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Teaching Philosophy

A teacher's primary objective is to ensure that the student understands the information presented. Accordingly, multiple objectives are aimed at accomplishing the main goal, including developing critical thinking, promoting practicality and creativity, and promoting lifelong learning. In this context, different teaching methods and techniques may be used collaboratively, such as lectures, discussions, group work, and/or project-based learning. Furthermore, the method of assessing and evaluating student learning can also vary in order to stimulate the learning process, including the use of formative and summative assessments, feedback, and grading. Among the most effective approaches to learning, I believe blended learning is one of the most effective. As a result of the advantages and ability to overcome obstacles provided by this method of learning, it is a motivating technique towards a flexible and convenient learning style for students.

        I believe that students learn best through mutual exchange of information, critical analysis of one another's work, and the sharing of their personal experiences of learning. Therefore, the role of the teacher extends beyond explaining the content to facilitate the learning process by guiding students in sharing and reflecting on their performance. As a result of these responsibilities, the teacher will ensure that a supportive and inclusive learning environment is created. It is important, however, that the learning environment is sufficiently maintained prior to the learning process so that students are motivated to attend classes. A teacher can achieve this by maintaining a continuous level of diligence in regard to multiple personality factors, such as attitude, communication, as well as dress. These factors will assist in creating a friendly, safe, fun, and comfortable classroom environment.

        Ultimately, I hope to motivate my students to become inquisitive, self assured, and eager to learn throughout their lives. Through motivating my students to continue learning throughout their lives, I am able to make a positive contribution to society.

Courses & Roles

This section provides a structured overview of my instructional history across various educational levels. 

GENG 215: Introduction to Ethics and Design

Sep. 2020 -  May 2024

Level: Undergraduate (College of Engineering)
Institution: United Arab Emirates University (UAEU)

Key Responsibilities: Managed the instructional support and academic assessment for up to nine sections, demonstrating a high capacity for large-scale course coordination. My role focused on the rigorous grading of homework and design projects, supplemented by targeted feedback sessions that helped students bridge the gap between ethical theory and engineering practice. Additionally, I delivered key portions of the course material, ensuring students mastered the systematic design process while adhering to professional and moral standards.

The Learning Support Centre (LSC)

Jan.2015 - Jul. 2015

Level: Undergraduate (College of University Requirements)
Institution: Abu Dhabi University (ADU)

Key Responsibilities: Served as a dedicated mentor within the Learning Support Centre, providing specialized academic guidance to a diverse student body. My responsibilities included delivering targeted instruction for General University Requirements (GUR) and core Architectural courses, focusing on simplifying complex theoretical concepts and improving technical design skills. By facilitating personalized learning sessions, I helped students overcome academic challenges, improve their GPA, and develop the independent study habits necessary for success in rigorous professional programs.

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