diff --git a/docs/_docs/Instructors/01-Teaching-process.md b/docs/_docs/Instructors/01-Teaching-process.md
index 22efb3c..caee62b 100644
--- a/docs/_docs/Instructors/01-Teaching-process.md
+++ b/docs/_docs/Instructors/01-Teaching-process.md
@@ -28,7 +28,7 @@ This provides an interactive way of learning, as students can run code while rea
 through the explanations. 
 * Nbgrader: In the context of jupyter notebooks, we also perform evaluation through
 graded notebooks. For this purpose we use `nbgrader` (an overview of how to use it
-can be found in [Using nbgrader](./03-Using-nbgrader-for-Exercise-Notebooks.md).)
+can be found in [Using nbgrader](../03-Using-nbgrader-for-Exercise-Notebooks.md).)
 
 All materials are planned, built and reviewed through github. In particular all repositories
 are found under the [Academy GitHub](https://github.com/LDSSA/). These are the main
@@ -170,4 +170,4 @@ Any relevant teaching questions or discussions should be posted as issues on our
 repo or the slack teaching channel `#teaching`.
 
 If you are interested in becoming a teacher, follow up with a deep dive on 
-[How to Build a Learning unit](./02-Teachers-How-to-build-Learning-Units).
+[How to Build a Learning unit](../02-Teachers-How-to-build-Learning-Units).
diff --git a/docs/_docs/Instructors/02-Teachers-How-to-build-Learning-Units.md b/docs/_docs/Instructors/02-Teachers-How-to-build-Learning-Units.md
index c602204..97c5675 100644
--- a/docs/_docs/Instructors/02-Teachers-How-to-build-Learning-Units.md
+++ b/docs/_docs/Instructors/02-Teachers-How-to-build-Learning-Units.md
@@ -24,7 +24,7 @@ The Learning Notebook will explain the materials in high detail. This notebook s
 This will be extremely short, and look a bit like a cheatsheet of "common usage patterns". This notebook should be written by the reviewer. 
 
 #### 3. Exercise Notebook
-The exercise notebook is a sequence of exercises with auto-grading (see **[how to use nbgrader](../Using-nbgrader-for-Exercise-Notebooks)** for details). This is where the students will try to apply the new concepts. Your exercises should be focused on making sure students
+The exercise notebook is a sequence of exercises with auto-grading (see **[how to use nbgrader](../03-Using-nbgrader-for-Exercise-Notebooks.md)** for details). This is where the students will try to apply the new concepts. Your exercises should be focused on making sure students
 > (1) interact with the concepts (often by simply copy-pasting some code from the Learning Notebook)  
 > (2) understand how to use the common code patterns (which they will should have in the Examples Notebook). 
 
@@ -101,7 +101,7 @@ At the end of your Learning Notebook, make a section entitled _"To learn more (O
 ## Hide peripheral support code 
 When making notebooks, it is inevitable that you will need to do a bit of extra code. This might be a few lines of pre-processing to get or make data to show the new concept (e.g. making a new DataFrame, or using `get_dummies`), or some matplotlib code to produce a good intuitive plot. 
 
-It is essential however that students be isolated from concepts that aren't the ones being taught. In other words, that they don't spend time looking at matplotlib code, because they can't tell what's core from what is peripheral. For this reason, it is best practice to use a small `utils.py` file at the top level where you hide all your code. Don't worry about making this clean or understandable, the student's shouldn't be peaking here. Here is an [example utils file](https://github.com/PedroGFonseca/preping_template_learning_unit/blob/master/SLU6_Intermediate_Statistics/utils.py), in this case for intermediate statistics. 
+It is essential however that students be isolated from concepts that aren't the ones being taught. In other words, that they don't spend time looking at matplotlib code, because they can't tell what's core from what is peripheral. For this reason, it is best practice to use a small `utils.py` file at the top level where you hide all your code. Don't worry about making this clean or understandable, the student's shouldn't be peaking here. Here is an [example utils file](https://github.com/LDSSA/batch5-instructors/blob/main/S01%20-%20Bootcamp%20and%20Binary%20Classification/SLU05%20-%20Covariance%20and%20Correlation/utils.py), in this case for intermediate statistics. 
 
 ## Data, images, and other supporting material
 
diff --git a/docs/_docs/Instructors/04-BLU-Office-Hours.md b/docs/_docs/Instructors/04-BLU-Office-Hours.md
index 3c7f9eb..4ba77de 100644
--- a/docs/_docs/Instructors/04-BLU-Office-Hours.md
+++ b/docs/_docs/Instructors/04-BLU-Office-Hours.md
@@ -27,4 +27,4 @@ The structure of an office hours session will be
 - Hour 2 and 3 - Answer questions and talk with students
 
 ## How to answer questions 
-Remember to read the [how to give help](../../Students/How-to-ask-for-and-give-help#how-to-give-help) section of the wiki :) 
\ No newline at end of file
+Remember to read the [how to give help](../../Starters Academy (LDSSA)/How-to-ask-for-and-give-help#how-to-give-help) section of the wiki :) 
\ No newline at end of file