I agree with Michael, in my experience the best teaching is the one which is *not necessary* but completely and utterly based on voluntary participation. In other words where 'students' come because they are interested as opposed to having something as an obligatory part of their degree. This context I think has absolutely no competition when it comes to experience satisfaction both from me as a mentor and for the student as a learner.
I liked the 'authority figure' teaching style when I was a student. Other teaching styles such as 'student-centtric', 'delegator' and 'facilitaror' did not work best for me.
My satisfaction is when I feel that students have well understood the lectures and when there is interactivity with students talks.
I agree with Ka-Chun and Ahmed.
I always look for instant feedbak teaching. And I feel satisfied when I notice that students have well understood the lectures.
So, in order to do so, I see every lecture as a dialogue with students.
Yes, I also agree with Ka-Chun and Ahmed. And I have learned to 'read' in the eyes of the students. Also they say with words they have understood, but the eyes cry 'no, I haven't understand' I have to explane in another way.
In the basic mathematical optimization class that I teach, I have a "master class" - the name borrowed from the arts, of course. For these classes students enroll freely, as the material is not among the "necessary" ones in order to pass the exam. Rather, it is an advancement of some of the theory presented for everyone. After each such 2-hour session, which are limited to 5-10 students, the students have a theoretical home-work assignment, to be presented at the beginning of the next session by a randomly picked student. We have four such sessions during the 8-week quarter. The payoff for the students is that those that pass this master class will get bonus points on the first written exam towards a higher grade. It is not only fun to discuss the more detailed and deeper aspects with the few who are willing to, but it is also a way to identify gifted students for possible future PhD studentships. And it's sheer fun!
I agree with Michael, in my experience the best teaching is the one which is *not necessary* but completely and utterly based on voluntary participation. In other words where 'students' come because they are interested as opposed to having something as an obligatory part of their degree. This context I think has absolutely no competition when it comes to experience satisfaction both from me as a mentor and for the student as a learner.
Dear Jawad could you elaborate more on constructive alignment method?
Theory with hands on experience, doing community projects; education related to real life situations, while simulating real life situations to make learning happen. Use of Avatars, second life is also helpful for creating complex life like situations and learners have to critically evaluate the situations and solve the problems; where no clear cut solution is possible.
Teaching requires professional knowledge, creativity, and artistry. It should be context sensitive and should consider learners' desires , motivation and potentials for self discovery. The kind of teaching I prefer is the one that energizes the learners so that they respond to the learning opportunities.Collaboratively, the teacher and learner should rely on reflective and critical thought processes in order to attain the intended outcomes.
Practically using instruments to demonstrate the theoritical concepts. Training the students with problems that exist in the field. Making the students skilled to be capable of solving problems.
My favorite mode of teaching is all the time in interactive mode, may it be chalk & board or slide presentation .
The objective of a teacher is to make students aware of the fact they did not know ever.
Teaching that imbibes student psychology or psychology of teaching
Helping students learn through a guided discovery process in which they are actively engaged instead of lecturing.
Hossein Mohammadi -
I think that the appropriate teaching method should be student-centered and project-based.
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