Teaching Philosophy

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Teaching is my passion. I never felt more energized and exhilarated after a class that has gone well. As a business management and information communication technology teacher, I want the students to make connections in and across disciplines. Specifically, I want them to articulate clear and coherent business cases: to make connections between processes, people and institutions. This very same approach would enable students to understand the philosophical stand of various theoretical constructs. Further, understanding the connections across distinct entities would often enable the students to understand the forces of causes and effect and how it changes over time.

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It is important to understand sometimes the simplest teaching method can generate the very best results. I certainly believe my greatest asset as a researcher, teacher and learner is my ability to organize my clarity of thoughts. Although I use a wide range of sources to address distinct theoretical concepts, I take pride in bringing in combinations of teaching methods in the tight organization of my lectures.

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Teaching both business management and lecturing for me, depend upon achieving a better balance in teaching content and teaching skills. The two, of course, are interrelated. It is also equally important while we are achieving a better balance to focus on classifying, organizing and analyzing information leads to constructive conclusions. I attempt to model this approach in my lecture and induce them to do this in involved discussions.

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I especially work with the students on cultivating the classifying, organizing, analyzing and concluding approach in their writing. Precise writing is priceless but difficult. It requires clarity of thoughts, rewriting and rewriting. As a lecture, I view teaching involves a reciprocal and tolerant relationship between the teachers and the student at various levels. In this context, it is also vital that as good as the teachers have their candid duty to the students and the students also have certain duties towards their teachers, the reciprocity.

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I certainly believe as a teacher that it is my sole responsibility to provide a wide range of students with

• A constructive but interactive learning environment

• Accumulate, build and consistently improve the existing knowledge to the next level, in turn, which will help the students be successful in their careers.

• Provide quality, required materials to enable them to apply the knowledge and the industry best practices when required.

• Mentor the student to be motivated in their current role and confidently face the challenges that encircle them not only in their professional career but also in their personal life.

 

As stated, I visualize the students have certain duties to me, to their contemporaries, and ultimately to themselves. This landscape of view is critical to harvest distinct beneficial outcomes for the students in the learning environments. Hence, I believe that it is the student sole responsibility to be supportive of the teachers and their fellow students by being:

• Prepared to accept a distinct point of view and show a tolerant attitude.

• Proactively prepare for the class

• Willing to work hard to complete necessary course activities

• Develop a positive attitude towards meeting critical deadlines

• Willing to share success stories and work experiences into the class to actively facilitate student discussion and enrich them

• Exhibit positive attitudes towards legit learning and willing to apply knowledge to resolve business and other problems of their personal lives

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Every educational institution must ensure the reciprocal nature prevails between students and the teachers to generate objective, necessary and timely targeted learning outcomes. I certainly believe the student cannot be viewed as customers or clients in any educational atmosphere because it implies that the reciprocity bit comes from the students due to the exchange relationship is virtually ignored. Or in other words, the customer view of students technically nullifies the student's duties to their teachers, to the fellow student and to themselves to generate the optimum beneficial outcomes.

 

I teach four different courses that span across three distinct areas of management science, I would welcome a more detailed discussion of how my teaching philosophies and ideologies relate to what and how I carry out lecturing in each course. 

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