The most compelling and effective way to pass on our knowledge, thus ensuring that our field grows and prospers is by teaching and that’s why I find it the most important and enjoyable academic duty. I enjoy teaching for two reasons. First, there is almost nothing more rewarding than seeing someone’s eyes light up as they comprehend a new concept and second, in the process of teaching a difficult concept to others, we ourselves tend to gain a deeper understanding of this concept.
Computer science and teaching have always been part of the backdrop of my childhood. I wrote my first computer program when I was only 10-years old. Teaching computer science has been a continuous influence on my life and has critically shaped me as a person. If I had to summarize my past decades in a teaching philosophy of computer science and programming, it would be that neither teaching nor computer science exists in a vacuum. Computer science concepts can be seen outside the digital world as being part of our everyday lives, for example in the organization of library stacks and the strategies of board games.
To teach and to study computer science is to direct students’ natural curiosity towards these patterns, and in turn let this knowledge provide a foundation for their other activities. These core beliefs drive all my interactions with students, from first capturing their interest to guiding them towards independent research.
In teaching, I have found that I am able to combine my enthusiasm for computing and my love for guiding people to find their own answers. I enjoy helping others realize that technology is for them to use as a tool, instead of having to struggle to find a way around it.
My first teaching duties were as a teacher at Second English Language School 'Thomas Jefferson', Sofia and spanned a variety of topics including: introductory programming and algorithms, discrete mathematics, operating systems, and formal languages.
In 2013 I started working at Uwekind International School (an International Baccalaureate® World School), where I got a chance to expand my opportunities. In both schools I have the opportunity to work with many motivated and willing to learn students.
My teaching philosophy is guided by three core principles:
an understanding that students learn better when they feel engaged - both with the teacher and their peers.
an understanding that there is no "one size fits all" pedagogy, and that it is important that one keeps growing pedagogically
a need to maintain an open channel communication, to assure students that there is no challenge that cannot be discussed and resolved through active, timely communication.
It is one thing to know how to use these technologies, but it is quite another to understand the logic behind them. As they learn to program, children begin to understand the digital world they inhabit. Programming reverses the apparent "magic" of technology so that children can truly understand the logic and science that control this technology - a discovery that is even more magical.
All the courses I teach are designed with the critical pedagogy that recognizes that students learn better when they understand the real world impact of their work and their field.
I teach an IB Diploma Programme Computer science course, which allows students to acquire the technical and practical skills they need to succeed in industry and, in turn, for the industry to succeed.
The course is a rigorous and practical problem-solving discipline. Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.
When I teach Computer science class, I have four different goals:
Students understand the fundamental concepts.
To do so, I usually prepare different examples and discussion scenarios that challenge their understanding and make sure that students not only understand them but also the concept behind these examples.
Students can apply their understanding of these fundamental concepts to other examples.
I usually prepare homework assignments and programming projects that require students to use what they have learned in both direct and innovative ways.
Students are able to apply problem-solving skills. They can see the big picture and know how to use what they have learned in real-life situations.
For that, I usually prepare additional real-life use cases, and hold discussions to explain why we are studying these concepts and where they fit in the big picture of understanding different computer systems.
Students develop self-teaching and self-learning skills beyond the class level.
To do so, I usually hold additional office hours and open an online communication channel with my students to give them the opportunity to ask about and discuss any related topics beyond the class syllabus.
In the IBDP computer science course, I have integrated flipped classroom based activities. The students perform their readings as homework, in the classroom we discuss various issues on the topic, and do assignments that serve real-world purposes and are related to real world users.
To summarize, I believe strongly in the importance of teaching, and form teaching is an integral part of my long-term career goals. I am passionate about inspiring new generations of high school students, and I aim to produce graduates who both understand the core concepts of Computer science and are able to creatively apply classroom knowledge to real-world problems.
As a mathematics teacher for the Middle Years Programme (MYP) and Diploma Programme (DP), I am committed to fostering a deep and enduring appreciation for the subject while equipping my students with the skills and knowledge necessary for their academic and personal growth. My teaching philosophy is anchored in the following principles:
Fostering a Growth Mindset
I believe in instilling a growth mindset in my students, where they view challenges and mistakes as opportunities for growth. I encourage them to persevere, learn from their errors, and continually strive for improvement. This approach builds resilience and a passion for learning.
Conceptual Understanding
Rather than focusing solely on memorization and rote learning, I prioritize developing a profound understanding of mathematical concepts. I aim to make abstract ideas tangible through real-world examples, analogies, and interactive activities. This promotes a deeper, more sustainable knowledge base.
Critical Thinking and Problem-Solving
Mathematics is not just about finding solutions; it's about developing the skills to analyze problems, think critically, and devise creative strategies. I design lessons that challenge students to think independently and collaboratively to solve complex problems.
Inquiry-Based Learning
I believe in the power of inquiry-based learning, where students actively explore mathematical concepts and formulate their own questions. This approach encourages curiosity and promotes a sense of ownership over their learning.
Relevance to the Real World
I strive to connect mathematical concepts to real-world applications to demonstrate the subject's relevance. By showcasing how mathematics is used in various fields, I help students understand its practicality and how it contributes to solving real-world challenges.
Individualized Learning
Every student is unique, and I recognize the importance of catering to individual learning styles and needs. I differentiate instruction and offer additional support when necessary to ensure that every student has the opportunity to succeed.
Interdisciplinary Learning
In the MYP and DP programs, it's essential to acknowledge the interconnectedness of subjects. I aim to collaborate with colleagues in other disciplines to create cross-curricular learning experiences that highlight the synergy between math and other subjects.
Promoting Ethical Use of Technology
In our digital age, I emphasize the responsible and ethical use of technology as a tool for learning and problem-solving. I guide students on how to leverage technology for mathematical exploration while addressing issues of plagiarism and academic integrity.
Global Perspective
The MYP and DP programs encourage students to be globally minded. I incorporate international perspectives and real-world data from diverse cultures to demonstrate how mathematics is a universal language that transcends borders.
Assessment for Learning
My assessment approach is formative, aiming to provide constructive feedback that guides students' growth. I use various assessment methods, such as projects, presentations, and authentic tasks, to evaluate students' progress accurately.
Lifelong Learning
I strive to be a role model for lifelong learning by continuing my own professional development and staying abreast of new pedagogical approaches, technological advancements, and developments in the field of mathematics.
In summary, my teaching philosophy for MYP and DP math education revolves around nurturing a love for math, instilling critical thinking skills, fostering a growth mindset, and preparing students to be competent and responsible global citizens who can use mathematics to understand and shape the world around them.