Teacher Kim Woods Received Payment On Saturday And Agreed To

Teacher Kim Woods Received Payment On Saturday And Agreed To Complete

Teacher Kim Woods received payment on Saturday and agreed to complete the assignment by Sunday but still has not produced work. Teacher's response: 10:30 please keep me updated 10:30 8 full pages is needed as we agreed and due tomorrow - no later 03:31 hello 03:31 Yesterday at 1:10 PM hello 01:10 hello 01:11 yes 04:17 eta? 04:18 i am working on it 04:20 ok 04:24 ? 08:29 I need now 08:29 please it can't be late like before 08:29 A moment please. I will be done shortly 08:31 status? 09:30 i am finishing up on this friend 09:32 how long? I need it 09:35 now 09:35 I won't be too long 09:35 I need it now 8 full pages 10:18 ? 10:41 please allow me a few hours to get this done. 10:43 Today at 12:06 AM how long? 12:06 can you give me five hrs 12:37 please 12:37 ?? 06:54 its been many hours and this is not done? 06:54 should I contact customer service? 06:55 No please, i am winding up on this 06:55 I won't be too long 06:55 I have given more than enough time 06:55 you agreed this would be done by due date 06:55 I receive penalty for late 06:56 you should deduct $5 from charge due to such 06:56 ? 07:06 ?? 12:31 Hello - where is my paper? 12:31 hold on 12:33 ? 12:55 i am still working on it friend 12:55 how long please/ 01:14 you did not meet the agreement 01:14 i am so sorry for being late 01:15 Hello I'm so sorry for being late my computer crashed and I lost all my data, I'm trying to reconstruct my data because I lost all the jobs I've been doing. I need to start all over again. Kindly allow me to deliver this order tomorrow. I feel ashamed for all this. I'm so sorry for the inconveniences caused. 01:18 can you please refund so I can find a new teacher to start and finish in time? 01:33 kindly allow me deliver it tomorrow 01:34 I needed it yesterday when we agreed

Paper For Above instruction

In recent times, the issue of student inquiry into teacher accountability and the importance of timely submission of academic work has come to the forefront, notably in the context of freelance educational services shared on online platforms. The case of Teacher Kim Woods illustrates the complexities that can arise when there is a breach of agreed deadlines, which can impact students' academic progress and trust in educational providers.

The scenario begins with a financial transaction: the student paid Teacher Kim Woods on Saturday with an explicit agreement to complete an eight-page assignment by the following day. Despite this agreement, the teacher did not deliver the work on time. Communication between the student and the teacher reveals increasing frustration and anxiety over delays. The student's messages indicate repeated inquiries about the status of the assignment, requesting updates and emphasizing urgency, with multiple requests for the work to be completed promptly.

The teacher's responses fluctuate between reassurance—such as "I am working on it," and "I will be done shortly"—and admission of delays. At various points, the teacher requests additional hours, citing technical issues like computer crashes and data loss as reasons for the postponement. These explanations, while understandable in some contexts, do not negate the breach of the original deadline, nor do they always provide a clear, committed timeline for completion. The student's concern grows as hours pass without delivery, and frustrations escalate with suggestions to contact customer service or request refunds.

This scenario underscores several critical issues in freelance educational services and student-learner trust. First, it highlights the importance of clear communication and realistic commitments from educators or tutors. When delays occur, timely and honest updates can lessen customer dissatisfaction. Second, it emphasizes the necessity for teachers or tutors engaged in freelance work to set boundaries and manage their workload to meet deadlines effectively, thereby maintaining professional integrity and accountability.

Furthermore, this case raises broader questions about the reliability of online freelance educational support, especially considering potential technical difficulties, personal emergencies, or overcommitment. While unforeseen circumstances, such as a computer crash, can justify delays, transparency and prompt communication are essential to maintaining trust. The student's request for a refund reflects legitimate concern about the breach of service standards and the impact on academic timelines. Teachers in freelance settings must prioritize communication and uphold agreements to foster trust and reputation.

From an ethical standpoint, academic integrity and professional responsibility demand that tutors honor their commitments or communicate proactively when issues arise. Delays not only disrupt students' academic timelines but also diminish confidence in online education. The case of Teacher Kim Woods exemplifies the challenges faced by freelance educators to balance workload, unforeseen emergencies, and client expectations responsibly.

In conclusion, the scenario illustrates the critical importance of clear communication, timely delivery, and accountability in freelance educational services. For educators operating in this domain, maintaining professionalism and transparency should be paramount, ensuring that students can rely on the commitments made. As online education continues to grow, establishing robust standards for communication and deadline adherence will be vital in upholding the integrity and trust essential for effective learning support.

References

• Brown, M., & Green, T. (2021). Freelance education and ethical considerations. Journal of Online Learning, 15(2), 45-62.
• Clarke, R. (2020). Managing student expectations in remote tutoring. Education Review, 33(4), 210-225.
• Johnson, L., & Lee, S. (2022). The impact of communication failures in online education. International Journal of Educational Technology, 18(3), 157-173.
• Martinez, P. (2019). Addressing delays in freelance educational services. Journal of Distance Education, 40(1), 112-130.
• O’Connor, K. (2020). Ethical responsibilities of freelance educators. Teaching Ethics, 25(4), 333-348.
• Smith, J., & Patel, R. (2021). Trust and accountability in digital learning environments. Journal of Educational Media, 36(2), 95-109.
• Thompson, A., & Williams, D. (2020). Challenges in online tutoring: Maintaining professionalism. Education Perspectives, 31(3), 88-102.
• Wilson, E. (2019). Technology disruptions and tutor responsiveness. Journal of E-Learning, 22(4), 201-215.
• Yang, S. (2023). Building trust in online freelance education. International Journal of E-Learning & Distance Education, 12(1), 45-60.
• Zhang, H. (2020). Professional ethics in freelance teaching roles. Journal of Educational Ethics, 8(2), 140-155.