Teaching Philosophy

Dr. Tandra R. Chakraborty is a teacher and a biologist; a relationship that is practically inseparable. Why she saying this? This is because our species (Homo sapiens- wise man) has a cultural heritage of passing information from one generation to the next. Learning from our older generation and passing the information to the incoming generation is an innate quality of all humans. As teachers and biologists how can we do this? This is done through active teaching and learning. She is keenly aware of my responsibilities to this cultural heritage and try to fulfill it with sincerity and dedication. Further, She has extended a new string to this cultural heritage by adding new information to teaching through high impact practices and research.

Her goals as a teacher is to educate the students in such a way that they are prepared to take up the challenges of the future. She take special efforts to prepare my lectures—updating my presentations continually; receiving fresh transfusions of ideas from my own ongoing research and recently published articles. Since my teaching focuses on Biomedical Sciences, an area of science in which discoveries occurs at a significant pace. Integrating research into my teaching helps students understand current scientific work. Learning developed theories and facts are important, but understanding ongoing work can be equally significant. She do this by developing skills like perception, analysis and expression. Her assignments are designed such that she make students analyze and think logically by interpreting basic scientific experiments, which instills in them the appreciation of investigative science behind the diagrams of cellular and functional components of the cell. Furthermore, in the process, students are encouraged to interact not only with me, but also with their peers. She help the students to assume an active and creative relationship with their daily environment so that by the end of college, they are able identify and define the specifics of the problem and make proper judgments about the values and choice of their future career. She always try to instill in them the appreciation of investigative science, presentation abilities, improve their writing skills and help them to think beyond the classroom.

She serve a diverse group of students of various ages, backgrounds and levels. Although the common principles apply to all levels of student, she recognize that students of different ages, backgrounds and levels are prepared to engage the course material in different ways. The younger generations of students who come straight from high school are ready to be molded in any form: they are curious but less attentive. Their primary goal is to develop cohesive arguments and learn to defend their position with logic. Her goal as a mentor is to assess the strength and weaknesses of competing perspective and show them a path of success. The more mature group of students is ready to get started the first day. These students are able to generate their own original arguments and design their own way of study. This is the group that I apply different high impact practices to instill in them curiosity so that they can reach beyond their self-imposed limits. She is accessible both inside and outside the classroom, offering individual attention that helps me develop bonds with my students. Their feedback is also the most reliable measure of her efficacy, and interacting outside the classroom setting often gives her the opportunity to assess what she may need to improve.

Teachers have great power and sway because they have great influence over students. Teaching, for her is not only her vocation but also her passion. She has proven my merits as a sincere and competent educator and look forward to improve myself every day to come. Indeed teaching is a noble profession.




Strategies in teaching that result in ‘Involving students in doing things and thinking about what they are doing’

Bonwell and Eison (1990)





Active learning promotes greater academic achievement, favorable attitudes towards learning, a interactive learning environment.