What race, religion and ethnicity. Furthermore, my personal

What excites me about
Plant Pathology is the biological diversity and dynamics of plant pathogens and
their incredible ability to cause devastating plant diseases leading to
starvation in human population. This is the very reason I love teaching Plant
Pathology and share my knowledge and create awareness in students. I cannot
think of a better way to contribute to the betterment of the society by
training young minds to become future Plant Pathologists to solve plant diseases
problems and feed this ever growing population.

My
teaching career began during my Master’s degree when I served as Teaching
Assistant (TA) for Plant Pathology course. That was the first time I felt how
teaching can have positive impact and affect the lives of students. Ever since,
I have taken every opportunity to get involved in teaching. My philosophy of
teaching is grounded in the following beliefs. First, a good learning
atmosphere with good student-instructor relationship and cooperation among students
is a foremost requirement to enhance and encourage learning. Second, using
diverse teaching methodologies and techniques for students with diverse
background. Third, active learning and participation to understand the concepts
of the subject matter. Fourth, helping students to develop critical thinking
and analytical skills for problem-solving. Fifth, thoughtful and periodic
feedback from instructor to students in order to monitor their progress and continued
improvement is essential.

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            A
Good Learning Atmosphere. As a teacher, I will strive to do everything to
create an atmosphere that contributes to learning. I will make sure that the learning environment must allow
students to feel safe, comfortable, at ease, atmosphere must be professional
and collaborative among students to express their views, share experiences, and
exchange ideas. I will ensure that enough space, tools, accessible reading
materials and other information is provided to every student to solve problems and
will treat them equally and with respect irrespective of their diverse
background such gender, race, religion and ethnicity. Furthermore, my personal
contribution to sustaining a learning environment will include preparing for
the class with well-organized class materials, willing to spend extra time
after class, revising the things often to emphasize relevant points, doing
practical exercises and lastly offering honest, thoughtful, periodic feedbacks
to help students to see themselves making a difference in learning from the
beginning to the end of the course.

Diverse Teaching Methodologies and
Techniques. MG1 I
believe that students learn in many different ways. Some students are visual
learners, or auditory learners, some are good at speaking and some have good
writing skills. Because of this difference in the learning styles, I will incorporate
multiple methodologies and techniques of teaching related to each kind of
learning style to provide an opportunity to each student to be successful.  For visual and auditory learning, I will use
multimedia lecture (PowerPoint slides), video lecture (YouTube videos) and
lecture-discussion type to facilitate lectures. Few of the challenges in
learning Plant Pathology is to remember the plant pathogens’ nomenclature,
infection process and life cycles. All these challenges can be overcome often
by discussion and revising the concept. After learning the life cycle of the
pathogen in theory, if it is visualized in a video, it is more effective in
understanding and retaining the information. Other challenges include the
management strategies for a diseases which I will teach using the
problem-solving lecture type wherein students will develop the critical
thinking and learn to analyze the situation to overcome the disease problem. During
my lectures, I will make every effort to present the applicability of the
covered material to real life settings. I will also use teaching as another
form of mentoring, in which I can prepare students both academically and
personally for the challenges in the real world. I will conduct short quizzes,
multiple choice, true/false, fill-in the blanks on a weekly basis to monitor
student progress and determine acquisition of knowledge by my students. I will
also incorporate essay assignments, lab report writing, grant writing, mid-term
exams and comprehensive final exam that will give students opportunity to
develop a deeper understanding of covered topics. On a regular basis, I will
use email, a smart phone, messaging and Skype to inform my students of their
overall performance. In addition, I will plan to hold extra office hours and
review sessions to accommodate students that need additional, more specialized
instruction.

Active Learning and Participation. While
students are present in the classroom, I really require them to be actively
involved and engaged. Group projects, group discussions or classroom discussion,
questioning and answering, writing activities, presentations and games all lend
a hand in creating an engaging learning environment. One of the main reasons
that I like this teaching strategy is that it compels students to talk and
interact with one another, which I find to be extremely important in this day
and age when social media and technology are stagnating our face-to-face communication.
All these activities encourage these types of important social interactions. I
have personally experienced this transformation as a learner and in various workshops,
which have demanded my active engagement. I strongly believe that it continues
to serve me well and I want the same for my students. Another great advantage
of all these activities is that it addresses multiple learning styles including
but not exclusive to 1. Auditory learners (online lectures), 2. Reflective
learners (course readings, discussions, online “living” syllabus),
and 3. Active learners (group activities).

Critical Thinking
and Analytical Skills.
My personal teaching goals focus on helping students to 1. Master the fundamental
basics in Plant Pathology, 2. Think critically about present-day issues, and 3.
Problem-solve complicated questions that arise during experimental research.
These goals are meant to create a hierarchical organization of the learning process
so that students are able to build upon previous knowledge and reach higher
levels of critical thinking and cognitive learning. As a base for learning new
material, lectures are utilized for disseminating basic principles and
examples. These are then followed by activities and problem sets, which provide
students an avenue to apply their knowledge. Lastly, special projects, such as
case studies and experiments, are meant to increase student’s cognitive
understanding of the topic at hand. This type of course organization will help
the students gain knowledge, retain information, and establish a more rounded
view of the subject. Additionally, my class will
cover regular tours to field, laboratories and greenhouse facilities that will
be included to impart some practical experience among the students and
producers. Students will also have hands-on experiences through short science laboratory and field exercises.
Although research and teaching are frequently viewed as mutually
exclusive areas of emphasis, I view these as inextricably linked and strive to
educate through my research as well as in the classroom, laboratory and in the
field.

 

 MG1The
feedbacks were regarding the grammar which has been taken care. The other
suggestions were about reconstructing the sentences because they were not clear
what I meant. Third feedback was about deleting of few sentences because it was
redundant.