This document provides background information on an article written by Afshan Saleem. It introduces Ms. Saleem as a lecturer in management sciences who has been teaching business English, communication skills, and presentation skills for the past 5 years. It notes that she is the founder and chairperson of The Bahria Society for Professional Communication. The document then provides the full text of her article titled "Why I Teach? – An Essay Written by a Lecturer from a Developing Country".
Professor Marthinus Koen's teaching philosophy focuses on developing students' critical thinking skills and preparing them for life after college. He strives to make complex topics approachable through real-world examples and class discussions. Student evaluations praise Koen's passion and ability to make lessons engaging through personal stories and surveys that involve students in the material. His organized approach and accessibility help students succeed in his criminal justice and research methods courses.
Mary Campbell is a 6th grade teacher seeking to improve her skills and expand her roles. She enrolled in a reading program to learn how to better teach her students. Through her coursework, she developed as a researcher, leader, and practitioner of literacy education. She conducted research on home-school partnerships and implemented a new vocabulary strategy in her classroom. While change was difficult, she grew more confident in applying research and taking on leadership roles to help her students and colleagues. She aims to continue developing as a lifelong learner and literacy leader.
The document outlines the philosophy of teaching of Camille L. Feyen. Some key points include:
1) She believes in getting students to "buy in" to what is being taught through strategies like learning in circles rather than rows to encourage discussion and community.
2) It is important to make lessons relevant to students' lives and show how skills like writing and debate can be useful outside the classroom.
3) She aims to differentiate instruction and incorporate physical activity to boost memory. She also wants to recognize each student's strengths.
4) Her goal is to empower students and teach strong character in addition to academic content.
This document discusses the challenges English teacher educators face in balancing theory and practice in their preparation programs. It describes conversations the authors had with students who felt they were not receiving enough concrete teaching strategies and "how-to" instruction. While recognizing the importance of practice, the authors worry that a sole focus on specific teaching practices may overlook the role of interactional awareness and theoretical understanding in guiding pedagogical decisions. The document details the authors' efforts to better integrate teaching practices into their methods courses with opportunities for students to enact, observe, and reflect on practices, while still cultivating interactional awareness and a theoretical framework for making pedagogical choices. It explores the tension between responding to students' needs for practical skills versus developing
Daniel Theisen outlines his teaching philosophy in which he believes education plays a necessary role in propagating a society's culture from one generation to the next. As an educator, he sees it as his responsibility to impart the beliefs and moral systems of society to students while also encouraging free thought. He aims to inspire students to have a lifelong love of learning and sees his role as an educator, not just a teacher, in imparting knowledge and understanding while motivating students. As a social studies educator specifically, he emphasizes teaching literacy, research, writing, and argumentation skills alongside content knowledge in an interdisciplinary manner while promoting analytical thought in students.
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
The document provides an overview of Hussein Hassan's educational philosophy and teaching approach. It emphasizes connecting with students as individuals, providing a safe learning environment, and using constructivist and social cognitivist methods when teaching foreign languages. It also lists some relevant research articles on testing, self-directed learning, and teaching methods. Finally, it discusses Hussein's understanding of professional teaching standards related to creating a positive learning environment, learner-centered instruction, assessment, technology integration, and professional development.
Banking model of education in teacher centered class-a critical assessmentAlexander Decker
This document discusses Paulo Freire's criticism of the "banking model" of education, where teachers deposit knowledge into students viewed as empty vessels. It provides context on Freire's work and defines key aspects of the banking model. Specifically:
1) Freire viewed the banking model as treating students as empty vessels to be filled by all-knowing teachers, denying students' creativity and critical thinking.
2) According to Freire, the banking model reflects societies of oppression by establishing hierarchies between teachers and students.
3) Freire argued the banking model denies students' human potential by reducing them to passive objects rather than active participants in the learning process.
Professor Marthinus Koen's teaching philosophy focuses on developing students' critical thinking skills and preparing them for life after college. He strives to make complex topics approachable through real-world examples and class discussions. Student evaluations praise Koen's passion and ability to make lessons engaging through personal stories and surveys that involve students in the material. His organized approach and accessibility help students succeed in his criminal justice and research methods courses.
Mary Campbell is a 6th grade teacher seeking to improve her skills and expand her roles. She enrolled in a reading program to learn how to better teach her students. Through her coursework, she developed as a researcher, leader, and practitioner of literacy education. She conducted research on home-school partnerships and implemented a new vocabulary strategy in her classroom. While change was difficult, she grew more confident in applying research and taking on leadership roles to help her students and colleagues. She aims to continue developing as a lifelong learner and literacy leader.
