Algebra, Pre calculus, Calculus, geometry, trigonometry, Analytic geometry, basic maths
Had done M.Sc in Pure Mathematics from University of Karachi in 2004 with 85% aggregate. Chief interest and teaching expertise lie in Algebra, pre calculus, geometry, trigonometry, Differential and Integral Calculus, analytic geometry, linear algebra and vector analysis.
Worked in Bahria College Karsaz as Mathematics lecturer till two years and since last 7 years engaged as an online and regular tutor that has indeed brushed my teaching skills in graduate and under-graduate Mathematics courses.
Experience: 9 years
Being a lifetime learner and teacher of Mathematics the mandatory points as par my view that must not be neglected while teaching are:
1) Clarification of preliminary concepts of the topic before initiating a thorough lecture on it.
2) The lecture should be efficacious enough to develop interest among the students and to efface conventional harassment that is often found for this subject.
3) Mentioning the significance of the relative topic how and through which aspects it could contribute in different fields’ tasks.
A good and successful teacher has to be full-fledged with all conventional and modern teaching methodologies. For instance, while teaching analytical geometry it is crucial to sketch the figures of the subjective algebraic equations then with the help of figure we evaluate the solution and then re-interpret it algebraically, in case of 2D problems it’s easy to elaborate the figure on the teaching board, but 3D problems are quite hectic for the novice to get, as sketching 3D figures on 2D plane is a big headache, so in order to make students understand 3D problems like that of paraboloid, ellipsoid, hyperboloid etc or evaluating double or triple integrals or solids form by revolution, it is good to make presentation by means of 3D graphic calculators, this would certainly help learners to understand the major theme of the topic. I also use “Runiter, Win-plot & Minitab 2D & 3D graphing softwares” that helps me and my mentees to a great deal.
Once the concept gets clear to the students they automatically develop curiosity to advance ahead, they’ll find themselves motivated to solve mathematical problems personally. Like, if I start teaching “Relative Extremas” to my students I won’t rely just on telling them methods of finding stationary points by 1st derivative method and then identifying its nature by 2nd derivative rule, in my perception it is extremely relevant to acquaint them the background why these methods are used i.e. why we name limit of the slope of tangent of a function at a certain point as its derivative.
I say that a mentor has to be stubborn in not skipping anything from the recommended syllabus and in enhancing students stamina to resist workload along with being equivalently flexible and helpful in sorting out hitches students usually have in the mid of work. Students must be assessed mildly during the lecture and through assignments periodically that play an effectual role indeed in fostering their grip on the subject. Exhaustive lectures and standardized tests not just saturate students but also groom teacher’s skills to a wide extent.