Qualities of a Great Teacher

Teaching UG and PG is a challenging task, yet interesting because we disseminate knowledge to a crowd of eager minds. In turn, we get good feedback including new knowledge. From my 30 years of teaching which include eight years of PG supervision, I would like to share a few thoughts for you to be a great teacher. Yes, a great teacher, not just a good teacher. A good teacher explains, a superior teacher demonstrates, but a great teacher inspires.
Three qualities should be observed by a teacher affording his/her students view him/her as as a guide, role-model, pace-setter and guru.
1. RESOURCEFULNESS
It means our know-hows on the subject matter is comprehensive and always equipped with new knowledge. That is the latest intellectual development of a subject. And, we knew how to link a new knowledge that we gain recently with those of others that benefiting mankind.
2. ACCESSIBLE
We are there for the students when they in need us.
3. RECEPTIVE
We welcome our students to discuss their problems and ideas. We pose the right questions, not giving the right answers. We lead our students to be critical to derive their own solution. A successful discussion is when a student leave the discussion and he /she knows what to do next to progress in their project or research.

Journey of a Scholar

TIME IS NEEDED FOR A CRESCENT MOON TO BECOME FULL — Rumi.
Likewise, it takes time to produce a PhD thesis. To get a rose, you have to pass through its thorns.

Young Children Eco-literacy with Everyday Landscape

Synopsis

This study will explore on how much young children know the relationship of plant and animals in their residential community. That is what and how do 5 to 12 years old children directly experience with the elements of outdoor that afford them to understand the link between plant and animals and between an animal with another animal. Literate on the ecosystem in their everyday environment can lead them to care of nature, lifelong learning and active with community.

Children’s Environment

Allowing young children to engage with outdoor environment permits them to construct their own learning process on the functional properties of elements. The engagement also affords the children to learn social skill through play with peers.

Being a teacher

A good teacher explains, a superior teacher demonstrates, a great teacher inspires.

Your research framework is generated from a review of many subjects from different disciplines. Your task is to cogently write the materials into a pattern of regularity. It must present a composite of past findings related to your research subject. The composition is like making a salad to eat with briyani rice.

LITERATURE REVIEW
From a plethora of literature, you should debate the findings or concerns of past studies between one to another, and between them with your study. For example, children’s engagement with outdoors should debate on why children prefer to interact with the elements and place in the outdoor environment. What are attributes or properties of the outdoors they the children engaged with. As a result, what pattern of behavior is generated from the engagement. Therefore, the review materials could get from Children’s Geog, Childhood Psy., Human Geog, and Env Psy. Then debate how the review is related to your research subject on children and outdoor environment.

In doing PhD, the difficulty is not how to begin but rather when to stop.