The document outlines the philosophy of teaching of Camille L. Feyen. Some key points include:
1) She believes in getting students to "buy in" to what is being taught through strategies like learning in circles rather than rows to encourage discussion and community.
2) It is important to make lessons relevant to students' lives and show how skills like writing and debate can be useful outside the classroom.
3) She aims to differentiate instruction and incorporate physical activity to boost memory. She also wants to recognize each student's strengths.
4) Her goal is to empower students and teach strong character in addition to academic content.
This document discusses the challenges English teacher educators face in balancing theory and practice in their preparation programs. It describes conversations the authors had with students who felt they were not receiving enough concrete teaching strategies and "how-to" instruction. While recognizing the importance of practice, the authors worry that a sole focus on specific teaching practices may overlook the role of interactional awareness and theoretical understanding in guiding pedagogical decisions. The document details the authors' efforts to better integrate teaching practices into their methods courses with opportunities for students to enact, observe, and reflect on practices, while still cultivating interactional awareness and a theoretical framework for making pedagogical choices. It explores the tension between responding to students' needs for practical skills versus developing
Daniel Theisen outlines his teaching philosophy in which he believes education plays a necessary role in propagating a society's culture from one generation to the next. As an educator, he sees it as his responsibility to impart the beliefs and moral systems of society to students while also encouraging free thought. He aims to inspire students to have a lifelong love of learning and sees his role as an educator, not just a teacher, in imparting knowledge and understanding while motivating students. As a social studies educator specifically, he emphasizes teaching literacy, research, writing, and argumentation skills alongside content knowledge in an interdisciplinary manner while promoting analytical thought in students.
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
The document provides an overview of Hussein Hassan's educational philosophy and teaching approach. It emphasizes connecting with students as individuals, providing a safe learning environment, and using constructivist and social cognitivist methods when teaching foreign languages. It also lists some relevant research articles on testing, self-directed learning, and teaching methods. Finally, it discusses Hussein's understanding of professional teaching standards related to creating a positive learning environment, learner-centered instruction, assessment, technology integration, and professional development.
Banking model of education in teacher centered class-a critical assessmentAlexander Decker
This document discusses Paulo Freire's criticism of the "banking model" of education, where teachers deposit knowledge into students viewed as empty vessels. It provides context on Freire's work and defines key aspects of the banking model. Specifically:
1) Freire viewed the banking model as treating students as empty vessels to be filled by all-knowing teachers, denying students' creativity and critical thinking.
2) According to Freire, the banking model reflects societies of oppression by establishing hierarchies between teachers and students.
3) Freire argued the banking model denies students' human potential by reducing them to passive objects rather than active participants in the learning process.
The author analyzed journal entries from course activities and identified the theme of "Gaps in my Learning." The approach used to derive this theme involved categorizing sentences by color coding and sorting them into piles based on similarity of meaning. This allowed the author to arrive at a broader theme. In examining this theme using literature, the author identified several gaps, including a lack of focus, prerequisite knowledge, and skills. To address these gaps, the author plans to pay more attention, seek assistance from others, and develop new skills and strategies to improve performance as a reflective practitioner.
Relevance of collaborative learning in classroomstsparvathi
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
The author analyzed journal entries from a course to identify themes. The theme identified was "Gaps in my Learning." The author used a keyword-in-context approach to analyze sentences and group them by similarity to arrive at the theme. Self-assessment using literature revealed gaps in skills, focus, prerequisite knowledge, and reflecting/reflexive practice. The author plans to address weaknesses by seeking assistance, developing skills and focus, and becoming a lifelong learner.
Lisa Mulka reflects on her experience in an educational technology summer cohort. She discusses three key areas of learning: understanding understanding, the TPACK model of integrating technology, pedagogy and content, and student motivation. She reflects on how these areas have impacted her teaching approach and will influence her future teaching practices.
