I have taught in various academic settings for almost five years now. This year I have been teaching recitations for Chemistry 101 and 102. Each year, I find that I enjoy teaching more and more. To me, it is very rewarding; it gives me an opportunity to impart my knowledge and enthusiasm for a subject onto others and help students become critical thinkers and problemsolvers.  Still, teaching is not a simple task; it requires a lot of dedication and preparation. 

Preparation is one of the most important things I do prior to each class. Gaining a strong understanding of the material is important in order to be able to explain concepts efficiently and answer questions that students may have. To do that, I study the professor’s notes and the textbook, and even solve the homework problems. In addition to determining what to discuss, I prepare to go in more depth on certain topics according to the needs of the students. Making flexible outlines is important, just as is creating a dynamic and interactive classroom. I maintain energy and express enthusiasm so that students can see how much fun chemistry can be. I also make sure I am not the only one speaking the entire time. A class like that would bore students and cause me to lose their attention. Instead, I allow students to explain things and ask questions. 

It is important to keep everyone involved. This can be challenging since all students come from different backgrounds. Some may find chemistry easier than others. Consequently, I do not make assumptions about what they know. Instead, I try to lay a foundation during recitation by covering some basics before delving into more difficult concepts. This way I do not lose the attention of students who have trouble grasping the material during lecture or while reading the textbook. I also keep everyone focused by asking both easy and difficult questions.  This way everyone can participate in the discussion. Furthermore, I stress understanding over memorization so that they can retain the knowledge for a long time. I always try to connect topics within chemistry as well as with things the students might encounter in their daily lives.

I further supplement each discussion with problem solving. This helps students better understand and apply the concepts. These are problems they do not find in their homeworks or in the lecture notes, thus giving them extra practice. I also provide problems that students can solve on their own time and I post complete solutions on the class website. I make sure to include problems of varying difficulty in order to target all students. For those who need help on
a more individualized basis, I make myself available outside of class by holding scheduled office hours, in addition to office hours by appointment. When exam time approaches, I hold review sessions so that students can bring any questions or topics they would like me to go over. 

In addition to going over concepts and solving problems, it is also important to get students to feel comfortable asking questions or coming to me for help when they need it. To do this, I encourage questions and verbally reward students for asking good questions and giving correct answers. Also, I learn all of my students names, no matter how many of them there are.  By learning their names, I help students realize that they are not just a needle in a haystack, but
rather that they are someone of importance. They appreciate the extra effort on my behalf and it helps them realize that I care about them as students and that I am willing to work hard to help them. This helps build trust and respect, and even motivates some students to work harder.

Throughout the semesters, I have seen many students improve in chemistry and problem solving. Many attribute my recitation to their success in the course. Being able to make such an impact on so many students has been my greatest achievement. Most importantly, the experience made me realize how much I enjoy working in the classroom with others and how much I can make a difference in the lives of others merely by teaching.