This question got me thinking about how I've learned things in my life. Most of what I've learned was through traditional teaching methods. But thinking about this question made me remember how I used to learn and made me think back on what important things I learned and how I learned them.

It made me question whether all the lecuters, tutorials, and long hours spent traveling to attend lectures were really worth it. And I realized a few things. First, teaching validated that what I knew was right. Personally, I feel like I need confirmation to make sure I'm learning accurately and going in the right direction. Teaching was important in making sure of this. Also, teaching helped me organise my thoughts and saved me time that I would've spent making sure I was learning correctly.

At the beginning of my teaching career, I wondered why some students did not understand the concepts I was delivering, even though I explained them deeply. However, after deeply thinking about this sentence from our course "To teach is to make an assumption about what and how the student learns" (Ramsden, 2003, p. 8), it made a lot of sense to me. And that was exactly why some students did not understand the concepts I was trying to deliver. Then I realised that I had made three assumptions. Firstly, I assumed that students would learn if I taught them using what I felt was the most effective method, leading to the second assumption that all students are the same and my approach would fit everyone. Finally, I assumed that I understood how they would learn. All these assumptions are not very accurate, and now I believe I should learn about students and review my approaches to align with their learning styles.

In my opinion, I would lean towards behaviourism theory if I am teaching students at level 4 for example, in other words at lower bloom’s taxonomy tiers. Because, at these stages students must learn the basics in order to be able to build their stances in the future. Additionally, I find constructivism useful for students to personalise their learning journey and remembering what they learned for a long time after the learning experience. Also, constructivism is useful if I am teaching subjects that involve experiments and problem solving techniques. Finally, I think social constructivism aligns perfectly with subjects in the management and leadership fields, because in these types of subjects social interactions between learner and educators can initiate learning opportunities and also because these subject include less quantitative and technical knowledge.  

I think I more "biased" towards behaviourism, and I think that is because of my personal experience and my field as well. Or may be because that was the most common theory used by my teacher during my learning journey from school to university. Although, now and after learning different theories I feel the need to customising my teaching approach to be more relevant to what I am teaching and to whom I am teaching.

Well, I think in order to teach comprehensively its important to embed recent research as well as to highlight the gaps between industry and research, simple because it help students realise what is actually going on NOW regarding what we are studying, which can further help their employability.

Also, I remember when I was student I was very curious to know how students from different countries learn mechanical engineering. Do they learn the same theories that we learn here? Do they do similar projects or use the same books? Unfortunately, some of my lecturers did not embed examples and case studies from industries worldwide and in different countries and I remember this had a negative impact on me and created a self-doubt that may be what we are learning here is only relevant to our problems in this part of the world and maybe I would struggle to solve a mechanical engineering problem in a different country. So, that why I think intercultural and international engagement is a really important aspect of learning.

Stop

As I had to take leave due to a family emergency in the middle of this semester and arranged for coverage of my sessions, I was happily surprised to discover that the students were not very happy that I left. They expressed a desire for me to continue teaching them throughout the semester.

Start

As a non-native English speaker, it's challenging for me to crack jokes in English, as pointed out by a student. Perhaps this could be an area of improvement that I can work on. Additionally, broader approaches such as field trips, revision sessions, and fostering debates between students will be among the things I'll aim to incorporate in the future.

Stop

While I was eager to collect feedback on what student want me to stop, I was delighted with many responses that said nothing to stop and everything is fine. I tried to skip the break as it was an afternoon session, however some students felt the need for break.

Start

The responses were very different and if this reflects something it would reflect the diversity of the students group, so some students asked for field trips and more fun activities. Others asked for more in class verbal questions and more quizzes.

Continue

I was again delighted that students found me supportive and liked the real life examples I embed in the module deliver.