- Total Quality Management
- Performance Management
- Strategic Planning
- Data Analysis and System Re-Design
My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as a teacher is threefold:
To accomplish this, I enjoy applying a wide variety of strategies based on essential management principles.
Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I routinely plan activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing ‘hit or miss’ learning.
Learning theory: I have valued many years of opportunities to apply significant contributions from various learning theories. Behavioral theory offers a wealth of principles that, when used appropriately, can benefit classroom learning and management at all levels. In concert with this, cognitive learning principles offer significant contributions from the state-of-the-art neurosciences, particularly in brain-based research regarding memory systems and active processing of intellectual operations. Some of my favorites that are well received by students include: think-pair-share, classroom jigsaw activities, constructive controversies, and interactive lectures.
Cultural diversity, group culture and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design and tailor effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I routinely design my instruction using the research-based learning cycle; this cycle provides the framework for me to encompass a repertoire of effective strategies, which can both accommodate individual preferences, engage diverse learners, and help establish a respect for differing preferences and perspectives.
Curriculum and Instructional Planning: An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I plan and implement lessons that clearly identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery. This helps me teach with both clarity and focus.
Assessment: I strongly believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. To this end, I have developed (and continually use!) a firm foundation in assessment basics, from alternative types of assessment (rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction. On this field, I have written an article about continues assessment of students in order to motivate them to study. I strongly support the project based assessment and I believe it accelerates students’ learning and success. However, I have performed 5-6 great projects with bachelor students and evaluated their successes based on their teamwork, enthusiasm in the project, practical knowledge, and theoretical knowledge. I have seen that student, who were anxious about my class, has loved it and learned.
More importantly, I have discovered that, by sharing my ‘passion’ for teaching and learning, and using these principles with enthusiasm and empathy connects with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively impacts learners positively.
Ahmet Demir, "Forecasting the Electricity Demand of Georgia", 9th Silk Road International Conference on Business, Economics, International Relations and Education, Tbilisi-Batumi,Georgia, May. 2014
11. Ahmet Demir, "Elaboration of Electricity for Production-Consumption Relation of Northern-Iraq for the Future Expectations", International Journal of Academic Research in Economics and Management Sciences, Vol. 3, No. 5, Sep. 2014, pp. 101-106
• Ahmet Demir, “Quality Control in Business, Education and Manufacturing by Using Robust Models” Lampert Publishing, ISBN 978-3-659-79425-4, 2015