The document provides an overview of flipped learning design for an instructional technology course. It defines flipped learning as moving direct instruction from group to individual learning space, transforming the group space into an interactive environment guided by the educator. A needs assessment found students had varying backgrounds but most were familiar with flipped learning. The content section describes flipped learning's focus on a learner-centered approach through interactive lessons and flexible instruction meeting learners' needs. Key aspects include video lessons, interactive activities, and using technology to promote independent and collaborative learning.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
Collaborative teaching workshop by dr manishankar chakraborty and mr salim ba...Dr.Manishankar Chakraborty
This document outlines a proposal for professional development through collaborative teaching at Ibra College of Technology in Oman. It begins with definitions of collaborative teaching and outlines the rationale, outcomes, and prerequisites. Potential models are discussed, including traditional team teaching, linked courses, and connected courses. Challenges and advantages are considered for each. A proposed roadmap is then outlined to implement collaborative teaching both within and between departments. The conclusion states that for success, teachers should plan, teach, and reflect together.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document is a capstone portfolio submitted by Gabriel Valerio to meet the requirements of the graduate teacher education program at the University of Massachusetts Boston. The portfolio contains Valerio's philosophy of education, a self-evaluation, examples of instructional practices including three lesson plans and assessments, examples of student work, a technology essay, and a personal philosophy of assessment. Valerio's philosophy emphasizes student motivation, clarity in teaching, developing respect in the classroom, and creating a community of learning to support student success.
This document provides an overview of several theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with a variety of instructional levels working together to help each other reach learning goals.
The document discusses using reflective blogs to improve writing skills. It proposes introducing students to blogging to allow reflection on writing topics outside of limited class time. Blogs provide opportunities for students to share ideas, receive feedback, and engage in a learning community. The proposal is to create a class blog where students reflect on assigned writing topics before drafting, view and comment on each other's posts, and can earn bonus marks for participation. This blending of in-class and online activities through an easy-to-use tool aims to develop students' reflective thinking and writing abilities.
This document outlines Lana Caster's comprehensive behavior management and social-emotional learning plan as a high school special education teacher. The plan emphasizes making students feel welcome, safe, and challenged. It focuses on developing students' self-awareness, social skills, cultural competence, and collaboration skills to help them transition beyond secondary school. The classroom is designed to promote movement and comfort. Rules and consequences are clearly defined. Collaboration with students, families, and other staff is a priority to ensure student needs are met.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Kindness and Pedagogical Tact in the Teachers CourtesyYogeshIJTSRD
Pedagogical scholars argue that the teacher`s sympathy comes from the combination of the personality of those with extrovert or introvert characteristics. Azimova Nasiba Ergashovna | Nasimova Zarina Isomiddin Qizi "Kindness and Pedagogical Tact in the Teacher's Courtesy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38746.pdf Paper URL: https://www.ijtsrd.com/home-science/extension-education/38746/kindness-and-pedagogical-tact-in-the-teachers-courtesy/azimova-nasiba-ergashovna
The book reviews So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. It summarizes the key points of the book, including how it combines Howard Gardner's theory of multiple intelligences with Carl Jung's four dimensions of personality and learning styles. The book shows teachers how to integrate these concepts into their classrooms to improve student learning through varied instructional techniques. It also profiles the authors and their experience in education and curriculum development.
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
This document contains four journal entries from a student in an information management course reflecting on assigned readings and videos. In the first entry, the student discusses articles about Wikipedia and realizes its relevance to library science as both a research tool and opportunity to teach information literacy skills. The second entry examines how technological growth will impact librarians' roles and the need to stay up-to-date on new technologies. The third entry analyzes the movie "Mona Lisa Smile" and draws connections to issues of censorship and disseminating information. The fourth entry expresses fears about building a library collection from scratch and emphasizes understanding patron needs.
1) The document discusses three strategies for implementing student-centric teaching: creating a culture of student-centered assessment and self-assessment, understanding by design and backwards planning, and flipped learning.
2) It provides examples of how each strategy has been applied by teachers, such as a teacher who uses online discussion forums and in-class feedback exchanges to develop student self-assessment skills.
3) The key aspects of student-centric teaching discussed are focusing on student learning over teacher teaching, helping students understand learning goals and assessments, and giving students more control over their own learning.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
The author analyzed journal entries from course activities and identified the theme of "Gaps in my Learning." The approach used to derive this theme involved categorizing sentences by color coding and sorting them into piles based on similarity of meaning. This allowed the author to arrive at a broader theme. In examining this theme using literature, the author identified several gaps, including a lack of focus, prerequisite knowledge, and skills. To address these gaps, the author plans to pay more attention, seek assistance from others, and develop new skills and strategies to improve performance as a reflective practitioner.
Relevance of collaborative learning in classroomstsparvathi
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
The author analyzed journal entries from a course to identify themes. The theme identified was "Gaps in my Learning." The author used a keyword-in-context approach to analyze sentences and group them by similarity to arrive at the theme. Self-assessment using literature revealed gaps in skills, focus, prerequisite knowledge, and reflecting/reflexive practice. The author plans to address weaknesses by seeking assistance, developing skills and focus, and becoming a lifelong learner.
