Academic Staff

Biography

Hazhar R. Ahmad, a Ph.D. understudy in English Language, Lecturer, and researcher at the University of Raparin, College of Basic Education, Office of English language, also I am an English language instructor at the Ministry of Education of the Kurdistan Territorial Government from (2009) to the show. In (2008), I worked as a journalist at several nearby and outside media outlets within the Kurdistan Region, I could be a part of the International Federation of Journalists (IFJ). In expansion to considering in my claim nation, I have recognition in two different disciplines:
1_ Diploma in Islamic Science.
2_ Diploma in the strategies of investigating and teaching.
The Kurdish Language is My Mother's tongue; moreover, I am familiar with a few other dialects, including English, Arabic, Farsi, Afghani (Dori), and Tajik.

Hazhar Ramadhan Ahmed
Kurdistan Region, Irak
University of Raparin
009647701511725
Hazhar.ahmed@uor.edu.krd

Philosophy of Teaching

I accept a great instructor, to begin with, encompasses effective confidence within the future. Just like the forester planting an oak seedling knowing he or she will never see the tree in all its wonderfulness, I know I may never see the natural products of my labors as an educator. My calling is to plant and support seeds that will develop and shape tomorrow. The great instructor knows and gets it understudies, how they create and learn. I know that understudies effectively construct and change their own knowledge based on past encounters and earlier learning. I know that understudies don't all learn in the same way or at the same rate. I accept it is my obligation as an instructor to be a viable diagnostician of students’ interface, capacities, and earlier information. I must at that point arrange to learn encounters that will both challenge and permit each understudy to think and develop.
I accept a great instructor must too get inspiration and the impacts of peer intelligence on learning. I need all my understudies to attain at tall levels, so I dodge sorting them and setting them up to compete with each other. I know most learning happens through social interaction; in this manner, I structure learning so that understudies beneficially collaborate and participate with each other the endless larger part of lesson time. The great educator must know her subjects and how to assist understudies to learn those subjects. I know the great instructor must have a profound appreciation of how information is made within the teaching, how it is organized, and how it is connected to other disciplines. I utilize my information from the teacher to uncover my understudies to modes of basic considering, empowering them to analyze, apply, synthesize, and assess all they read and listen to. I cherish the subjects I educate, and I know how to create them come lively for my understudies.
A great instructor cannot start or proceed to motivate learning without being a learner. The great educator must always learn what is modern within the teach. In truth, a good teacher regularly makes a difference to make modern information. To live this conviction, I must persistently look at my educating strategies and discover unused ones. To stay associated with my understudies, their lives, and the schools in which they will hone their callings, I must be an understudy of society and the always-changing universes in which understudies live. I enthusiastically and readily learn from my understudies as they learn with me. I accept an instructor is the foremost power of role models. I am ever mindful of the great commitment I have to be “walk my talk” with my understudies. In case I ask them to live their values and convictions, I must do the same. I anticipate the leading — of myself and others — and, so, I more often than not get the leading. I attempt to treat all individuals with respect and regard, and I anticipate my understudies to do so moreover.

In spite of composing an instructing logic, I truly favor thinking almost learning and making a difference others learn as restricted to educating. I accept numerous of us have come to acknowledge a working definition that instructing implies giving data, which I accept is as it were the starting of instructing and certainly as it were a little portion of learning. When one gives data, it is so simple to compare learning with the memorization of that data. Memorization isn't continuously learning since learning requires consideration. I am starting to get it that the teacher’s most prominent blessing to the learner is making a difference the learner be motivated to think, and after that to need to memorize more.
I believe within the control of questions and addressing procedures to cause considering. I continually attempt to inquire questions for which there are no “right” answers. I constantly work to gotten to be distant better; a much better; a higher; a stronger; an improved" an improved “questioner” for the compelling utilize of questions is the foremost capable methodology an educator should offer assistance understudies learn.
Finally, I accept a teacher who lives to serve. An instructor is devoted to learning, to his or her teaching, to his or her understudies, and to making long-term the leading conceivable put for all of us to live. These are the challenges I acknowledged when I chose to be an instructor. I stay committed to them.