We need to think critically about ourselves in relation to the communities we live in and the emerging global society and in the process become reflective practitioners.
Teaching Statement
Education is a continuous process in which each learner is unique and possesses individual abilities for growth, development and learning. My ambition is to provide appropriate educational experiences that nurture the intellectual, emotional, social and cultural development of each student to encourage lifelong learning and the pursuit of excellence. Students need a relevant education in order to thrive and be effective in their chosen profession. As such, my classes have a strong theory to practice connection.
Learning must be valuable in order to be valued. My goal is to develop lifelong learners and reflective practitioners. I am committed to a critical pedagogy that is culturally relevant, focuses on experiential learning, and centralizes self-assessment for personal growth. I view technology as a tool that not only facilitates learning in the classroom but also augments the learner’s critical thinking abilities. Student centered approaches and a passion for what I teach are a sure way to impact students.
As a faculty member in education, majority of my teaching focused on teacher preparation and multicultural education. My graduate level courses primarily integrated qualitative research methods such as case study, action research, ethnographic methods, and critical grounded theory to study contemporary issues in the field of education. A common objective in all my courses is the development of culturally relevant pedagogy. I not only integrate technology in my teaching but also require my students to integrate technology in their course work. All of this enables students to think critically about themselves in relation to the communities they live in and the emerging global society and in the process become reflective practitioners.
Courses Taught
Undergraduate Level
Technology in Education, Grand Valley State University, Grand Rapids, MI
Introduction to technologies used in the classroom. Focus on integrating technologies into the curriculum for teaching and learning. Lab-based practical and hands-on learning is emphasized. Hybrid course with one face to face meeting during the semester, most work completed online.
Educational Foundations, West Texas A&M University, Canyon, TX
This introductory survey course exposed pre-service teachers to various aspects of teaching and learning. Students were provided opportunities for field experiences that enabled them to observe how theory and practice are interconnected. The course was based on the competencies that comprised the professional development examination; a requirement for all future teachers in Texas. The course was delivered in a variety of formats; face-to-face, hybrid, and as an online course.
Educational Psychology, West Texas A&M University, Canyon, TX
Students in this survey course examined a variety of developmental issues and demonstrated the application of those issues (which included an emphasis on the state competencies) to a variety of educational settings by effectively communicating their ideas, supported by research, through strong reading, writing, and computer technology skills. Pre-service teachers examined the constructs of understanding learners, enhancing student achievement, and understanding the teaching environment. The course also prepared students for the Texas Pedagogy and Professional Responsibilities Exam; the first test in a series of teacher certification exams. The course was delivered in a variety of formats; face-to-face, hybrid, and as an online course. SAMPLE COURSE MATERIALS
Classroom Management, West Texas A&M University, Canyon, TX
This capstone course was designed to prepare students to be successful teachers with regards to classroom management and discipline. Specifically, this course required students to reflect critically concerning the behaviors and attitudes manifested by effective teachers and then consider how this information can be used successfully in their own teaching environments. Students prepared a Classroom Management and Discipline Plan by the end of this course.
Practicum in Mathematics-Secondary School, University of Wisconsin, Madison, WI
This course was the first of a two-course sequence intended for students seeking to teach mathematics at the secondary school level. The purpose of this course was to help students develop the skills, knowledge, and habits of mind necessary for becoming an effective teacher of mathematics. During the course of the semester, we examined and discussed a variety of mathematics curricula, students’ understandings of important mathematical ideas and concepts, lesson planning, effective teaching methods and strategies, and other issues/topics central to the teaching and learning of mathematics. The course engaged students in the observation and participation in high school and middle school mathematics classes. During the course, students assumed some responsibility for planning and instruction in a class.
Student Teaching-Middle School Math, University of Wisconsin, Madison, WI
This course was the second of a two-course sequence intended for students seeking to teach mathematics at the secondary school level. Students employed and evaluated a variety of approaches to mathematics curriculum and instruction. The course engaged students in the observation and participation in middle school mathematics classes. Students assumed responsibility for planning and instruction in a class under the supervision of a cooperating teacher at that school and the University Supervisor.
Graduate Level
Technology Integration for Secondary Teacher, Grand Valley State University, Grand Rapids, MI
Focusing on issues related to integrating educational technology into secondary curricula, this course provides extensive experiences using the Internet and other resources for subject matter teaching and learning. Students will investigate exemplary uses of technology in teaching and learning in educational settings; learn how to develop and teach online courses; and support subject area learning with available technology.
This course provided an overview of the available technologies in the educational and instructional field and emphasized the important role they play in the educational process. The course highlighted the advancement in multimedia technologies, listed all the top available media technologies available for education, and uncovered the basics of effective technical writing. The main emphasis of the course was hands on application to produce instructional materials for Arabic and/or Islamic Education.
Multicultural Education, West Texas A&M University, Canyon, TX
In this graduate level course, students critically examined cross cultural conflicts in order to develop a conceptual framework for multicultural education. We traced the historical role (i.e., origins) of multicultural education in the schooling process and critically examined the rationale and need for such a curricula. The course focused on developing awareness of how we are embedded in a personal, social, cultural, historical context that has bearing on our beliefs about others and on our actions. In particular, we examined culturally-sensitive methods of assessing student needs and learning preferences, evaluating the effectiveness of multicultural curricula, and assessing student learning. The main objective of the course was to enable students to develop a culturally relevant pedagogy.
Theories and Practices in Classroom Management, West Texas A&M University
This graduate level course prepared students to be successful teachers with regards to classroom management and discipline. Specifically, this course required students to reflect critically concerning the behaviors and attitudes manifested by effective teachers and then consider how this information can be used successfully in their own teaching environments. We examined and studied factors that influence student motivation. We identified and evaluated various theories of classroom management. The final project involved the development of a classroom management and discipline plan that aligned with the student’s philosophy of education. SAMPLE COURSE MATERIALS