Lisa Mulka reflects on her experience in an educational technology summer cohort. She discusses three key areas of learning: understanding understanding, the TPACK model of integrating technology, pedagogy and content, and student motivation. She reflects on how these areas have impacted her teaching approach and will influence her future teaching practices.
The document provides an overview of flipped learning design for an instructional technology course. It defines flipped learning as moving direct instruction from group to individual learning space, transforming the group space into an interactive environment guided by the educator. A needs assessment found students had varying backgrounds but most were familiar with flipped learning. The content section describes flipped learning's focus on a learner-centered approach through interactive lessons and flexible instruction meeting learners' needs. Key aspects include video lessons, interactive activities, and using technology to promote independent and collaborative learning.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
Collaborative teaching workshop by dr manishankar chakraborty and mr salim ba...Dr.Manishankar Chakraborty
This document outlines a proposal for professional development through collaborative teaching at Ibra College of Technology in Oman. It begins with definitions of collaborative teaching and outlines the rationale, outcomes, and prerequisites. Potential models are discussed, including traditional team teaching, linked courses, and connected courses. Challenges and advantages are considered for each. A proposed roadmap is then outlined to implement collaborative teaching both within and between departments. The conclusion states that for success, teachers should plan, teach, and reflect together.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document is a capstone portfolio submitted by Gabriel Valerio to meet the requirements of the graduate teacher education program at the University of Massachusetts Boston. The portfolio contains Valerio's philosophy of education, a self-evaluation, examples of instructional practices including three lesson plans and assessments, examples of student work, a technology essay, and a personal philosophy of assessment. Valerio's philosophy emphasizes student motivation, clarity in teaching, developing respect in the classroom, and creating a community of learning to support student success.
This document provides an overview of several theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with a variety of instructional levels working together to help each other reach learning goals.
The document discusses using reflective blogs to improve writing skills. It proposes introducing students to blogging to allow reflection on writing topics outside of limited class time. Blogs provide opportunities for students to share ideas, receive feedback, and engage in a learning community. The proposal is to create a class blog where students reflect on assigned writing topics before drafting, view and comment on each other's posts, and can earn bonus marks for participation. This blending of in-class and online activities through an easy-to-use tool aims to develop students' reflective thinking and writing abilities.
This document outlines Lana Caster's comprehensive behavior management and social-emotional learning plan as a high school special education teacher. The plan emphasizes making students feel welcome, safe, and challenged. It focuses on developing students' self-awareness, social skills, cultural competence, and collaboration skills to help them transition beyond secondary school. The classroom is designed to promote movement and comfort. Rules and consequences are clearly defined. Collaboration with students, families, and other staff is a priority to ensure student needs are met.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Kindness and Pedagogical Tact in the Teachers CourtesyYogeshIJTSRD
Pedagogical scholars argue that the teacher`s sympathy comes from the combination of the personality of those with extrovert or introvert characteristics. Azimova Nasiba Ergashovna | Nasimova Zarina Isomiddin Qizi "Kindness and Pedagogical Tact in the Teacher's Courtesy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38746.pdf Paper URL: https://www.ijtsrd.com/home-science/extension-education/38746/kindness-and-pedagogical-tact-in-the-teachers-courtesy/azimova-nasiba-ergashovna
The book reviews So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. It summarizes the key points of the book, including how it combines Howard Gardner's theory of multiple intelligences with Carl Jung's four dimensions of personality and learning styles. The book shows teachers how to integrate these concepts into their classrooms to improve student learning through varied instructional techniques. It also profiles the authors and their experience in education and curriculum development.
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
This document contains four journal entries from a student in an information management course reflecting on assigned readings and videos. In the first entry, the student discusses articles about Wikipedia and realizes its relevance to library science as both a research tool and opportunity to teach information literacy skills. The second entry examines how technological growth will impact librarians' roles and the need to stay up-to-date on new technologies. The third entry analyzes the movie "Mona Lisa Smile" and draws connections to issues of censorship and disseminating information. The fourth entry expresses fears about building a library collection from scratch and emphasizes understanding patron needs.
1) The document discusses three strategies for implementing student-centric teaching: creating a culture of student-centered assessment and self-assessment, understanding by design and backwards planning, and flipped learning.
2) It provides examples of how each strategy has been applied by teachers, such as a teacher who uses online discussion forums and in-class feedback exchanges to develop student self-assessment skills.
