I have taught/currently teaching the following courses:
ME 651: Fluid Dynamics (core course for PG students specializing in thermo-fluids)
ME 699 Magnetohydrodynamics & its engineering applications (PG elective course, a new course proposed by me)
ME 219 Fluid mechanics (core course for 2nd year UG students)
ME 662 Convective Heat and Mass Transfer (PG elective course)
ME 307 Mechanical Measurements Lab (UG Lab)
ME 224 Fluid mechanics Lab (UG Lab)
In my lectures, I try to do some practical demonstrations (with the help of Teaching Assistants), show videos/animations and make the lectures interactive . Some of the class demos include: tornado in a bottle, smoke vortex rings, electric train, plasma ball, Tesla coil, etc. The subjects I teach are quite mathematical and sometimes it is easy to get "buried under the weight of equations". It then becomes important to talk about the "why" aspect in the equations, for e.g what is the physical meaning of different terms in the momentum (Navier-Stokes) equation? (Why are they there?), and what is the physical meaning & relevance of Gauss/Stokes/Greens theorem in fluid dynamics & electrodynamics?, etc.
Some of the teachers who have inspired me by their style and dedication are Prof Feynman (his books & lectures), Prof V Balakrishnan (NPTEL lectures) and my subject teachers, Prof. Pramod Mehta, Prof. Peter Davidson, Prof N R Panchapakesan, Prof. S R Chakravarthy, Prof Shamit Bakshi, Prof S K Tiwari, Prof Subhash Chander & few others.
According to Sri Aurobindo, an Indian philosopher and teacher, the first principle of true teaching is “nothing can be taught. The teacher is not an instructor or task-master; he is a helper and a guide.” The role of the teacher “is to suggest and not to impose. He does not impart knowledge to the student; he shows him how to acquire knowledge for himself. "