Teaching

My Philosophy in Teaching

As much I care to innovate and incorporate sophisticated concepts in a classroom, as much I care how many students reacted to those innovations and concepts.

I believe that learning can and should be fun and that students who are active participants learn much more than those whose participation is largely passive. Teaching and learning involves an inherent contract. Students must agree to take responsibility for their learning in order to engage, and teachers must be willing to be engaged, as well. When students are so engaged, their learning is not solely dependent upon the rate of the delivery of lectures , so a mix and much of pace and teaching strategies designed to meet the needs of a range of learning skills need not be debilitating to the progress of any students .

I welcome a group of students who are actively involved, thinking and questioning the material presented to them whether presented by me or by another student.

In the beginning of the course, I am as a teacher, explained clearly the course object, and why we study this course and what is the outcomes of the course. Also explained all syllabus and references which we need to more understand the course. It is very important for me to place myself into the position of student in the class. It is important also for me to understand how students learn, and to be aware of the possible difficulties when one is confronted with the material for the first time.

I was reviewed shortly subjects which related to the course and student thought before.

My goals in teaching is to learned student how to solve the basic problems with the basic techniques thought in the course, and the student should have gained an overview of the subjects covered by the course, also the student gained enough methodology to be able to learn advanced topics independently.

In my classes, I encourage students to participate actively. For example, I encourage them to ask questions. According to my years’ experience as a student, I think many students refrain from asking questions because they are afraid of appearing stupid in front of their peers. Hence, sometimes I ask some very easy questions on purpose to build their confidence. I always highly commend their questions as “good questions” as long as that would not abuse the words. I really enjoy seeing that students in my classes are very willing to learn. When my lectures went well, students asked the right questions at the right time. This really stimulates the desire of my teaching and I feel rewarded.