In 1985, I attended a performance of the Mozart Requiem by a community chorus and orchestra in Yellow Springs, Ohio. Part of why I remember that performance to this day is the vivid facial expressions that I could see on some members of the chorus. One older gentleman in particular was striking to watch. I believe he had some sort of medical problem, because his face was in constant motion with small spasmodic twitches. Whatever the feeling was in the music, it was amplified in his facial gestures. He looked terrified and terrifying as he sang the Dies irae. More peaceful, even joyous emotions seemed to fight through the spasms to register in his face when the music called forth those feelings of joy and peace. Other faces in the chorus reflected happy satisfaction at the pleasure in singing Mozart.1. The role of a teacher or trainer like myself is to facilitate communication in such way that all students are encouraged to enter a wider discussion on the chosen topic. To ensure the aims of the sessions are reached, I try to incorporate ongoing assessments starting with the initial which helps to understand and identify the varying learning styles of the students that can be useful throughout the learning programme. In my role I need to then continually reassess development of the learners to ensure that the computer systems I train them in relate back to the aims I set for the learners. The boundaries I face can be obvious, such as the relationships I have with