3) The key aspects of student-centric teaching discussed are focusing on student learning over teacher teaching, helping students understand learning goals and assessments, and giving students more control over their own learning.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
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MY TEACHING PHILSOSOPHY AT THE ICT UNIVERSITYziraba Abdallah
The teacher believes in a student-centered approach where students are equal partners in the learning process. Their role is to ensure students have the necessary resources to answer their own questions.
They mix up their teaching methods based on the material, using different approaches like discussions, images, or putting authors in conversation. While providing variety, they also believe in concise lessons that leave students with concrete understanding rather than overstimulation.
As an online instructor, they facilitate rather than provide information. They create discussion questions and provide support while encouraging collaboration. Detailed assignments and samples provide guidance for students. They carefully read discussions and provide meta-analysis to analyze the group's work.
They chose academia to develop knowledge through
Courtney Jackson teaches literacy intervention to struggling middle school readers. She believes learning is interactive and compensatory, drawing from multiple sources simultaneously. Her classroom provides a literacy-rich environment with various reading areas. She uses best practices like modeling strategies and incorporating student choice to actively engage students in learning. Jackson aims to foster literacy in her students, colleagues, and community through events and communication with parents. Her goals are to continuously improve and motivate students as lifelong readers.
Thomas Horsley's teaching philosophy focuses on establishing personal relationships with students to promote learning and development. He incorporates students' interests into instruction and uses Socratic questioning and discussion to engage students. His goal is to inspire students and help them realize their potential through a caring approach and belief that all students can succeed with hard work. He emphasizes intrinsic motivation, responsibility, and scientific literacy to foster lifelong learning.
This document discusses the author's beliefs about education and teaching. It expresses that education broadens perspectives, cultivates thinking, and shapes worldviews. The best teachers approach challenges with creativity and flexibility, collaborate well, and are avid learners themselves. The most important role of a teacher is to create a safe and structured learning environment where students can think freely and ask questions without fear. Through experiential lessons and open discussion, students can personally grapple with material and construct meaning both individually and collaboratively. The author's student teaching experience reinforced the importance of planning, collaboration, assessing and adjusting lessons based on each class. The potential for literature and writing skills to develop critical thinking and global citizenship is what draws the author to
Alexander Morrison outlines his philosophy of teaching social studies. He believes the key is to inspire students through a combination of engaging content and opportunities to develop critical thinking and communication skills. He proposes a virtuous cycle where interesting lessons motivate students to actively engage the material, leading to improved understanding and skills, which further boosts their motivation to learn. The first step is presenting dynamic lessons with top-notch content. The next step is giving students meaningful ways to engage with the content through questions, essays, and presentations to develop skills. The final step is providing feedback that values student work and challenges their thinking to build skills and motivation. His goal is to combine knowledge of students and subject matter to craft lessons students can connect with and feedback they
Tepi 331: Reflection 4: Theories Of LearningAli Roberts
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The author's teaching philosophy aligns with constructivism, where students construct knowledge through personal experiences and previous learning. As an educator, the author aims to encourage discovery, give opportunities for student discussion, and present age-appropriate information. They also believe in continually building upon prior learning through a spiral curriculum, modifying teaching based on student responses, and promoting thinking skills, relationships, creativity and problem solving. The author views technology as a tool to enhance instruction and expose students to real-world skills.
This document discusses the author's educational philosophy and teaching practices. The author aims to make course material relevant to students' lives and careers. Their philosophy was influenced by being placed in a "lower potential" class in secondary school due to a lack of perceived relevance. As a teacher, they implement active learning strategies like using media clips and discussions to connect topics to students' experiences. They also share personal stories, encourage questions, and make themselves accessible. The author was further influenced by Roger Schank's "learning by doing" methodology, which emphasizes establishing relevance through hands-on assessments and activities drawing on students' lives. Their goal is to facilitate lifelong learning through relevance and passion.
Siddiqui's philosophy of teaching is based on feminist pedagogy and creating a community of learners. She sees her role as a facilitator who introduces concepts and leads discussions, while expecting students to participate actively. Clear guidelines and high expectations are provided upfront. Equally important is establishing a safe environment where students feel comfortable sharing ideas through respect and appreciation for diverse viewpoints. Experiential learning is also key to linking theory with practice through projects that prepare students for citizenship. Flexibility and engaging multiple learning styles are fundamental to adapting instruction based on each group of students.
The document outlines the author's teaching beliefs and philosophy. The author believes that teachers are guardians of learning and student well-being rather than knowledge. Their primary goal is to ensure students' emotional, mental and physical safety so they can fully explore, question and connect with the world. The author aims to create a supportive classroom environment through routine, addressing conflicts with understanding, and encouraging project-based learning tied to student interests. They also value collaboration and continuous self-reflection to improve practice.
