Teaching Philosophy

Md Iqbal Hossain

Learning is a transformative process that encompasses changes in beliefs, emotions, senses, values, and willpower. As an educator, I find immense pleasure in the pursuit of knowledge because it allows me to challenge my own preconceptions. Teaching, for me, is a profound avenue for personal growth. Before stepping into the classroom, I immerse myself in the subject matter, delving deep into its intricacies. This enables me to provide relevant examples and models that facilitate my students' understanding, making the learning experience enjoyable and effortless. Education, in its true essence, is a symbiotic relationship between the learner and the learned, and there is nothing more rewarding to me than nurturing young minds.

My teaching approaches are based on student centered rather than traditional lecture system. The conventional lecture method, which lacked interaction between students and mentors, was more appealing in the pre-internet era. In contrast, problem or model-based learning ensures high frequency interaction among students and educators. Nevertheless, chalk is still a very powerful tool for learning. In my teaching methodology, I aim to start each class with a guided lecture to give a heads up. I deliberately want to communicate the beauty of chemistry with my students. Problem or model-based learning not only sparks curiosity but also cultivates collaborative skills. Through activities like data collection, literature research, and critical analysis, students develop the ability to make informed judgments based on evidence, thereby honing their thought processes. At the culmination of each class or project, they are encouraged to showcase their work through reports or presentations, fostering the enhancement of their writing abilities and presentation skills.

For undergraduate chemistry students, my objectives are to familiarize them with all/ most of key concepts and demonstrate their practical applications, aiming to foster critical thinking. Model or Problem based learning helps them develop a variety of problem-solving strategies. I strive to instill critical thinking skills and a genuine curiosity about chemistry. By dispelling chemistry anxiety and addressing gaps in their prior knowledge, my aim is to mold them into knowledgeable and confident adults.

Within the classroom setting, my role transcends that of a lecturer to that of a facilitator. Recognizing that chemistry is fundamentally problem-based, I guide students in applying chemical concepts to solve real-world problems. I promote group discussions and internet searches to gather relevant information, enabling students to independently articulate and justify their understanding. This approach fosters insightfulness and empowers me to make real-time decisions about introducing new information. These activities are crafted to highlight the forefront of the field and encourage students to contemplate the next generation of solutions.

In the laboratory, I emphasize a comprehensive understanding of the chemical principles underlying experiments. I discourage students from perceiving instruments as "black boxes" that simply produce results. Instead, my goal is to transform them into problem solvers who acquire lifelong learning skills. I aspire to elevate my students' skills to a level where they not only earn their "black belt" in chemistry but also exceed their own expectations in terms of personal and scientific development.

Creating a positive learning environment is pivotal in my teaching philosophy. I prioritize the establishment of a relaxed atmosphere in the classroom, ensuring that even the most introverted student feels comfortable asking questions. I firmly believe that curiosity is a powerful driving force that provides encouragement and inspiration during challenging moments. Instead of rote memorization, I encourage students to question and comprehend concepts. Both in the laboratory and during coursework, I organize the class into groups, fostering teamwork and collaborative problem-solving to boost confidence and equip students with the necessary skills to tackle challenges effectively. However, such endeavors can only succeed with proper guidance and a positive environment. Therefore, it is my role to mentor them intensively and guide them towards specific goals within the classroom. Ultimately, my overarching goal is for each student to possess the skills required to assume leadership role in any field of inquiry that relies on the fundamental ability to create molecules, thereby shaping the trajectory of scientific progress for decades to come.

Multimodality plays a significant role in my teaching approach. Recognizing that individuals have diverse learning preferences and strengths; I make a concerted effort to incorporate multiple modes of communication and representation. By combining visual aids, interactive technology, hands-on activities, and verbal explanations, I create a dynamic and immersive learning environment that caters to various learning styles. Multimodality not only enhances comprehension but also nurtures creativity, critical thinking, and effective communication skills. Embracing a multimodal approach enables me to with a broader spectrum of students, ensuring that each learner has the opportunity to excel and thrive in the classroom.

Diversity, equity, and creating an inclusive learning environment are paramount in my teaching philosophy. I recognize and value the unique backgrounds, experiences, and perspectives that each student brings to the classroom. It is essential to foster a safe and respectful space where all students feel acknowledged listened to, and valued is crucial. Actively integrating diverse perspectives, cultural references, and inclusive teaching practices in my curriculum to promote understanding, empathy, and a commitment to social justice. By encouraging open dialogue, embracing differences, and challenging biases, I strive to create an environment that celebrates diversity and promotes equity. It is my responsibility as an educator to ensure that every student has equal opportunities to succeed, and I am committed to addressing any barriers or inequalities that may impede their learning journey. Together, we can build a learning community that embraces the richness of diversity and prepares students to thrive in an interconnected and multicultural world.

Recognizing that scientific understanding goes beyond mere knowledge acquisition, I embrace the three dimensions of the Next Generation Science Standards (NGSS) - scientific and engineering practices, disciplinary core ideas, and crosscutting concepts. I believe in providing students with authentic opportunities to engage in scientific inquiry, where they can develop skills such as observation, data analysis, and problem-solving. By intertwining these practices with disciplinary core ideas, students gain a deeper understanding of the subject matter while simultaneously honing their critical thinking and inquiry skills. Additionally, I integrate crosscutting concepts, such as cause and effect, patterns, and systems thinking, to facilitate connections between different scientific disciplines and real-world applications. This holistic approach to teaching enables students to develop a comprehensive understanding of science, equipping them with the tools and mindset necessary to thrive in an ever-evolving world.

I strive to encourage and challenge my students to develop critical thinking, problem-solving abilities, and a passion for extending their knowledge. In doing so, they will be well-prepared to connect their learning experiences with their broader life experiences and evolve as deep thinkers. My aim is to transform as many geese into swans as possible through the hormone of encouragement.