroom.
It's really mentally tiring.
I was exhausted by the end ofeach day.
I would be sleeping.
I'd be having little napsduring the day because my brain
I felt like my brain was gettingfried.
There is so much mental effortthat goes in to creating and
(05:01):
designing a really effectivelearning experience for a
digital online course.
Now, have you ever had someonecasually say to you oh, you've
just recorded a few videos,right?
Or why is your course taking solong to create?
Or it must be nice to makepassive income from something
you already know?
Now, if you have ever had anycomments like these, you know
(05:26):
how frustrating it is whenpeople don't understand the
amount of work that goes intogreat teaching, because here's
what they don't see Breakingdown your expertise into a
step-by-step process thatactually makes sense.
There's a lot of thought andcareful time and planning that
goes into that step-by-stepprocess that's actually going to
(05:50):
resonate with your audience.
They don't see how you areworking so hard to figure out
how to explain something soclearly that even a beginner can
get it.
In other words, really refiningdown your knowledge and your
expertise into bite-sized piecesof information and then
(06:10):
spreading them out across thecourse so that even a beginner
can understand.
People don't see youre-recording lessons because
your first take was toocomplicated and sometimes and
this has happened to me I havehad to re-record entire modules
four times over until I have gotit right and that's taken me
(06:32):
weeks to do.
It takes the first time yourecord a lesson is not the last
cut.
At least that's never the casefor me.
I am always recording and thenre-recording and then re-editing
.
My husband laughs because I'malways either stuck on the couch
with my laptop on my lap or atthe dining table frantically
(06:52):
editing, because I know that thenext lesson is going to release
tomorrow and I want to get itright.
So people don't see that.
People don't see the amount ofediting and planning that goes
into these lessons.
All they see is the video atthe end of it.
But you also don't see how youare testing different ways to
teach a concept, because noteveryone learns the same way.
(07:13):
They don't realize that there'sactually very nuanced and very
subtle ways that we all learndifferently from each other.
Some of us learn throughlistening to something best.
Some of us learn throughlistening to something best.
Some of us learn best throughreading something written down,
seeing it written down.
Some of us learn best when weactually are practically putting
it into practice, moving.
(07:35):
So there are so many differentways that different people learn
and we have to account for allof that when it comes to
creating our digital courses.
People don't see that.
People don't see the hours thatwe spend working our courses
outline because it didn't flowwell the first time around and
(07:55):
we saw the drop-off rates ofstudents.
They weren't completing acertain module or they weren't
completing a certain lesson.
There is so much testing andgoing back and forth, back and
forth, weakening the coursecontent.
The course is never finished Inmy eyes.
My courses are never done.
They are always subject toimprovement and refinement and
(08:18):
seeing what's working and what'snot and what more can I add and
what more do I need to take outand what's clear and what's not
not, and what more can I addand what more do I need to take
out and what's clear and what'snot.
That goes on.
That is an ongoing process andpeople don't see the amount of
time it takes checking in onstudent progress and stressing
over why people aren't finishingyour course.
The general public don't seethat side, but when you add all
(08:40):
that up together, it's mentallydraining, it's emotionally
exhausting and, worst of all,most of this effort goes
unnoticed.
Now a lot of people assume thatif you know a topic well,
teaching should be easy.
Well, that's a myth, my friend,because teaching isn't just
about knowing something.
It's about translating thatknowledge into a format someone
(09:05):
else can absorb, retain andreply, and that is a skill.
Think about this A surgeon canperform a perfect surgery, but
can they teach a new student howto do it?
Or an artist can paint amasterpiece.
Or an artist can paint amasterpiece, but can they break
(09:25):
down their process for beginners?
Or a fitness coach can do aflawless deadlift, but can they
help someone with no experiencelearn proper form?
Just because you're an expert,it doesn't mean you
automatically know how to teach.
And this is where the real work, of course, creation, comes in.
Let's talk about one of thehardest parts of teaching Taking
(09:51):
something complex and making itdigestible for a beginner.
This is where so many coursecreators struggle, because what
seems simple to you, it's notsimple to your students.
I used to have this conversationwith my husband all the time.
He's a builder and he wouldalways be so focused on looking
at the way the house was goingto be built when he sat down
(10:14):
with clients to go through thefirst concept or the second
concept and my husband would gostraight to talking about how to
build the house, thefeasibility of it and, and quite
often clients would be askingmy husband questions about
really, really basic things, inother words, the garden out the
(10:34):
front, and my husband wouldalways say, well, we can do that
at the end.
That comes at the end.
But what I was trying to remindhim of is that every time a
client comes into the office, wehave to approach those meetings
with a beginner's mindset.
We have to approach thosemeetings through the eyes of our
clients who have never builtbefore.
They don't know anything andwe've got to start from scratch,
(10:57):
teaching them the basics ofwhat to expect when you're
building.
And because my husband he's 20years, 25 years into building
now, so he has built many, manyhouses.
He forgets.
And so the reason why I bringthis up as an example is that
you may be a really experiencedprofessional in your industry.
(11:18):
You may have many, many yearsunder your belt, many awards,
many credentials, many notcheson your CV, but teaching is a
totally different skill.
The teaching side of thingsgets forgotten about.
What seems simple to you inyour profession, in your niche,
(11:39):
is not simple to your students.
It's not simple to the studentsthat you want to put through
your future course that you wantto create.
So let me give you anotherexample.
I worked with a client, mark,who was a brilliant web designer
.
He had years of experiencebuilding high converting
websites.
He knew every technical detailSEO, coding, ux, strategy,
(12:02):
branding and he was getting DMsall the time asking him for help
.
So he decided to create acourse.
Why not?
Dms all the time asking him forhelp?
So he decided to create acourse why not?
And he called it the websitedesign for beginners.
Now he thought it would besimple just record his process
and share it.
