Author: Dr. Muhammad Tahir
Motivation to Teach:
My method of inspiration falls under the general class of addressing enlarged with a scope of strategies explicitly chosen for each subject instructed. A choice dependent on cautious perception and examination of various educators changed by own educating experience. My own understanding, both as a student and as an instructor, recommends that students who are muddled about desires regularly get disappointed; in general oppose learning. I endeavor to explain, both in my prospectus state that I have exclusive standards for my students. I need them to ace the material with the goal that when they take tests, they are certain they will progress admirably. At the end of the day, I make certain the students realize that it will be important to pose inquiries and that I anticipate that they should do as such. In doing these things, I clarify that I anticipate that the students should invest a similar energy into being an understudy that I put into being a successful instructor.
Teaching Identity:
Now coming to my educational experience, I completed my Ph.D in information and communication engineering from school of electronics and information engineering, Changchun University of Science and Technology, China in 2019. During this period; I was part of the research center for adaptive signal processing and image processing. I completed MS in electrical engineering with specialization in wireless communication and networks from COMSATS University, Islamabad in 2013. I have done BS in telecommunication engineering from GC University, Faisalabad in 2008. During our collaboration with Dr. Jafri from Universita Ca’Foscari Venezia, we studied W. Ellison model to analyze characteristics of seawater communication. The main objective during my learning experience was to build up an image of specific ideas behind every study to achieve symbolism. Oversimplified clarifications frequently bring up a larger number of issues as compared to the talks that cautiously present complexity of most ideas. My strategy for scope of studies is to instruct by coordinating choice during the class. I mostly choose educating and disclosing the teaching material to the class through the board. Other adequate material, including the utilization of PC design and activity not only help in viability of talk, but also provide assistance in examining the two-dimensional and three-dimensional drawings. These tools are quite useful as they introduce three-dimensional modeling to the students and permit them to apply what they have learned. It gives me prompt input concerning how fruitful the introduction was. With this methodology, I also analyze ongoing choices concerning whether the class is prepared to proceed onward to new data.
Student’s Identity:
In order to make learning more interactive, I urge the students to exploit my available time by arranging the meetings. I regularly check the student’s and actively react to any remarks, questions, or recommendations in the following class meeting. While devoting time to these activities, I anticipate that the students should invest a similar energy into being a student that I put into being an educator. Since tests are a primary method of assessment, I explain their substance by disseminating study guides. I additionally suggest explicit issues from the reading material and give a duplicate of the earlier year’s test so that the degree of trouble of the test could be measured. I generally talk with graduates who state that they didn’t care for a specific course, since it was troublesome at some point, however; they understand the fundamentals of that course. In the event, that is the reaction to my courses. I consider teaching not just as a challenge and perceive that students don’t instantly receive the rewards or see the value of our endeavors. Clearness of educational goals is likewise significant due to which my students obviously know my objectives for their training. They have to comprehend our all collaborations. In every conversation, inside or outside class, I like to discuss the topics with the students they have not learned or contemplated previously. Refining of these approaches drives me to a standard of clearness and makes my talks and instructive objectives for students as clear as conceivable in light.
Pedagogical approach:
My courses, which are content-driven, I have had the extraordinary fortune to show characters of well known researchers. This is conversation based and opens to all majors, while engaging with each individual. I proceed with my accentuation on lucidity of desires, connection between this course and others. Since it is conversation based, characteristically depends on issues and interests distinguished by the students, and I make it understood to them. There is always one image that I found really motivating and still stuck in my mind that gives a lot of motivation for being a good and engaging teacher. The image that you see below is of Charles Shipley Cox, a professor emeritus at Scripps Institution of Oceanography at the University of California San Diego his students and teacher. That how being a good teacher impacts your society that they all were able to develop interest of students in choosing not only same field of research but also same teaching profession.