Nurzuliza binti Jamirsah (PhD) is a lecturer from the Faculty of Built Environment and Surveying, Universiti Teknologi Malaysia (UTM). Furthermore, she is a trained Organisational Green House Gases Accounter and Reporter (ISO 14064 & GHG Protocol) by SIRIM STS Sdn Bhd and a Certified Professional in Measurement and Verification (CPMV) who conducted measurement and verification activities for energy saving programmes by Jabatan Pembangunan Kemahiran. She is also a Registered Landscape Architect (ILAM No. 1800501) accredited by the Institute Landscape Architect Malaysia. She is also a Professional Technologist (PT21110100) recognised by the Malaysian Board of Technologists (MBOT). She is also a Certified Arborist with the International Society of Arboriculture (MY-0466A). She is actively involved in research focusing on fields such as Green Technology, Life Cycle Assessment, Carbon Footprint, Sustainable Project Management, and Landscape Architecture. Recently, she was appointed by the Attarat Power Company (APCO) in Jordan to account for their company’s carbon footprint. She has produced a comprehensive Carbon Footprint Assessment Framework for the company. Currently, she has filed a patent with MyIPO for A Method and System for the Estimation of the Carbon Footprint of an Urban Park. She is willing to collaborate in the future with potential organisations or bodies to spread this carbon accounting awareness.
Teaching is essential because it is the foundation of education and personal development. It empowers individuals, promotes learning and personal growth, and contributes to social, cultural, economic, and global progress. Effective teaching has far-reaching positive effects on individuals and society, making it a cornerstone of human advancement.
Teaching itself is pointless unless you have the audience, which in this case refers to students. Students are the ones who do the act of learning. Learning is important because it empowers students or any individuals to grow, adapt to change, solve problems, innovate, make informed decisions, and lead fulfilling lives. It also plays a crucial role in the progress and development of societies and the world at large. Embracing a lifelong commitment to learning is a valuable mindset that can lead to students’ personal and collective success.
However, before effective teaching can take place, the lecturer must first learn about the students who will be attending the class. This is because the lecturer’s teaching philosophy and theories will be determined by the type of students. There are three main levels of education: bachelor’s, master’s, and doctorate. Each of these levels is intended to receive a unique teaching technique. Because the level of intelligence maturity varies at each stage. For example, lecturers are advised to employ behaviorism and cognitivism at the degree level, constructivism at the masters level, and connectivism at the PhD level.
Furthermore, there are two categories of students: normal students and students with learning disabilities. Normal students should have no difficulty receiving normal instructional styles. Students with learning difficulties, on the other hand, struggle with comprehension. Students with Attention Deficit Hyperactivity Disorder (ADHD) and Dyslexia, for example. Such students should be given tailored instruction to help them express themselves. One hour of task assignment for normal students is comparable to three hours of task assignment for students with learning disabilities.
As a result, my teaching technique is consistent with the teaching philosophy, which includes cognitivism, constructivism, and connectivism. My style will be to explain the subject at the fundamental level and to enforce repetition of the topic at hand throughout the presentation. This repetition has been shown to significantly increase students’ memorization. I watched how the students grasped the concept at the conclusion of the class, and they can still recollect it at the end of the semester. Once the students have grasped the fundamentals, I will shift to a higher thinking order that incorporates constructivism and connectivism.
Teaching is not a career, it is a responsibility!