But here's what happened.
His students were struggling.
They were confused by hisexplanations.
(12:22):
They didn't understand thejargon he used.
They couldn't keep up with hispace.
So he came to me and said Idon't get it.
I know this stuff like the backof my hand.
Why are my students so lost?
So I told him you know this toowell, you're too experienced,
you are too good.
But the downside with that isthat you're skipping steps
(12:45):
because they feel obvious to you, and I like to call it the
curse of knowledge.
So why do experts struggle toteach beginners?
Well, there's a psychologicalconcept called the curse of
knowledge, and it means thatwhen you become an expert at
something, you forget what it'slike to be a beginner.
You assume that people alreadyknow certain things.
(13:05):
You explain things at yourlevel, not theirs.
We forget that they'rebeginners and you move too fast.
You're leaving your studentsfeeling overwhelmed and
frustrated, and this is one ofthe biggest challenges that
course creators face, because ifyou don't structure your
lessons in a way that meetsstudents at their level, they
won't learn anything.
(13:27):
In order to fix this course,this is what Mark had to do.
He had to slow down and explainthings like his students had
never seen a website before,like really go right back to
basics.
We broke his lessons down intosmaller steps, so instead of
covering too much at once, welooked at what was going into
(13:47):
each lesson and how do we refinethat down a little bit more.
We used analogies to makecomplex ideas easier to grasp
for the students.
We used beginner-friendlyresources like a glossary of
terms for them so that theycould actually start to learn
the jargon or learn the language, and we got some feedback from
real beginners to catch what wasstill unclear.
(14:10):
So we were making sure that thepeople that were going through
the course what was stillconfusing for them?
What did we need to fix andrefine Now?
The result was that studentsstarted completing his courses.
They understood the conceptsinstead of just consuming
content, consuming videos,watching videos non-stop, and
(14:30):
Mark's testimonials changed fromI got lost halfway through to
this course made web designfinally click for me Now, the
lesson in all this teachingisn't just about delivering
information.
It's about making it easy tolearn step by step.
And here's what most peopledon't see about course creation
the countless hours spentrestructuring lessons.
(14:53):
But the mental exhaustion ofgetting it right is huge and
we've talked about this brieflyin the introduction.
When in my intro is that thecountless hours spent
restructuring lessons and thestress of wondering is this the
best way to explain it is really, really, really taxing mentally
, and also the frustration whenstudents still don't get it,
(15:15):
even after you've simplified itor you thought that you've
simplified it enough for yourstudents to understand it, and
the mental energy it takes tokeep refining and improving this
process.
But that's not the worst part.
And improving this process butthat's not the worst part.
The worst part is that peopleonly notice when your teaching
is bad.
(15:35):
If your course is designed well, students don't think about how
much work you've put in, theyjust flow through the lessons,
learning with ease.
But that ease didn't happen byaccident.
That ease took hours of trialand error to perfect, and that's
the part no one appreciatesuntil they've done it themselves
.
I worked with a client, emma,who had been teaching live
(15:58):
workshops for years.
She thought moving to digitalcourses would be easier because
I already have the content.
I'll just record it.
But guess what?
She quickly realized thatteaching in a live setting is
very different from teaching ina recorded format.
And all my teachers out therethat are listening to this
podcast a shout out to you inthe teaching world, because I
(16:22):
have been in that boat.
I have transitioned from liveteaching in the classroom to
digital teaching and it is sovery different, and I'll tell
you why.
In her live workshops she couldread the room.
She could see the mood, whatpeople were listening into, when
people were looking bored, shecould adjust her pacing based on
(16:43):
student reactions and she couldanswer questions immediately.
When something wasn't clear,people could put up their hands.
She could gauge theunderstanding.
She could see what people werepicking up on and where people
were getting confused.
But in her recorded course,students got stuck and had no
way to get instant help.
Some lessons felt reallyconfusing because she wasn't
(17:05):
there to clarify and she didn'trealize which lessons were
confusing and which ones weren't, and people started dropping
off before finishing her course.
So this is what Emma had to do.
This is how we helped her.
So I helped her rethink how shestructured her lessons and made
sure that they all flowed in areally logical progression.
(17:27):
We looked at anticipating wherestudents would struggle, which
parts were going to be morecomplicated, which parts of
information were more complex.
We looked at adding morecheckpoints to help students
self-correct themselves and welooked at testing her content
with real students beforelaunching.
And once she did this realstudents before launching and
(17:52):
once she did this, completionrates doubled.
So the lesson from all of thisis that teaching online isn't
just about content.
It's about creating anexperience where students can
learn independently from you,but you have still set it up in
a way.
You've still set the course upin a way so that it is really
easy to understand to action andit's almost like having you
there in the room next to them.
So the work of teaching isinvisible, but it is essential.
(18:17):
And if you're struggling withfeeling like your course isn't
clear enough, or worrying thatstudents aren't finishing, or
spending way longer thanexpected on content creation,
it's not because you're doing itwrong, my friend, because
you're not.
It's because teaching is hardand most people won't understand
how much work goes into makinga course truly effective.
(18:39):
And if you're deep in thisprocess and wondering if all the
effort is worth it, trust me,my friend, it is.
It is so worth it.
You're doing the work thatchanges lives.
So keep going, because when yousee your students succeed,
there is no better feeling as ateacher.
(19:01):
But I will preface that withsomething that no one prepares
you for as a course creator, andthat is the emotional weight of
caring about your studentssuccess, which is what we need
to prepare you for, and mostpeople think that digital
courses are this magical, set itand forget it product.
But here's the truth that noone will tell you.
(19:21):
If you care about your studentsactually learning and all great
teachers do it comes with theterritory.
It's why we are in teaching forthe first place.
But that means that teaching isemotionally exhausting.
