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As a materials scientist and a huge

fan of physics, reasoning has been
one of the most important tools in
my way of teaching students to
understand the world around us. I
always encourage the students to
ask questions about occurrences
that take place around us and then
- M. Lutful Arefin
we collectively look for reasons
why they happen and examples for
he day I defended the ‘Doctor’
how they happen. This helps the
title, my Doktorvater
students to immediately
(German phrase for doctoral
understand the science without
advisor) told me, “your title would
“learning” it.
mean a lot of things to a lot of
people, but the most important
There are a few things in teaching
assertion it confers on you is this:
which are of utmost importance to
You can explain your concepts or
me; for example, keeping students
ideas to anybody from any field
at the center of learning,
without sounding complicated”. I
maintaining good relationships
was surprised; my presumption
with them, providing room for
about the meaning of the title was a independent thinking, modeling
measure of time and effort one has patience and a strong work ethic. I
spent towards achieving certain
encourage students to both
success and/or experience in a
critically analyse the ideas of
specific area of science. However,
experts in the field and develop
my Doktorvater gave me a notion,
their own ideas. I prefer to see what
which had nothing to do with my
knowledge or experience, but the
competence I had gained in
However, my Doktorvater
spreading them!
gave me a notion, which



I believe this is the most important
notion of teaching; the higher one
progresses in learning, the more
expectation they have placed upon
them to spread the knowledge.
Knowledge is at its best when
applied successfully to educate
others. The easiest way of doing it
for me was to look for reasons and
examples – two major building
blocks of my realisation and
elucidation. Most people tend to
understand things faster and retain
longer when they are exposed to
reasons and examples. I am a lifelong learner and an educator with
these two constant factors.

had nothing to do with my
knowledge or experience,
but the competence I had
gained in spreading them!

that students are learning the most
relevant things.
I value technology in my own work
and am a big fan of the paperless
office concept. I use multi-channel
blogs, social media, Black Board
Learn™, smart board, interactive
digital games (Kahoot) and other
digital communication tools at
their best to grasp the attention of
my students, keep them active and
evaluate their understanding in the
virtual-, flipped and/or real class. I
often met enthusiastic students
who came to me and asked: “how
did you do that animation in that
slide?” I know the millennial
generation speaks and breathes
technology. Therefore, I make the
best use of technology where
possible – be it teaching, assessing
or getting feedback from students
I adhere to the Kolb’s Learning
Cycle (Kolb, 1984) while planning
lessons for my students. I address
each kind of learner when
assessing their level of
understanding so that everyone
can be successful and learners who
wish for greater challenge can be
satisfied as well.

I strongly believe that my
experience with a wide range of
people with diverse backgrounds,
my students have comprehended
experiences and abilities has
themselves before responding to
taught me how to respond and/or
them. My lesson plans are
react to the class more positively
developed around a lot of group
and patiently. Learning should be
work - tutorials, concept maps,
enjoyable, and we should introduce
worksheets, labs and so on to
interactivity in teaching in order to
promote active learning (Kolb,
bring that fun in. I really believe in
1984). Since I teach at the postthe century-old saying: “knowledge
secondary levels, I develop my
is power”; so when I teach, I give my
lesson plans around the upper
students the pleasure of learning as
levels (at least level 3) of Bloom’s
well as the knowledge and the
Taxonomy (Bloom, Engelhart, Furst, skills to empower them.
Hill, & Krathwohl, 1956) to ensure

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Works Cited
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of Educational Objectives,
Handbook I. New York: David McKay Co Inc.
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development (Vol. 1).
Englewood Cliffs, New Jersy: Prentice-Hall.

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