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Safeer hamza tahir I'm math professor at university
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I would describe my teaching style as coaching. Instead of offering answers to my students, I try to ask the right questions, and with the help of demonstration and group activities they should find the answers. In my opinion, the young generation lacks critical thinking and creativity. I try to help them develop these abilities, and that’s exactly why I prefer coaching to lecturing, the prevalent teaching style for this grade level. I just try to prepare my students better for the challenges they will face in the employment market.
I would describe it as highly adaptable. I do not really prefer one teaching method, or one way of interacting with the students in the classroom environment. Because in my opinion, each class is different, so is each lesson, and a good teacher should always adjust their teaching to their audience, the level of discipline in the class, the difficulty of the lesson, and so on. I simply prefer individual approach to teaching, and I alternate between being an authority, demonstrator, facilitator, and delegator. So far it has been working great, so I have no reason to doubt the effectiveness of my teaching style.
I would describe it as results driven. Since I typically work with students one on one, I always try to clearly define the goals with each one. Not what I want to achieve, but what they want to achieve, what they expect from our cooperation. Then, considering their current level of language skills, and what kind of personality they are, I come up with a clear plan for the entire year, including some milestones and tests, in order to evaluate our progress regularly. And just then do I choose my teaching methods, adjusting them to the plan and the ultimate goal we have with the student.
To be honest, I cannot really tell. I am just starting my teaching career, and haven’t had a chance yet to find my way, to understand what works best with the students at this grade level. I hope to learn something from my new colleagues, who have more experience from the classroom environment. Anyway, the basic principle I stick to is that we are in the classes for the children, and not the other way around. I won’t opt for a certain teaching style just because it is the most convenient one, such as plain lecturing…
I’ve been working as a manager for over a decade now. In my experience, nothing works better than empowering your people. You know, throw them into the water, give them responsibility, let them find the answers, let them fail so they can learn and grow on both personal and professional level. Maybe you can describe this management (or teaching) style as laissez-faire, and it has definitely been working great for me.
I always put emphasis on practice doing. As many hours as possible in the lab, as much on hands on experience as students can get. First of all, students prefer such form of learning–at least most of them do. And secondly, we are preparing them for the real challenges they will face in the workplace, once they graduate. Because in the lab they work in teams, have conflicts, face deadlines, have to handle problems, record their findings, sometimes they even have to multitask… Of course, we cannot avoid the theory altogether. But my teaching style consists in maximizing the hours students spend working on practical tasks.
To be honest, I do not support all these classifications of teaching styles and methodologies. It is a lot of theory, but it has little to do with the real environment of a classroom, where always different personalities meet, and one has to work with students of all levels of abilities. I simply try my best with each student–that’s the definition of my teaching style. It may mean one thing in one lesson and a completely different one in another. I may give a complete freedom to some students, but lead others with an iron fist. But I prefer not using some empty classifications that have nothing to do with the actual challenges we face in classes
I would describe it as highly adaptable. I do not really prefer one teaching method, or one way of interacting with the students in the classroom environment. Because in my opinion, each class is different, so is each lesson, and a good teacher should always adjust their teaching to their audience, the level of discipline in the class, the difficulty of the lesson, and so on. I simply prefer individual approach to teaching, and I alternate between being an authority, demonstrator, facilitator, and delegator. So far it has been working great, so I have no reason to doubt the effectiveness of my teaching style.
I would describe it as results driven. Since I typically work with students one on one, I always try to clearly define the goals with each one. Not what I want to achieve, but what they want to achieve, what they expect from our cooperation. Then, considering their current level of language skills, and what kind of personality they are, I come up with a clear plan for the entire year, including some milestones and tests, in order to evaluate our progress regularly. And just then do I choose my teaching methods, adjusting them to the plan and the ultimate goal we have with the student.
To be honest, I cannot really tell. I am just starting my teaching career, and haven’t had a chance yet to find my way, to understand what works best with the students at this grade level. I hope to learn something from my new colleagues, who have more experience from the classroom environment. Anyway, the basic principle I stick to is that we are in the classes for the children, and not the other way around. I won’t opt for a certain teaching style just because it is the most convenient one, such as plain lecturing…
I’ve been working as a manager for over a decade now. In my experience, nothing works better than empowering your people. You know, throw them into the water, give them responsibility, let them find the answers, let them fail so they can learn and grow on both personal and professional level. Maybe you can describe this management (or teaching) style as laissez-faire, and it has definitely been working great for me.
I always put emphasis on practice doing. As many hours as possible in the lab, as much on hands on experience as students can get. First of all, students prefer such form of learning–at least most of them do. And secondly, we are preparing them for the real challenges they will face in the workplace, once they graduate. Because in the lab they work in teams, have conflicts, face deadlines, have to handle problems, record their findings, sometimes they even have to multitask… Of course, we cannot avoid the theory altogether. But my teaching style consists in maximizing the hours students spend working on practical tasks.
To be honest, I do not support all these classifications of teaching styles and methodologies. It is a lot of theory, but it has little to do with the real environment of a classroom, where always different personalities meet, and one has to work with students of all levels of abilities. I simply try my best with each student–that’s the definition of my teaching style. It may mean one thing in one lesson and a completely different one in another. I may give a complete freedom to some students, but lead others with an iron fist. But I prefer not using some empty classifications that have nothing to do with the actual challenges we face in classes
Subjects
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Mathematics IGCSE-Masters/Postgraduate
Experience
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Lecturer (Jan, 2020–Present) at Govt Graduate College G.T.ROAD Jhelum
teach mathematics from Grade 11 to graduate Level.
Education
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PHD (Jan, 2019–Jun, 2023) from Institute of Space and technology islamabad
Fee details
Rs10,000–20,000/week (US$36–72.01/week)
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Jhelum, Punjab, Pakistan
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Can travel:
No
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- Last login: Oct 15
- Registered: Nov 16, 2023
- Total Teaching exp: 10.0 yrs.
- Teaches online: Yes
- Online Teaching exp: 5.0 yrs.
- Teaches at student's home: No
- Homework Help: Yes
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Gender: Male
- Works as: Individual teacher
- Speaks: English
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Fee:Rs10,000–20,000/week(USD 36.0–72.01/week)
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