It's so much more than justuploading lessons and collecting
payments, because when you're agreat teacher, you feel really
(19:44):
responsible for your students'success and that's a heavy
burden to carry.
Now I don't want to scare youoff and I don't want to put you
off, because, at the same time,there is no better feeling than
seeing your students succeed.
So it's a real catch-22,because you're on this amazing
buzz, this massive high, whenyou are riding the wave of
(20:06):
success with your students, butat the same time, unless you
protect yourself and unless youput in place some really good
strategies for emotionalintelligence, it can be
emotionally exhausting Because,as a course creator, you
experience this constantinternal dialogue Are my
students actually learning?
(20:27):
Why aren't more people finishingthe course?
Am I over-complicating this?
What if someone asks for arefund?
What if people say my coursedidn't work?
What if I get a bad review?
And here's what makes it evenharder Students will really tell
you when they're struggling.
They just quietly stop engaging.
They don't reach out and say,hey, I'm feeling lost in module
(20:47):
three, and they don't ask couldyou break this down differently?
Or they don't message you tosay I got overwhelmed and
stopped.
No, they just disappear.
And as a course creator, thatcan feel really devastating,
because when students don'tfinish, you just start blaming
yourself.
You can't help it.
You put your heart and soul onthe line.
(21:11):
I worked with a client, rachel,who created a really
well-structured, high-qualitycourse on time management and
she poured months into designingit.
She was perfecting her lessons,creating worksheets and
templates, she was making sureit was step-by-step and easy to
follow, and she was so proud ofher course and she launched it.
She got her students enrolledand then Completion rates were
(21:33):
low, heartbreaking.
People weren't finishing, somestudents lost their refunds and
she started getting messageslike oh, I got busy and never
got through it.
Oh, and poor Rachel.
Rachel was crushed.
She called me and said I feellike I let my students down.
Maybe I'm not meant to be ateacher, but here's what I told
her Low engagement doesn't meanyour course is bad.
(21:56):
It just means students need moresupport.
And the fix there's always afix.
So the fix this is what we did.
We added accountability,check-ins, reminders for
students to keep going.
We added quick win milestonesso that her students could see
progress sooner.
We introduced a privatecommunity so students could
(22:16):
support each other.
Now her next launch completionrates doubled.
So the lesson in all of this isthat students don't always
struggle because your content isbad.
They struggle because learningsomething new is hard and your
job as a teacher isn't just toprovide content, it's to create
a learning experience that keepsthem engaged.
(22:39):
And here's one of the mostinfuriating things about
teaching.
Not that I'm going off on arant about teaching today.
It's completely the opposite.
I hope that I'm giving you somereassurance that we all have
these feelings from time to time.
We all go through these phasesin our courses from time to time
, and there are solutions.
There are always fixes, andkeep going, because you will
(23:00):
push through it.
But let me give you one of themost infuriating things about
teaching, seeing as we are allin the same boat here today.
You can give your studentseverything they need, but they
won't always use it.
You can give them the perfectroadmap, but some will still
take detours.
Some will still think they knowbetter.
Some will still decide to gocompletely the opposite way to
(23:23):
the way that you've taught themto do it.
You can tell your studentsexactly what to do, but some
won't follow through.
They still won't follow through.
You can create the best coursepossible, but some people still
won't succeed, and that's not onyou.
We've got to become moreemotionally tough, resilient.
(23:45):
It's one of the hardest lessonsto learn as a course creator,
but you have to remember thatit's not on you.
Let me give you an example.
I worked with a business coachonce who ran a signature program
on how to launch an onlinebusiness, and she was so deeply
invested in her student successshe was crossing the line.
(24:06):
She was going above and beyond.
Over and over again.
She was in danger of burnout,to be honest, and she answered
every question.
In the group chat.
She gave extra support tostudents who were struggling.
She even hopped on freecoaching calls with students who
fell behind.
But guess what?
Some of her students stilldidn't take action.
(24:26):
They bought the course butnever logged in.
They watched the videos butdidn't do the exercises.
They kept making excuses forwhy they weren't implementing,
and she was heartbroken.
She told me I feel like I caremore about my students' success
than they do.
Have you felt that at home,listening to this podcast?
I feel like I care more aboutmy students' success than they
(24:46):
do.
And I said to her because youdo, and that's true, as teachers
, we do, we all do so.
The lesson is, some studentswill never take action and
that's not a reflection on yourteaching, my friend.
You can provide knowledge, butyou can't force transformation.
You can guide the process, butstudents still have to do the
work.
(25:07):
And you can support, but youcan't carry your students,
because if you don't accept this, teaching and course creation
will drain you.
So how do we manage the weight?
How do we manage the emotionalweight of teaching?
Because if you're feelingfrustrated or exhausted or
questioning whether you're doingthis right, here's how to
(25:27):
manage the emotional side ofthings, the emotional side of
teaching.
Remember that learning is hardfor students.
Most people struggle withconsistency.
So we've got to keep tellingourselves as teachers it's not
about you, it's human nature.
Remember that this is humannature that your students will
always find your niche hard,because that's why they've
(25:49):
signed up to your course in thefirst place to learn something
new.
So you need to detach yourworth from student outcomes.
If a student doesn't getresults, it doesn't mean your
course isn't valuable.
And, as entrepreneurs, this issuch a classic feeling of not
being good enough or nervousthat what you're offering isn't
(26:11):
going to cut it.
But remember that you need todetach your worth.
You are the expert, you are theperson that your students have
signed up to learn from, and atthat point, the student outcomes
become their responsibility.
They have paid to take yourcourse.
They need to follow it through.
(26:31):
So if a student doesn't getresults, it doesn't mean your
course isn't valuable.
It just means it wasn't rightfor them.
Now remember to celebrate theones who do succeed.
You always have students whothrive because of your course.
You will always have studentswho thrive.
Always Focus on them.
