I got connected to teaching since when I was very young. My mother who is now retired, used to be a Persian literature teacher back in Iran. I think this was a very invaluable experience for me to see how teaching happens from behind the scenes. I could see the passion and efforts my mother put in her teaching and this caused me to always have a deep respect and appreciation for my teachers. I remember this mindset about teaching helped me be patient and observant of the different teaching methods I was exposed to.
I always chose to study hard and this made it very easy for me to make the most out of effective teaching styles. On the other hand, I tried to have a mental archive of teaching practices that were less effective, unfair, or sometimes inaccurate. I realized the latter usually when I had passed the class. I continued following teaching profiles more closely when I started my undergraduate studies in pure Chemistry. While finishing my degree I started preparing for the master’s degree entrance exam in Iran, which is comprehensive and includes English, physical, analytical, organic, and inorganic Chemistry questions. At this point, I had some teaching assistance experience and I could tell what teaching styles have been effective for me in my Chemistry studies.
As an undergraduate about to start his master’s degree, I could summarize my thinking about effective teaching styles. I became more interested in the course, worked harder, and did better in exams when the instructor: had a professional and caring attitude; was organized and well-prepared; designed assessments in line with what was taught; used different methods of presentation; provided real-world examples; and invested enough time on problem-solving skills.
In my own teaching philosophy, I have tried to stay loyal to what I believe are effective teaching practices. I believe a good Chemistry instructor should be familiar with learning theories and fundamental findings in Chemical Education Research that make teaching Chemistry more effective. One of the most famous theories of learning is Constructivism, which states that students integrate new knowledge into the pre-existing conceptions they have.1 Knowing this has helped me avoid the preconceived notion that students are “blank slates” and to take into account the vital role of their background knowledge and pre-conceptions.
I have tried to incorporate other useful findings of Chemical Education Research into my teaching. Learning becomes more efficient when information is delivered in chunks. I always try to break down main topics into easier-to-understand sub-topics. Students need to be reminded about the scale that the Chemistry is happening, because there are differences in how students perceive the molecular level. While explaining concepts, I try to remind students about the different scales. For example, when talking about melting of a crystalline solid at the macro level, I will also draw a crystal lattice and explain that melting happens when the kinetic energy of molecules outweighs their intermolecular attraction forces at the micro level.
My passion for teaching Chemistry comes from my fascination in learning it and sharing it with others. I believe Chemistry is not a set of exceptions that have to be memorized — it is rather a tree of knowledge whose fruits of understanding take a long time to grow. Through an effective teaching method, students from different backgrounds can learn and enjoy it.
As an instructor, I want to create an environment where ALL students, questions, and comments are welcome. I can help my students become self-regulated learners through the use of multiple modes of presentation of purposefully-selected course materials. In the classroom, I strive to provide an inclusive and interactive environment based on the findings in Chemistry Education Research and Universal Design.
In order to adapt to different learning styles of students from all backgrounds, I want to adopt a flexible teaching profile. Prior to lectures, suggested reading or viewing material will be posted to activate or supply background knowledge. In lectures, I will make sure to state the level that the Chemistry is happening (micro- or macro-scale) and use multiple modes of presentation such as molecular models or video demonstrations. Real-world examples that are close to the majors of students will be used (e.g. lactic acid fermentation for Redox Chemistry).
After the lectures, all course materials will be posted online to give constant accessibility to all students. To reinforce understanding, I will encourage my students to talk with me during office hours and maintain an online presence to help students who may be hesitant to ask questions in a traditional setting. If students find a particular topic difficult, I will also develop closed-captioned video tutorials.
I believe technology has shown to be an invaluable asset in teaching. As an instructor, my goal is to provide a professional and helpful online presence for my students. I will set up an online appointment system for students to book from flexible office hours. Video recordings will be made in high quality with closed-captioning. Using digital note-taking tools (e.g. iPad Pro), lectures will be screen-recorded while explaining the subject. Free and accessible resources like PhET Interactive Simulations will be used for authentic visual presentations.
My teaching philosophy is based on three foundations: (1) creating an inclusive and engaging environment based on Chemical Education Research findings, (2) utilizing various methods of presentation in teaching and assessing students, and (3) guiding students to be interested and self-regulated learners.
I perceive teaching as a dynamic process. I have found that students respond well when they see my enthusiasm and genuine care about their learning. They tend to appreciate and be motivated when they see that their instructor puts energy, time, and passion into preparation. I have learned this from my students — because “the true teacher is the learner.”
(coming soon)