The document outlines the philosophy of teaching of providing students with autonomy and encouraging participation. It emphasizes creating a safe space where students can freely share ideas and contribute to discussions. The goal is for students to enjoy collaborating with each other and being challenged by course materials. Key aspects include allowing students to relate subjects to their own experiences, inspiring independent learning through additional resources, and using active learning strategies to encourage preparation and participation.
Teaching is a reciprocal process that involves gathering information, developing learning strategies, presenting material relevant to students, receiving feedback, and improving methods. The best teachers critically examine their own strategies and actively seek to improve through new technologies and activities. Teaching also allows the instructor to develop their skills while imparting knowledge to a diverse group of students. Assessment can occur informally through focusing on students' nonverbal cues to gauge understanding and using note cards to identify areas of confusion to address. The goal is to help students understand how backgrounds shape perspectives and appreciate diversity for its ability to provide a holistic understanding of the world.
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
This document outlines a classroom management plan for a 9th grade biology teacher. It begins with an introduction describing the teacher's philosophy of focusing on building relationships with students and making them feel valued. It then details the classroom setup, which includes rows of desks to facilitate lectures but also movable desks to allow for group work. Classroom rules and procedures are established democratically with student input. The plan emphasizes formative assessment, differentiation, and intrinsic motivation to engage students in learning. Negative consequences are a last resort, and the overall goal is for students to take responsibility for their actions.
Dr. Anitra Shelton-Quinn sees teaching as an opportunity to share knowledge and help shape the field of psychology. She views each student as an individual and aims to prepare them to achieve their goals through education. She believes the teaching process has two parts: motivating students to embrace learning and building their knowledge, skills, and critical thinking. Dr. Shelton-Quinn advocates for an interactive teaching style that engages students in thought-provoking dialogue and applies activities to cultivate skills for real-life settings. She also thinks setting high expectations empowers students to meet their potential and be successful in their field and life.
A Statement on My Philosophy of Teachingelegantbrain
This document outlines the teaching philosophy of an instructor. Some key principles that guide their teaching include: valuing individual learning styles by incorporating different assessment types; believing all students have equal potential to learn regardless of background; seeing their role as not just teaching content but providing skills to succeed; integrating technology and research into their teaching; emphasizing discipline and integrity; and hoping students develop ethics, humility, altruism, and a commitment to lifelong learning and critical thinking.
The educator believes that all students are capable of learning and that each student learns differently. Their role is to provide motivation and direction to help students reach their potential by cultivating each student's uniqueness. They aim to create a safe environment that supports risk-taking and sharing of ideas to foster student growth.
They believe students should be actively involved in shaping their education through hands-on learning and discovery. This creates ownership over learning and leads to longer retention of knowledge. Meaningful, relevant content that connects to students' lives also fosters intrinsic motivation and passion for learning.
Good communication between students and teachers, and a respect for diverse perspectives, is essential. Respect develops when each voice is heard and rules are
Richard Ward outlines his teaching philosophy of rhetoric and composition. He focuses on analyzing rhetorical situations and documents through textual and contextual analysis. He assigns essays analyzing historical documents and their rhetorical appeals and effectiveness at inspiring change. Ward fosters critical thinking through class discussions, activities, and multimodal projects. Students complete a final collaborative multimodal assignment on a civic issue to reinforce rhetorical skills and expression across technology. Ward's goal is for students to leave confident in their writing, argumentation, and civic engagement abilities to productively participate in society.
The document summarizes the author's teaching philosophy which focuses on three primary themes: creating a safe and inclusive learning environment, considering students' developmental levels, and blending theoretical knowledge with applied skills practice. Specifically, the author emphasizes making students feel comfortable sharing ideas without judgment, adjusting teaching methods to match students' experience levels, and pairing lectures with practical exercises. The goal is to graduate competent scholar-practitioners who are personally transformed by their training.
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11.why i teach an essay written by a lecture from a developing country
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 9, 2011
From the editor:
Here I introduce you to an article written by Afshan Saleem, who has been involved in Business English
teaching, communication skills training, development of effective Presentation skills training and writing
for business English teaching for the last 5 years. As a lecturer of Management Sciences at Bahria
University, Karachi Campus, Afshan has consistently been working on developing students and preparing
them for the competitive job market by grooming them professionally on writing and presentation skills.