It's human nature for us toalways go to the negatives, but
(26:54):
let's celebrate the students whodo thrive, who do succeed, who
followed your course and gotamazing outcomes, got amazing
results.
Their life changed for thebetter.
Focus on them, put them in themiddle of your vision board and
set clear boundaries.
You can support students, butyou can't be responsible for
(27:16):
their progress.
You can't force them to takeyour lessons.
You can't force them tocomplete those modules.
You have brought them to thestart line of the race.
You have said go.
The rest of it is up to them.
If they decide not to run, ifthey decide not to take those
steps forward, then that is onthem.
Remember that.
Have those boundaries in place.
(27:36):
Your job isn't to guaranteeresults, it's to provide the
best possible learningexperience.
Remember that you can'tguarantee results for everybody.
Not everybody who takes yourcourse is going to get the
results that you got when youlearned this skill or for 90% of
your other students.
100% of your students will notget the same results.
(27:58):
But if you can provide the bestpossible learning experience
for all of your students, thenyou are doing a great job and
that's enough.
Because the sad truth is thatmost people don't appreciate
great teaching until theyexperience bad teaching.
And when a course is badlydesigned, your students will
(28:20):
feel overwhelmed, they willstruggle to stay engaged and
they will leave without learninganything.
But when a course is designedreally well, students will learn
easily, they'll stay engagedwithout even realizing it, and
they'll finish your course andget results the smoother you can
make your course feel, theharder you worked to design it.
(28:42):
And here's the frustrating partno one notices great teaching
when it works, because whenlearning feels effortless,
students will assume it's alwayseasy.
But we both know it wasn't, andthe reason why your students
learn so easily is because youworked your butt off to make it
that way.
So if no one is telling you thistoday, let me be the one to say
(29:04):
it.
Your effort is seen, your workmatters.
Your teaching changes lives.
You're listening to thispodcast, so I know that you are
on the right track.
Keep going, my friend, becauseif you're feeling
underappreciated, if you'refrustrated that students aren't
finishing and if you'reemotionally exhausted from
(29:25):
caring so much about studentsuccess, know this, my friend
Teaching isn't just aboutdelivering content, it's about
guiding transformation.
If your course takes months tobuild, that's normal, that's
totally normal.
And if no one understands howmuch effort you put in, you're
not alone.
(29:46):
Your course does matter, yourteaching matters and your impact
is bigger than you realize.
I see you, I appreciate howmuch work you have put into your
course.
You are doing the work thatchanges lives.
All right, my friend, let'ssummarize, because we've been
through.
We've gone through quite anemotional roller coaster on this
episode.
We pulled back the curtain onthe hidden work of teaching in
(30:09):
digital courses and theemotional weight of student
success.
And let's not forget the truthno one talks about when it comes
to creating.
So if you've ever feltfrustrated or exhausted or like
no one really understands howmuch effort goes into great
teaching, know that you are notalone.
I have got you.
Your work matters.
Your students may never see thedepth of effort you put in, but
(30:32):
they feel it in the way thatthey learn and, at the end of
the day, their success is builton the foundation you created.
You should be so proud of that.
That is amazing.
So keep going, keep refining,keep showing up, because
teaching is the work that trulychanges lives.
Thank you so much for spendingyour time with me today.
(30:55):
If this episode resonated withyou, I would love to hear your
thoughts.
Please take a screenshot orshare it on Instagram and tag me
at Teaching Mastery Academy sowe can keep this conversation
going, because it is soimportant.
And hey, if you're ready totake your teaching to the next
level, I'd love to support youinside Teaching Mastery Academy.
Doors aren't open yet, but youcan jump on the waitlist.
(31:18):
I will link it in the shownotes and be the first to know
when we launch this year in 2025.
I am so excited.
It's going to be life changing.
Make sure you subscribe to thepodcast so you don't miss the
next episode too, and if you'vegot value from today's
conversation, I would be forevergrateful, my friend, if you'd
(31:40):
leave a review.
It helps more course creatorslike you find the show and build
courses that truly make animpact.
Until next time, keep teaching,keep creating and keep making a
difference.
See you in the next episode.
Bye for now.
Hey there, hello, welcome.
You are here at TeachingMastery Academy podcast.
I am your host, francescaHudson, and today we're looking
into the part of course creationthat no one talks about, and
this is a part of coursecreation that I struggle with
sometimes too.
(00:20):
In fact, I struggle with thisregularly, and I'm talking about
the teaching side.
Let me preface this with astory, and it was back when I
was teaching, and quite oftenwhen you're at parties or when
(00:41):
you're at events and you'remaking small talk and people ask
you, oh, what do you do for aliving?
And you say I'm a teacher, andthe first thing that they say in
reply is, oh, great holidays.
And I would smile politely andmaybe laugh at their joke and
carry on talking.
But it really used to get to mebecause people's perception of
(01:04):
teaching is well, it must begreat for the teachers because
think of all the holidays theyget lucky for some right?
So that was back in theteaching days and obviously I
left teaching after 10 years andbecame an entrepreneur and
began teaching in the digitalworld and creating educational
resources and products in thedigital arena, but nothing
(01:28):
really shifted.
People still wondered.
To a certain extent, peopledidn't seem to recognize that
the teaching side of coursecreation is a real skill and
it's a tricky skill to master toa certain extent.
So today I really wanted totalk about the part of course
creation that no one reallytalks about in the marketing
(01:50):
world and in the course creationworld, and it's about the
teaching side of things, andwhat I mean by that is the hours
that you spend trying tostructure your course so it
actually makes sense.
I'm talking about the mentalenergy it takes to break things
down in a way that your studentswill actually absorb, and I'm
(02:13):
talking about the pain ofwatching students drop off and
never finish your course thatyou've poured your heart into.
