“We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.” - Peter Drucker
The above quote is something I believe and practice in. It is important to spark interest in whatever is being taught to motivate and encourage students to know more about a topic. This requires a combination of resources and dedicated self-learning. I believe classes are to assist in learning new concepts and enhancing prior knowledge. However, it is necessary that the students refer to multiple resources and then try to grasp and further increment their existing knowledge during their classes. It is with my personal experience that I understand that a habit of self-learning will help in continuing the path of life-long learning. And this is what I would also like to instill in my students.
Teaching in today’s world is all about facilitating learners with resources and the environment to enhance their knowledge. This kind of environment can be incorporated by using various tools and techniques like interactive discussions between the lecturer and the students, use of audio and visual tools, class discussions among students, and presentations by students. The tools and techniques need to be incorporated within the classes to make it a collaborative outcome for the students to learn.
I have a passion to make the most out of my classes and when I started teaching as a profession, I tried using various techniques for this. When I formally attended a workshop on problem-based learning in 2016 at FHR School of Business, it enlightened me with a professional structured format of teaching and increased my curiosity to learn about other teaching methodologies which included the blended learning method and the project-based learning method. I recognized my personal teaching methodology is mostly blended learning methods and included problem-based teaching methodology and project-based teaching methodology. For one of the courses, corporate social responsibility, I also used case-study methodology. I researched on this topic and also published an article on teaching methodologies (Article 2).
I believe that theory is important as a fundament concept, but it is also necessary for learners to know how to use what they learn in a real-life situation. I used real-life local and international examples that relate to the topic in discussion for students to have a deeper understanding of a concept. Cases related to day-to-day businesses were discussed as part of class exercises for students to relate to the underlying issues of a problem. Apart from that, class and home assignments were given to apply the theoretical concepts which are discussed in class to the respective assignments.
I believe in assisting and facilitating the right requirements for a course for the students to inexplicably realize their potential and harness the best out of their capability in learning. For this to succeed, it is very important to communicate with students in the classroom and outside of it. Outside the classroom, it is through official email that I keep the communication lines open and if required I give them appointments for one-on-one discussion and clarification sessions.