After graduating with my Ph.D., I was fortunate enough to enjoy a year free from formal work to travel and reflect. During this time, the only hobby I was consistently fond of was student tutoring, even with no monetary gain. At the end of my sabbatical, I knew teaching was what I wanted to do, and funny enough I was on the right track all along. Teaching was not a discipline that I dreamed about, or a goal that I aimed for directly. Amongst the numerous problems that exist in the world today, I believe the ability to shape the intellectual and conceptual ability of students to become better problem-solvers is a noble feat. Keeping the end in mind, students are taught the core concepts in an exploratory fashion with both student-centered and learner-driven assessments. Utilizing teacher and peer-support helps students to gain confidence in their problem solving ability that will someday impact others. I can touch one person that can have a positive influence on another. These acquired skills and attitudes apply beyond the classroom to future careers and good overall living. 
 
We all want to feel a sense of achievement in our lifetime, and my students are no different. I believe to merely teach them the core concepts of a subject matter stunts their development in problem solving and the learning process, which is such an essential component of growth and maturity. It also robs them of the enthusiasm one experiences and the confidence gained in an  “aha moment.” I utilize the Socratic method quite often in my lectures while allowing students room for error, and being sure to maintain an environment for constructive criticism. This balance creates a safe environment for students while demonstrating my confidence in their ability and respect of their opinion. It is also beneficial to me—as I assess their learning and stay open to their input students continue to shape my teaching methods. This exploratory method naturally promotes critical thinking to help students analyze and predict problems to create and shape solutions. Additionally, I use real-life concepts to teach the material, which can sometimes be more easily performed out of class or with multimedia. These teaching tools also play an integral role in my assessment techniques.  
 
                                                           If you did not learn, I can say that I taught you, but I cannot mean it.
 
Assessment has become a major component of my teaching, as it allows me to recognize the impact of my teaching methods in obtaining the overall learning outcomes. In addition to highlighting what may remain unclear after a lesson, it distills the approaches that may hinder and improve the overall learning process and objectives, and outlines when it is appropriate to move the class to the next level. Additionally, some students will only move from passive inactivity to active practice and performance when asked to perform an assessment. Assessments are varied to target the variety in learning approaches of students. I do not assign a grade to formative assessments, feedback is solely provided to help students. My judging is reserved for my summative assessments, as students are ultimately responsible for their individual progress. To successfully pass the course they would naturally need to be responsible for their part of the learning process.
 
In my class I adopt various lecture and student centered assessment techniques, some are utilized in lectures, while others have proved more applicable outside of the classroom setting. Picture prompts, polling, videos, tournaments, switching roles and think-pair-share are some techniques that naturally align with my preferred teaching methods, and have all proven effective in gauging level of understanding. Combining methods is also useful to maintain the attention of the millennial.  Some methods stretch beyond post-assessment to pre-assessment. Knowing where to begin is an integral component in taking students along an educational journey. Students respond especially well to group video assessments. Allowing other groups to see the videos creates competition within the class, and promotes a sink or swim team effort. Not to mention the fact that students reinforce their knowledge by having to re-analyze a concept, teach it in their video, and watch the educational topics over again in their colleague’s videos. One of my assessments is always geared toward student generated learning to further promote their critical thinking ability.
 
This exploratory method can at times have a higher learning curve, and students may opt for the path of least resistance. For this reason, I provide continuous support, feedback and encouragement to students being careful they do not become overly reliant. I believe the cognitive impact of our brain is affected by various components, and as students exercise that intellectual component, they will increase their potential. The brain acts like a muscle, and muscle development requires a little stress. Supporting students and helping them to understand that eustress is a good thing that should be embraced to create cognitive gain gives each student an equal opportunity to be the best they can be. Moreover, in addition to group work, peer support is fostered through the use of class whatsapp groups. Positive peer pressure can impact some students that may see me less relatable for one reason or another. Feedback is provided on formative assessments to ensure students are aware of their strengths and weaknesses with sufficient time for amendment before the final summative assessments.
 
At times the result of the assessment can demonstrate lack of understanding, and the topic will need to be retaught. Extra classes are allotted in the course schedule to accommodate re-teaching and reassessment. I may switch roles with some students that have demonstrated a capacity to clearly explain the topic to their classmates. Other times, I reteach using a wider teaching approach, in addition to having the students read up on the topic with formative assessment incentives.
 
My concern for students does not stop when I leave the classroom. Outside of the classroom, I urge students to utilize my office hours for additional one and one support, which helps to personalize the in-class experience. Students get individual attention to clarify topics, and it allows me to be mindful of and helpful with the often difficult life issues they encounter. Students work harder, and are less likely to give up when they know someone is truly on their team.

These experiences drive my passion for personal growth and development in educating, advising and research. Every class brings a new experience with new challenges, and I strive to remain open to positive change. It is my goal to develop students into life long learners, and appropriate guidance with new technology is making this ever possible.

I have high expectations for my students because I believe in the potential of each individual. Creating a balance of sufficient challenge and adequate nurture is hard work, but students become more confident analysts that relate classroom concepts to solve problems beyond the classroom and impact others. My goal is always to empower students for a world beyond the degree...