And the worst part, most peopledon't even realize or
appreciate how much work thistakes, and I can't tell you how
many times I've heard oh, youjust recorded some videos, right
(02:33):
, or it must be nice to makepassive income, or wait, people
need help actually learning this, can't?
They just watch the lessons.
But if you've built a digitalcourse or if you're deep in the
trenches of creating one, youalready know Teaching isn't
passive.
It's one of the most mentallyand emotionally demanding things
(02:56):
that you can do in the onlinespace.
So in today's episode keeping itpositive.
We're going to talk about thework no one sees when you're
designing a course.
We're going to talk about whyteaching in a digital format is
so much harder than people think.
We're going to talk about theemotional weight of making sure
(03:16):
your students succeed.
We're going to talk about whypeople don't appreciate great
teaching until they experiencebad teaching.
And let me tell you, badteaching is a complete death
sentence for your course.
And we can talk about how tostay motivated when it feels
like no one actuallyacknowledges the effort that you
(03:36):
are putting in to creating yourcourse.
So this episode is for everycourse creator who's ever felt
underappreciated, exhausted fromoverteaching and frustrated
that students aren't finishingtheir course.
Because you are not alone, myfriend.
I have been there, I have beenin your position and today we
(03:56):
are peeling back the curtain onwhat it really takes to teach in
a digital course.
So let's get started, and Ithought I'd start with a bit of
a truth bomb.
So most people think thatcourse creation is just about
delivering information.
They have no idea how muchmental effort goes into
(04:17):
designing an effective learningexperience.
When I started creating digitalcourses and I was learning all
the ways to transfer the waythat I taught in the classroom
to an online space, becausethere's so many different things
that you have to tweak andadjust and to keep in
consideration when you'reteaching to an unknown audience
(04:40):
as opposed to a known audiencein words, the people that you
can see in the classroom.
It's really mentally tiring.
I was exhausted by the end ofeach day.
I would be sleeping.
I'd be having little napsduring the day because my brain
I felt like my brain was gettingfried.
There is so much mental effortthat goes in to creating and
(05:01):
designing a really effectivelearning experience for a
digital online course.
Now, have you ever had someonecasually say to you oh, you've
just recorded a few videos,right?
Or why is your course taking solong to create?
Or it must be nice to makepassive income from something
you already know?
Now, if you have ever had anycomments like these, you know
(05:26):
how frustrating it is whenpeople don't understand the
amount of work that goes intogreat teaching, because here's
what they don't see Breakingdown your expertise into a
step-by-step process thatactually makes sense.
There's a lot of thought andcareful time and planning that
goes into that step-by-stepprocess that's actually going to
(05:50):
resonate with your audience.
They don't see how you areworking so hard to figure out
how to explain something soclearly that even a beginner can
get it.
In other words, really refiningdown your knowledge and your
expertise into bite-sized piecesof information and then
(06:10):
spreading them out across thecourse so that even a beginner
can understand.
People don't see youre-recording lessons because
your first take was toocomplicated and sometimes and
this has happened to me I havehad to re-record entire modules
four times over until I have gotit right and that's taken me
(06:32):
weeks to do.
It takes the first time yourecord a lesson is not the last
cut.
At least that's never the casefor me.
I am always recording and thenre-recording and then re-editing
.
My husband laughs because I'malways either stuck on the couch
with my laptop on my lap or atthe dining table frantically
(06:52):
editing, because I know that thenext lesson is going to release
tomorrow and I want to get itright.
So people don't see that.
People don't see the amount ofediting and planning that goes
into these lessons.
All they see is the video atthe end of it.
But you also don't see how youare testing different ways to
teach a concept, because noteveryone learns the same way.
(07:13):
They don't realize that there'sactually very nuanced and very
subtle ways that we all learndifferently from each other.
Some of us learn throughlistening to something best.
Some of us learn throughlistening to something best.
Some of us learn best throughreading something written down,
seeing it written down.
Some of us learn best when weactually are practically putting
it into practice, moving.
(07:35):
So there are so many differentways that different people learn
and we have to account for allof that when it comes to
creating our digital courses.
People don't see that.
People don't see the hours thatwe spend working our courses
outline because it didn't flowwell the first time around and
(07:55):
we saw the drop-off rates ofstudents.
They weren't completing acertain module or they weren't
completing a certain lesson.
There is so much testing andgoing back and forth, back and
forth, weakening the coursecontent.
The course is never finished Inmy eyes.
My courses are never done.
They are always subject toimprovement and refinement and
(08:18):
seeing what's working and what'snot and what more can I add and
what more do I need to take outand what's clear and what's not
not, and what more can I addand what more do I need to take
out and what's clear and what'snot.
That goes on.
That is an ongoing process andpeople don't see the amount of
time it takes checking in onstudent progress and stressing
over why people aren't finishingyour course.
The general public don't seethat side, but when you add all
(08:40):
that up together, it's mentallydraining, it's emotionally
exhausting and, worst of all,most of this effort goes
unnoticed.
Now a lot of people assume thatif you know a topic well,
teaching should be easy.
Well, that's a myth, my friend,because teaching isn't just
about knowing something.
It's about translating thatknowledge into a format someone
(09:05):
else can absorb, retain andreply, and that is a skill.
Think about this A surgeon canperform a perfect surgery, but
can they teach a new student howto do it?
Or an artist can paint amasterpiece.
Or an artist can paint amasterpiece, but can they break
(09:25):
down their process for beginners?
Or a fitness coach can do aflawless deadlift, but can they
help someone with no experiencelearn proper form?
Just because you're an expert,it doesn't mean you
automatically know how to teach.
And this is where the real work, of course, creation, comes in.
Let's talk about one of thehardest parts of teaching Taking
(09:51):
something complex and making itdigestible for a beginner.
This is where so many coursecreators struggle, because what
seems simple to you, it's notsimple to your students.
I used to have this conversationwith my husband all the time.
