I have always considered teaching an essential part of
my academic life, and have devoted much thought and energy to it. My
aim as a teacher is not only to teach students to work easily with
mathematical concepts, but also to do it in an effective way, making
the learning process interesting and enjoyable, as mathematics itself
is.
I have a rather extensive experience in
teaching large and small courses at different levels, working with
students of different temperaments and mathematical abilities. I always
take into account the unique "chemistry" of my students. I use student
"reactions" to understand their level, needs and concerns. Some
students are more active and motivated - they are independent and do
not hesitate, for instance, to state their questions in class. Other
students are shy and can do well only with strong support and
encouragement. Students with weak capacities often need intensive
individual help and monitoring.
I try to discourage "memorizing." It is
unfortunate that many students do not realize that understanding the
basic definitions and concepts of a subject makes route memorization
unnecessary.
I encourage students to ask questions. As a
part of this encouragement I promote active learning in my classes. My
favorite trick is to ask the students to vote against or in favor of
different options related to a difficult problem. This forces a student
to wake up and create his/her own opinion related to the problem. Even
if a student is wrong, after a correct explanation is understood, in my
opinion, a better and deeper understanding will be achieved.
I always try to create an atmosphere in class
that makes students feel comfortable, and is conducive to doing math.
Sometimes a joke is appropriate. "Eye contact" is absolutely essential
for students' attention.
My work with students is not
finished with the bell, and goes beyond the "lecture time." Web sites
with outlines for course material and grading procedures are maintained
for all my classes. From such a web site students can obtain up-to-date
information on the course, such as notes for upcoming tests, test
samples, etc. Some students face problems with understanding material
in class. Based on individual cases I use different approaches to help
these students. Some students prefer to ask questions in one-to-one
situations, such as personal consultations in office hours or discuss
their problems immediately after the lecture. Others prefer to get in
touch by e-mails or by phone. In any case, I always find time for my
students.
I intend to be a good and fair teacher.
I try to achieve this by well-prepared assignments and tests, as well
as a good deal of feedback and personal interaction with my students
and teaching assistants. I do my best to make the examinations rest on
the course requirements and on the average level of the class. The
tests always reflect what was taught in the course. Regular quizzes and
home works help me to find gaps in the students' understanding. Graded
assignments are always returned very promptly. When I see that the
students do not follow me, I repeat the same argument/concept in
another, perhaps simpler way. I strongly encourage attendance at my
lectures to make learning more efficient and less time-consuming for
the students. I always learn from my students through their questions,
observations and challenges, just as they learn from me through my
lectures and assignments.
Although most of my teaching skills are
a result of teaching experience, as well as numerous conversations with
master teachers, I do have some pedagogical background. I have
completed a course in pedagogy for future university teachers called
"Becoming a University Teacher" given by the Chalmers Centre for
Educational Development from 21 February - 29 March 2000,
which consisted of five full days of face to face workshops and two
half days of microteaching. Also, at Novosibirsk State University, I
completed a course in psychology, which helps me avoid conflict
situations with my students.
By working in Iceland, Russia, Sweden and the US
I acquired broad international teaching experience. It gave me a good
opportunity to compare and analyze aspects from different educational
systems, as well as to interact with the students having different
mentalities and cultural background.
I close by saying that I enjoy teaching, and I
receive positive teaching evaluations from my students.
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