| Each instructor has a style of teaching that in all likelihood is somewhat different from those of others. This is because an instructor's style of teaching is usually tempered by the individual's background and experience, philosophies about teaching, commitment to teaching, responsibility for teaching, professionalism, etc. Depending on your objectives (what you are looking for) and constraints (what you have to operate with), a particular instructor's style of teaching may or may not serve you well. Unfortunately, students often don't have many choices to select from in terms of instructors. No matter how an instructor's teaching style measures up to your unique situation, you stand a better chance to succeed and do well if you learn about and adapt to the instructor's style. It is to this end that I decided to add this page: so that you are informed about my style right from the very beginning. If you are a former student of mine, you should already be on familiar ground. Following are highlights about my style. |
| ■ | Much for you to learn | |||||
| ● | Because there is much that you should learn from this course. | |||||
| ● | One reason why the course is a core course. | |||||
| ■ | Much for you to do so that you can really learn | |||||
| ● | Significant number of homework assignments. | |||||
| ● | Most assignments are challenging – many involve solving rather realistic problems. | |||||
| ● | To fully grasp certain concepts, and to develop your problem-solving and programming skills, you have to do (i.e., practice) to really learn. | |||||
| ■ | Much to help you learn | |||||
| ● | Regular office hours. | |||||
| ● | Where appropriate and expedient, may arrange to meet for irregular/privy situations. | |||||
| ● | Where appropriate and expedient, may hold special group help/review session(s). | |||||
| ● | Lecture notes and other supplementary material available through class website. | |||||
| ● | Where appropriate and expedient, may look for still other ways to help. | |||||
| ■ | Much hinges on how much and how well you learn | |||||
| ● | Performance demonstrated in quizzes, homework assignments and tests counts more than 90% of your grade. | |||||
| ● | A's are not that far-fetched for those who really apply themselves to learn and learn well. | |||||
| ■ | Much of what I do or don't do is a matter of duty and responsibility | |||||
| ● | Let's not think about how to cut corners to make it easier for you and I. | |||||
| ● | Let's work together to make taking this class a worthwhile and rewarding experience for you. | |||||
| ■ | Much of a friend | |||||
| ● | A friendly and informal atmosphere is deemed best for us to work and learn together. | |||||
| ● | In the interest of harmony, let's show due mutual respect, let's not take things for granted, and let's not test our patience. | |||||
| ■ | Much reflects that I am an engineer and a computer scientist | |||||
| ● | Emphasize problem solving. | |||||
| ● | Emphasize use of systematic (scientific) approach. | |||||
| ● | Emphasize understanding and application (not memorization) of concepts. | |||||
| ● | Emphasize thoroughness (attending to details). | |||||
| ● | Am honest and rather straightforward. | |||||
| ■ | Much of a normal, nice (## blush ##) guy with the Christian faith | |||||
| ● | Do care about you. | |||||
| ● | Do strive to be fair with you. | |||||
| ● | Won't vengefully penalize you. | |||||
| ■ | Much of a human being | |||||
| ● | Far from being perfect. | |||||
| ● | Do make errors and am not afraid to confess to you. | |||||
| ■ | Much is not cast in stone | |||||
| I don't subscribe to a rigid style of teaching. In my opinion, the class is for the students, not for me; the students are customers and I am a service provider. I welcome your input and am willing to change if you can convince me that making the change will enhance effectiveness without sacrificing quality. In other words, I am also adapting to the class as I learn more about the class. (Note that I said adapting to the class, not adapting to any individual student.) | ||||||