He's a builder and he wouldalways be so focused on looking
at the way the house was goingto be built when he sat down
(10:14):
with clients to go through thefirst concept or the second
concept and my husband would gostraight to talking about how to
build the house, thefeasibility of it and, and quite
often clients would be askingmy husband questions about
really, really basic things, inother words, the garden out the
(10:34):
front, and my husband wouldalways say, well, we can do that
at the end.
That comes at the end.
But what I was trying to remindhim of is that every time a
client comes into the office, wehave to approach those meetings
with a beginner's mindset.
We have to approach thosemeetings through the eyes of our
clients who have never builtbefore.
They don't know anything andwe've got to start from scratch,
(10:57):
teaching them the basics ofwhat to expect when you're
building.
And because my husband he's 20years, 25 years into building
now, so he has built many, manyhouses.
He forgets.
And so the reason why I bringthis up as an example is that
you may be a really experiencedprofessional in your industry.
(11:18):
You may have many, many yearsunder your belt, many awards,
many credentials, many notcheson your CV, but teaching is a
totally different skill.
The teaching side of thingsgets forgotten about.
What seems simple to you inyour profession, in your niche,
(11:39):
is not simple to your students.
It's not simple to the studentsthat you want to put through
your future course that you wantto create.
So let me give you anotherexample.
I worked with a client, mark,who was a brilliant web designer
.
He had years of experiencebuilding high converting
websites.
He knew every technical detailSEO, coding, ux, strategy,
(12:02):
branding and he was getting DMsall the time asking him for help
.
So he decided to create acourse.
Why not?
Dms all the time asking him forhelp?
So he decided to create acourse why not?
And he called it the websitedesign for beginners.
Now he thought it would besimple just record his process
and share it.
But here's what happened.
His students were struggling.
They were confused by hisexplanations.
(12:22):
They didn't understand thejargon he used.
They couldn't keep up with hispace.
So he came to me and said Idon't get it.
I know this stuff like the backof my hand.
Why are my students so lost?
So I told him you know this toowell, you're too experienced,
you are too good.
But the downside with that isthat you're skipping steps
(12:45):
because they feel obvious to you, and I like to call it the
curse of knowledge.
So why do experts struggle toteach beginners?
Well, there's a psychologicalconcept called the curse of
knowledge, and it means thatwhen you become an expert at
something, you forget what it'slike to be a beginner.
You assume that people alreadyknow certain things.
(13:05):
You explain things at yourlevel, not theirs.
We forget that they'rebeginners and you move too fast.
You're leaving your studentsfeeling overwhelmed and
frustrated, and this is one ofthe biggest challenges that
course creators face, because ifyou don't structure your
lessons in a way that meetsstudents at their level, they
won't learn anything.
(13:27):
In order to fix this course,this is what Mark had to do.
He had to slow down and explainthings like his students had
never seen a website before,like really go right back to
basics.
We broke his lessons down intosmaller steps, so instead of
covering too much at once, welooked at what was going into
(13:47):
each lesson and how do we refinethat down a little bit more.
We used analogies to makecomplex ideas easier to grasp
for the students.
We used beginner-friendlyresources like a glossary of
terms for them so that theycould actually start to learn
the jargon or learn the language, and we got some feedback from
real beginners to catch what wasstill unclear.
(14:10):
So we were making sure that thepeople that were going through
the course what was stillconfusing for them?
What did we need to fix andrefine Now?
The result was that studentsstarted completing his courses.
They understood the conceptsinstead of just consuming
content, consuming videos,watching videos non-stop, and
(14:30):
Mark's testimonials changed fromI got lost halfway through to
this course made web designfinally click for me Now, the
lesson in all this teachingisn't just about delivering
information.
It's about making it easy tolearn step by step.
And here's what most peopledon't see about course creation
the countless hours spentrestructuring lessons.
(14:53):
But the mental exhaustion ofgetting it right is huge and
we've talked about this brieflyin the introduction.
When in my intro is that thecountless hours spent
restructuring lessons and thestress of wondering is this the
best way to explain it is really, really, really taxing mentally
, and also the frustration whenstudents still don't get it,
(15:15):
even after you've simplified itor you thought that you've
simplified it enough for yourstudents to understand it, and
the mental energy it takes tokeep refining and improving this
process.
But that's not the worst part.
And improving this process butthat's not the worst part.
The worst part is that peopleonly notice when your teaching
is bad.
(15:35):
If your course is designed well, students don't think about how
much work you've put in, theyjust flow through the lessons,
learning with ease.
But that ease didn't happen byaccident.
That ease took hours of trialand error to perfect, and that's
the part no one appreciatesuntil they've done it themselves
.
I worked with a client, emma,who had been teaching live
(15:58):
workshops for years.
She thought moving to digitalcourses would be easier because
I already have the content.
I'll just record it.
But guess what?
She quickly realized thatteaching in a live setting is
very different from teaching ina recorded format.
And all my teachers out therethat are listening to this
podcast a shout out to you inthe teaching world, because I
(16:22):
have been in that boat.
I have transitioned from liveteaching in the classroom to
digital teaching and it is sovery different, and I'll tell
you why.
In her live workshops she couldread the room.
She could see the mood, whatpeople were listening into, when
people were looking bored, shecould adjust her pacing based on
(16:43):
student reactions and she couldanswer questions immediately.
When something wasn't clear,people could put up their hands.
She could gauge theunderstanding.
She could see what people werepicking up on and where people
were getting confused.
But in her recorded course,students got stuck and had no
way to get instant help.
Some lessons felt reallyconfusing because she wasn't
(17:05):
there to clarify and she didn'trealize which lessons were
confusing and which ones weren't, and people started dropping
off before finishing her course.
So this is what Emma had to do.
This is how we helped her.
So I helped her rethink how shestructured her lessons and made
sure that they all flowed in areally logical progression.
