Teaching Philosophy

I enjoy being a lecturer, so I always give my whole heart to my students. Regarding the concept of the teaching philosophy, I feel that everyone has their own opinion. Higher education, in my opinion, is basically about expanding beyond content knowledge. In the classroom, I work carefully to foster critical thinking and problem solving. To become active members of society, all students must comprehend not just the content presented in textbooks and lectures, but also the questions they must pose based on the knowledge they gain. I predict that students will become self-directed learners, igniting their natural curiosity about the assigned topic and furthering their inquiry. I see myself and our classroom activities as the catalyst for their continuous curiosity. I also believe that students should apply what they have learnt from one subject to another. I want to minimise barriers across various subjects and encourage cross-functional use and transfer of information.

I also carefully consider my students’ perspectives. What I did not understand as a student, I will now teach my students. In addition to emphasising the importance of my academic background, which is the most significant factor, I also emphasise the importance of being involved in research. Academics are the top focus for a student, but becoming involved in research enhances the student’s value. Participating in and gaining knowledge about current projects, activities, exhibitions, hackathons, and contests, as well as actively learning how to write a research paper, will provide the student with additional benefits. Their resume will be more valuable than that of a kid with the highest academic results but no extracurricular involvement.

To accomplish this, I provide information in the most interesting manner possible, utilising interactive teaching tools and experiential learning opportunities frequently. Real-world scenarios are exemplified with the assistance of subject-matter experts. At the beginning of each semester, I inform students that I expect them to take an active role in their education by asking questions and going beyond the supplied material. I invited the student to participate in all of my studies and projects so that they would have additional opportunities to develop. I provide them with a mentor-mentee programme so that, if they desire, they can have a senior they can approach for advice and guidance from. But I also freely share my schedule with my pupils and will always welcome them to see me one-on-one, not only to entertain them if they have any questions, but also to teach them if they require additional examples or an extra hour of direct instruction.

I assign bonus points for participation in class, noting which students ask questions or offer comments. As part of the final assignment for most semesters, I require students to present a problem and a creative solution to that problem. This requires independent research and the ability to deliver facts in a format that is easily understood.

In addition to monitoring student participation, I evaluate students’ topic comprehension using standard examinations. Nonetheless, I also include an essay question that assesses students’ ability to think critically beyond the given information. I evaluate their final projects in accordance with their level of participation in the learning process.

I also seek student feedback on how I present course materials and the assignments they complete. I use anonymous questionnaires at the semester’s halfway and conclusion to determine whether I am effectively satisfying their needs and communicating their expectations. I frequently emphasise my commitment to continual improvement and encourage students to give me with feedback during office hours. I plan to exceed their expectations of me as a lecturer by employing these tactics.

I believe in lifelong learning, and the most effective approach for this is active learning, which requires student participation. It is not a one-way learning process; as a professor, I have a significant opportunity to learn from my pupils. This process will only occur if students are permitted to speak, give speeches, and debate their knowledge-based opinions in class.

I feel that by combining all of this, I will provide the finest possible result for the pupils.