Ms. Saleem is also the founder and Chairperson of The Bahria Society for Professional Communication
(BSPC). She has planned and conducted 3 mega events sponsored by major multinationals in Pakistan to
bring the institution and industry closer, while improving the presentation skills of her students to deliver
speeches on varied topics. Her sharing here is very valuable for us to understand the motivation and
teaching style of academician from developing countries.
Why I teach? – An essay written by a lecturer from a
developing country
Afshan Saleem (Corresponding author)
Senior Lecturer, Bahria University, Karachi Campus
13, National Stadium Road, Karachi 74800
Pakistan
Tel: 92 21 21-99240002-6 E-mail: afshan.saleem@bimcs.edu.pk
Abstract
If genuinely self-motivated, lifelong learning is to take place, if students are to develop understandings and
analyses of power, justice, equality, identity, and freedom that enable them to grow as critically informed
and active citizens of their communities and the world, the choice about whether to accept the invitation
must always remain theirs. As a teacher, it is my calling, my continuing adventure, to make that invitation
as compelling, engaging, and persuasive as possible. There have been few moments in my professional life
capable of approximating the fulfillment of having students respond to that invitation to relationship with a
yes. This yes, for me, comes as close to a visit from inspiration as it gets.
Keywords: Teaching in a challenging environment, Changing scenarios, diversity of students
Why I teach
Why do I teach? Teaching is my chosen calling. A calling I strive to undertake with devotion and manner
that connects with rather than builds walls between other disciplines, and modes of
inquiry. I prefer to design my teaching strategy to stretch students in many ways—imaginative and
theoretical, empirical and normative, comparative and focused—and an important measure of a student’s
success is his or her capacity, at the semester’s end, to critically engage the course topic from a variety of
perspectives and traditions. In addition to assessing a student’s factual grasp of material. I use
presentations, varied essay topics, and projects that are open ended with no single “correct” answer. I am
more interested in developing a student’s capacity to argue cogently, persuasively, and synthetically than in
the particular content of his or her conclusions. imagination, and from my position as a teacher, I see no end
to improvement, no arrival, no completion: I want to be a teacher who, even after decades in the classroom,
can leave each session asking how the next might be better, how to better engage and inspire unique set of
students.
6|Page
www.iiste.org
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 9, 2011
I bring three clear objectives to the classroom, each of them rooted in my conception of teaching as an
invitation to building an effective teacher-student relationship.
First, I encourage students into building a solid relationship and understanding with the specific course
material. As a teacher of effective communication and presentation skills, I see my task as creating spaces
for students to encounter—at both a normative and empirical level—fundamental questions of power,
identity, equality, and freedom, and to do so in a classroom environment. Inviting my students into building
a relationship with the course material also means encouraging active and participatory learning, and
whenever appropriate I bring students into direct engagement with primary sources before turning to the
various mediations of primary public speaking and presentation skills. Similarly I provide extensive
feedback to my students on this and other written work they deliver. Secondly, I invite students into
building a rapport with each other. Early in the semester, I learn each of my students’ names and something
of their backgrounds, and I model and explicitly lay out guidelines that make passionate yet respectful
exchanges of ideas possible. To the extent allowed by class size and subject matter, I seek out physical
arrangements that place me in a circle with my students rather than as one set apart behind a podium. This
attitude of accessible partnership extends beyond the classroom to my office hours, my willingness to read
drafts and suggest revisions, my midterm and final review sessions, my availability by e-mail and phone,
and the midterm and final evaluations of my teaching which allow me to adapt to the differing needs of
each new group of students. I take seriously my responsibility to guide discussion and to explicate new or
difficult material, but I do so in a manner that encourages rather than suffocates thoughtful dissent and
lively questioning. For example, I often passionately engage a particular point of view and then turn with a
sense of humor to critique my own exposition. To nurture a sense of ownership and involvement, I
typically assign two students to start each class period with a series of provocative and thoughtful questions
about the material. In addition, I require students to post their reading reaction assignments to a class
list-serve, and in class I often reference these postings by name and encourage others to do the same. I find
great joy in watching a classroom of strangers grow into an intellectual community of interlocutors over the
course of the semester. Third, I invite students into relationship with the larger world around them. I am
always conscious of the ways in which the walls of the classroom threaten to hem in a stale air of unreality,
and whenever possible I spur students to develop, extend, and test their insights in the broader world. When
teaching grammar, I seek to relate big questions and themes to pressing issues and current events. I
encourage students to extend analyses to countries in which they might have a specific interest. The
culminating project of my Dirty and Dangerous Work seminar is an oral history in which students observe
and interview workers involved in dirty or dangerous work and then relate their findings back to the major
themes developed in the course. As I continue to learn and grow as a teacher, I view experiential and
service learning as extremely promising areas for further exploration.