(17:27):
We looked at anticipating wherestudents would struggle, which
parts were going to be morecomplicated, which parts of
information were more complex.
We looked at adding morecheckpoints to help students
self-correct themselves and welooked at testing her content
with real students beforelaunching.
And once she did this realstudents before launching and
(17:52):
once she did this, completionrates doubled.
So the lesson from all of thisis that teaching online isn't
just about content.
It's about creating anexperience where students can
learn independently from you,but you have still set it up in
a way.
You've still set the course upin a way so that it is really
easy to understand to action andit's almost like having you
there in the room next to them.
So the work of teaching isinvisible, but it is essential.
(18:17):
And if you're struggling withfeeling like your course isn't
clear enough, or worrying thatstudents aren't finishing, or
spending way longer thanexpected on content creation,
it's not because you're doing itwrong, my friend, because
you're not.
It's because teaching is hardand most people won't understand
how much work goes into makinga course truly effective.
(18:39):
And if you're deep in thisprocess and wondering if all the
effort is worth it, trust me,my friend, it is.
It is so worth it.
You're doing the work thatchanges lives.
So keep going, because when yousee your students succeed,
there is no better feeling as ateacher.
(19:01):
But I will preface that withsomething that no one prepares
you for as a course creator, andthat is the emotional weight of
caring about your studentssuccess, which is what we need
to prepare you for, and mostpeople think that digital
courses are this magical, set itand forget it product.
But here's the truth that noone will tell you.
(19:21):
If you care about your studentsactually learning and all great
teachers do it comes with theterritory.
It's why we are in teaching forthe first place.
But that means that teaching isemotionally exhausting.
It's so much more than justuploading lessons and collecting
payments, because when you're agreat teacher, you feel really
(19:44):
responsible for your students'success and that's a heavy
burden to carry.
Now I don't want to scare youoff and I don't want to put you
off, because, at the same time,there is no better feeling than
seeing your students succeed.
So it's a real catch-22,because you're on this amazing
buzz, this massive high, whenyou are riding the wave of
(20:06):
success with your students, butat the same time, unless you
protect yourself and unless youput in place some really good
strategies for emotionalintelligence, it can be
emotionally exhausting Because,as a course creator, you
experience this constantinternal dialogue Are my
students actually learning?
(20:27):
Why aren't more people finishingthe course?
Am I over-complicating this?
What if someone asks for arefund?
What if people say my coursedidn't work?
What if I get a bad review?
And here's what makes it evenharder Students will really tell
you when they're struggling.
They just quietly stop engaging.
They don't reach out and say,hey, I'm feeling lost in module
(20:47):
three, and they don't ask couldyou break this down differently?
Or they don't message you tosay I got overwhelmed and
stopped.
No, they just disappear.
And as a course creator, thatcan feel really devastating,
because when students don'tfinish, you just start blaming
yourself.
You can't help it.
You put your heart and soul onthe line.
(21:11):
I worked with a client, rachel,who created a really
well-structured, high-qualitycourse on time management and
she poured months into designingit.
She was perfecting her lessons,creating worksheets and
templates, she was making sureit was step-by-step and easy to
follow, and she was so proud ofher course and she launched it.
She got her students enrolledand then Completion rates were
(21:33):
low, heartbreaking.
People weren't finishing, somestudents lost their refunds and
she started getting messageslike oh, I got busy and never
got through it.
Oh, and poor Rachel.
Rachel was crushed.
She called me and said I feellike I let my students down.
Maybe I'm not meant to be ateacher, but here's what I told
her Low engagement doesn't meanyour course is bad.
(21:56):
It just means students need moresupport.
And the fix there's always afix.
So the fix this is what we did.
We added accountability,check-ins, reminders for
students to keep going.
We added quick win milestonesso that her students could see
progress sooner.
We introduced a privatecommunity so students could
(22:16):
support each other.
Now her next launch completionrates doubled.
So the lesson in all of this isthat students don't always
struggle because your content isbad.
They struggle because learningsomething new is hard and your
job as a teacher isn't just toprovide content, it's to create
a learning experience that keepsthem engaged.
(22:39):
And here's one of the mostinfuriating things about
teaching.
Not that I'm going off on arant about teaching today.
It's completely the opposite.
I hope that I'm giving you somereassurance that we all have
these feelings from time to time.
We all go through these phasesin our courses from time to time
, and there are solutions.
There are always fixes, andkeep going, because you will
(23:00):
push through it.
But let me give you one of themost infuriating things about
teaching, seeing as we are allin the same boat here today.
You can give your studentseverything they need, but they
won't always use it.
You can give them the perfectroadmap, but some will still
take detours.
Some will still think they knowbetter.
Some will still decide to gocompletely the opposite way to
(23:23):
the way that you've taught themto do it.
You can tell your studentsexactly what to do, but some
won't follow through.
They still won't follow through.
You can create the best coursepossible, but some people still
won't succeed, and that's not onyou.
We've got to become moreemotionally tough, resilient.
(23:45):
It's one of the hardest lessonsto learn as a course creator,
but you have to remember thatit's not on you.
Let me give you an example.
I worked with a business coachonce who ran a signature program
on how to launch an onlinebusiness, and she was so deeply
invested in her student successshe was crossing the line.
(24:06):
She was going above and beyond.
Over and over again.
She was in danger of burnout,to be honest, and she answered
every question.
In the group chat.
She gave extra support tostudents who were struggling.
She even hopped on freecoaching calls with students who
fell behind.
But guess what?
Some of her students stilldidn't take action.
(24:26):
They bought the course butnever logged in.
They watched the videos butdidn't do the exercises.
They kept making excuses forwhy they weren't implementing,
and she was heartbroken.
She told me I feel like I caremore about my students' success
than they do.
Have you felt that at home,listening to this podcast?
