Having been in the field of Economics with this ambition for more than a decade, with exposure to a great variety of teaching styles and personalities, I believe that my role as a teacher is to ensure that students learn, no matter what their background, level of motivation, needs, or abilities are. I have worked as a tutor, recitation leader, lecturer, applied econometrics lab instructor, assistant and associate professor in courses for economists and non-economists both at graduate and undergraduate levels at a multicultural environment to a group of students from all over the world. During my academic career, my teaching evaluation scores in all semesters and in all universities I have worked so far, were far-above department norms for the courses I taught.
My primary teaching goals are (1) to clearly present the material in order to motivate students and keep them motivated, (2) to believe in the importance of keeping a reasonable balance between theoretical and practical content to encourage students to build on these concepts and improve their analytical and critical thinking ability, (3) to make myself available to students in and out of the class.
Having taught of several classes to students with different academic backgrounds, I believe effective teaching consists of several elements. Clearly, one cannot have an understanding of economics without the fundamentals. Learning the basic concepts in the beginning of a curriculum is absolutely crucial to critical thinking about much complex ideas as a student continues to progress in the program. For instance, teaching students who come from various backgrounds requires instructor flexibility. For this purpose, I prefer to give the first test early in the semester and make it of average difficulty. As the semester proceeds, I rearrange the material according to students’ needs and abilities. I choose this material taking into consideration the class characteristics. I never ask in the exams anything that I do not cover in the class, but I also encourage students to challenger themselves by approaching different problems to those seen in class, and asking me questions about them.