During graduate school, I was an instructor and teaching assistant for undergraduate chemistry courses, encompassing lectures and laboratory classes. This role allowed me to refine my teaching perspectives and techniques, recognizing that teaching's effectiveness hinges on the initial impressions formed by students regarding the instructor, classroom, and course material. Those initial moments in school can evoke various emotions, including fear, frustration, awe, or amazement. I firmly believe that incorporating accessible and direct ice-breaking activities is imperative to cultivate a comfortable learning environment for students, fostering a sense of ease in their interactions with the lecturer and their peers.
As a chemistry lecturer, I am driven by enhancing students' conceptual understanding and critical thinking skills. To achieve this, I employ active learning strategies during class sessions, such as utilizing clicker questions and facilitating subgroup discussions. Additionally, I emphasize the importance of involving students in shaping their learning experiences. Encouraging them to provide feedback and suggest problem examples within a supportive framework enables their active participation in shaping the course structure. For instance, students can propose topics of interest, request further clarification on specific principles, or seek additional guidance through workshops to improve their quantitative analysis skills.
Drawing from my experience, I acknowledge that students often have apprehensions when confronted with unfamiliar laboratory equipment like glass pipets and graduated burettes. To address this, I advocate for providing pre-lab procedures and instructional tutorial videos supported by the department. These resources, covering essential tasks such as measuring and reporting liquid volumes using a burette or conducting acid-base titrations with indicators, bolster students' confidence and competence, enabling them to navigate experimental procedures effortlessly. Furthermore, students can record their expectations and compare their observations to the tutorials, further reinforcing their understanding.
My teaching approach fosters a supportive learning environment where students feel encouraged and empowered. Simultaneously, I actively seek feedback from students to continually refine and adapt my instructional methods. For instance, I routinely administer monthly feedback surveys on the course's learning support platform (e.g., Brightspace or Blackboard) and engage in regular discussions with any learning assistants during our weekly meetings after recitation sessions.
I am committed to delivering course material with clarity and enthusiasm, aiming to inspire and motivate students in their educational journey. These qualities have been instilled in me through my experiences as a student, learning from teachers who have profoundly impacted my academic career.
University of Maine:
University of Sharjah:
Jordan Academy for Maritime Studies
Jordan University of Science and Technology:
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