I feel like I care more aboutmy students' success than they
(24:46):
do.
And I said to her because youdo, and that's true, as teachers
, we do, we all do so.
The lesson is, some studentswill never take action and
that's not a reflection on yourteaching, my friend.
You can provide knowledge, butyou can't force transformation.
You can guide the process, butstudents still have to do the
work.
(25:07):
And you can support, but youcan't carry your students,
because if you don't accept this, teaching and course creation
will drain you.
So how do we manage the weight?
How do we manage the emotionalweight of teaching?
Because if you're feelingfrustrated or exhausted or
questioning whether you're doingthis right, here's how to
(25:27):
manage the emotional side ofthings, the emotional side of
teaching.
Remember that learning is hardfor students.
Most people struggle withconsistency.
So we've got to keep tellingourselves as teachers it's not
about you, it's human nature.
Remember that this is humannature that your students will
always find your niche hard,because that's why they've
(25:49):
signed up to your course in thefirst place to learn something
new.
So you need to detach yourworth from student outcomes.
If a student doesn't getresults, it doesn't mean your
course isn't valuable.
And, as entrepreneurs, this issuch a classic feeling of not
being good enough or nervousthat what you're offering isn't
(26:11):
going to cut it.
But remember that you need todetach your worth.
You are the expert, you are theperson that your students have
signed up to learn from, and atthat point, the student outcomes
become their responsibility.
They have paid to take yourcourse.
They need to follow it through.
(26:31):
So if a student doesn't getresults, it doesn't mean your
course isn't valuable.
It just means it wasn't rightfor them.
Now remember to celebrate theones who do succeed.
You always have students whothrive because of your course.
You will always have studentswho thrive.
Always Focus on them.
It's human nature for us toalways go to the negatives, but
(26:54):
let's celebrate the students whodo thrive, who do succeed, who
followed your course and gotamazing outcomes, got amazing
results.
Their life changed for thebetter.
Focus on them, put them in themiddle of your vision board and
set clear boundaries.
You can support students, butyou can't be responsible for
(27:16):
their progress.
You can't force them to takeyour lessons.
You can't force them tocomplete those modules.
You have brought them to thestart line of the race.
You have said go.
The rest of it is up to them.
If they decide not to run, ifthey decide not to take those
steps forward, then that is onthem.
Remember that.
Have those boundaries in place.
(27:36):
Your job isn't to guaranteeresults, it's to provide the
best possible learningexperience.
Remember that you can'tguarantee results for everybody.
Not everybody who takes yourcourse is going to get the
results that you got when youlearned this skill or for 90% of
your other students.
100% of your students will notget the same results.
(27:58):
But if you can provide the bestpossible learning experience
for all of your students, thenyou are doing a great job and
that's enough.
Because the sad truth is thatmost people don't appreciate
great teaching until theyexperience bad teaching.
And when a course is badlydesigned, your students will
(28:20):
feel overwhelmed, they willstruggle to stay engaged and
they will leave without learninganything.
But when a course is designedreally well, students will learn
easily, they'll stay engagedwithout even realizing it, and
they'll finish your course andget results the smoother you can
make your course feel, theharder you worked to design it.
(28:42):
And here's the frustrating partno one notices great teaching
when it works, because whenlearning feels effortless,
students will assume it's alwayseasy.
But we both know it wasn't, andthe reason why your students
learn so easily is because youworked your butt off to make it
that way.
So if no one is telling you thistoday, let me be the one to say
(29:04):
it.
Your effort is seen, your workmatters.
Your teaching changes lives.
You're listening to thispodcast, so I know that you are
on the right track.
Keep going, my friend, becauseif you're feeling
underappreciated, if you'refrustrated that students aren't
finishing and if you'reemotionally exhausted from
(29:25):
caring so much about studentsuccess, know this, my friend
Teaching isn't just aboutdelivering content, it's about
guiding transformation.
If your course takes months tobuild, that's normal, that's
totally normal.
And if no one understands howmuch effort you put in, you're
not alone.
(29:46):
Your course does matter, yourteaching matters and your impact
is bigger than you realize.
I see you, I appreciate howmuch work you have put into your
course.
You are doing the work thatchanges lives.
All right, my friend, let'ssummarize, because we've been
through.
We've gone through quite anemotional roller coaster on this
episode.
We pulled back the curtain onthe hidden work of teaching in
(30:09):
digital courses and theemotional weight of student
success.
And let's not forget the truthno one talks about when it comes
to creating.
So if you've ever feltfrustrated or exhausted or like
no one really understands howmuch effort goes into great
teaching, know that you are notalone.
I have got you.
Your work matters.
Your students may never see thedepth of effort you put in, but
(30:32):
they feel it in the way thatthey learn and, at the end of
the day, their success is builton the foundation you created.
You should be so proud of that.
That is amazing.
So keep going, keep refining,keep showing up, because
teaching is the work that trulychanges lives.
Thank you so much for spendingyour time with me today.
(30:55):
If this episode resonated withyou, I would love to hear your
thoughts.
Please take a screenshot orshare it on Instagram and tag me
at Teaching Mastery Academy sowe can keep this conversation
going, because it is soimportant.
And hey, if you're ready totake your teaching to the next
level, I'd love to support youinside Teaching Mastery Academy.
Doors aren't open yet, but youcan jump on the waitlist.
(31:18):
I will link it in the shownotes and be the first to know
when we launch this year in 2025.
I am so excited.
It's going to be life changing.
Make sure you subscribe to thepodcast so you don't miss the
next episode too, and if you'vegot value from today's
conversation, I would be forevergrateful, my friend, if you'd
(31:40):
leave a review.
It helps more course creatorslike you find the show and build
courses that truly make animpact.
Until next time, keep teaching,keep creating and keep making a
difference.
See you in the next episode.
Bye for now.
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