It is no accident that the word invitation figures prominently in my teaching statement. Ultimately, I believe
teaching can be no more or less than an invitation to relationship building.
If genuinely self-motivated, lifelong learning is to take place, if students are to develop understandings
and analyses of power, justice, equality, identity, and freedom that enable them to grow as critically
informed and active citizens of their communities and the world, the choice about whether to accept the
invitation must always remain theirs. As a teacher, it is my calling, my continuing adventure, to make that
invitation as compelling, engaging, and persuasive as possible. There have been few moments in my
professional life capable of approximating the fulfillment of having students respond to that invitation to
relationship with a yes. This yes, for me, comes as close to a visit from inspiration as it gets.
As a teacher I strive to engage, challenge, and inspire growth in my students. It is my belief that every
student is capable of tasting the passion that I feel for communication by becoming collaborators in the
exploration of this domain in theory, research, and practice. To engage my students in the study of
communication skills, I begin by crafting stories that draw them into the thick of the learning experience.
7|Page
www.iiste.org
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 9, 2011
I believe that it is my job, in part, to share experiences with my students. I prefer to teach through
demonstrations: by conducting mini-projects and analyzing the projects in the classroom, by participating
in small group presentations and role-plays , by observing and chronicling behaviors from “the real world,”
and by discussing clinical case studies . I aim to immerse my students in the topics that I believe are
shaping today’s’ world. I believe that communication is a universal language of expression. It is best
learned by immersion -immersion in the context that led the researcher or teacher to ask his/ her question
about developing such skills.
To challenge and be challenged by my students is my second goal. I begin with the belief that every student
possesses unique capabilities that can be shared with others if given the appropriate supports. I challenge
my students to share opinions with and to mentor one another. I encourage brainstorming sessions, group
projects, and group presentations. It is my hope that students leave my classroom knowing what it means to
be a collaborator. I also expect to be challenged by my students—an expectation I hope to communicate to
the class early on. I encourage my students to ask questions, and I am straightforward about not having all
of the answers. When I get “stuck” I seek the participation of my student’s, my books, and the endless array
of resources that can be found on the Internet. When I next return to the classroom, I share not only the
answer that I’ve found, but also the process I went through to discover it. Above all else, I challenge my
students to understand that I am open to their thoughts, eager to hear their opinions, and thrilled to learn
with and through them.
Finally, I attempt to inspire growth in my students by giving them tools to take into other disciplines and
into other domains of their life. Among these tools are a sense of curiosity, open-mindedness, and a thirst
for knowledge. I would like my students to observe and begin to question the purpose and meaning of
human thought, behavior, and emotions. After becoming skilled observers, I would like my students to use
their tools to ask a few good questions, to creatively design a way of answering these questions, and to
openly share their new knowledge with others. One of the beauties of effective communication is its ability
to translate across many disciplines and across many areas of life. Although my passion is for presentation
skills as well, in particular, one of the greatest goals I have is to teach my students to become motivated,
insightful, and enthusiastic thinkers.
TEACHING SKILLS
It is with great excitement that I look ahead to being a professor, given the experiences that I have had with
teaching over the past many years. I have been fortunate enough to be a teaching fellow in a number of
courses beginning when I was an undergraduate at Stanford, and continuing during my time at Bahria
University. In each of these courses, the professor offered me a great deal of autonomy to give a guest lec-
ture and/or lead sections in addition to holding office hours, constructing exams, and grading papers. I am
also the Chairperson of the Bahria Society for Professional Communication (BSPC) and have had the
opportunity drive a number of key events bringing the industry closer to the institution.
MENTORING GOALS AND EXPERIENCE
My desire to engage, challenge, and inspire growth in my students is not limited to the classroom. Over the
time that I have been at Bahria University I continue to work with a large student group as a research
mentor and closely advise my students on their communication and presentation projects.
Finally, it is critical to note that classes and workshops that feature pedagogical issues are a priority to me,
and I hope to continue taking courses similar to those I have at Bahria University in the future. I hold
myself to the same standards that I hold my students. That is, I strive to become a skilled thinker and
learner, and I believe that this process is life-long.
8|Page
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The IISTE, a U.S. publisher, is currently hosting the academic journals listed below. The peer review process of the following journals
usually takes LESS THAN 14 business days and IISTE usually publishes a qualified article within 30 days. Authors should
send their full paper to the following email address. More information can be found in the IISTE website : www.iiste.org
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