As a lecturer teaching mostly Statistics courses, I base my teaching on the belief that the only way to learn Statistics, which is a branch of Mathematics is to do Mathematics. “Practice makes perfects”, the phrase that I believe is very true indeed. While the process of reading examples and proofs in textbooks and from lecture notes is valuable, the real learning comes through one’s own efforts at solving mathematical or statistical problems, either theoretically, computationally, or both. This is achieved, not only through group assignments, but also more importantly through active in-class discussions and effective continuous exercises.
I view my role as a facilitator for this process. I must design the framework in which learning can take place, and then stimulate and nurture the students’ development, giving assistance in terms of knowledge, techniques, and encouragement. My goals in teaching are not just to promote learning of the subject matter. I also try to help the students learn to think logically, learn problem-solving methods and techniques, and improve writing skills to demonstrate their ability to solve problems in a correct direction, that is writing clearly and concisely, explaining step-by-step processes, and providing valid reasons for logical arguments. In addition, I aim to assist students see the course material in a holistic context by requiring them to synthesize the various concepts of the course by applying them together.
I also believe that all students are unique and have their own potential. They must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of learning atmosphere where students can meet their full potential. I will provide a safe and positive environment where students are invited to share their ideas and take risks.
I am certain that I always strive my utmost best to plan my teaching strategy as dynamic as possible and tailored to the present needs and demand.
