Since at the beginning of my teaching experience as a PhD student during 2003 at George Mason University, and then from 2011 at Embry Riddle Aeronautical University and from 2014 at Kingsborough Community College, I have appreciated and enjoyed teaching to my students. My teaching can be explained through three main channels of transmitting the knowledge: a) dynamic interactive engagement; b) interactive communication; and c) intra-active reflection.

Firstly, the dynamic tools that provide nurture interactive engagement make it easier for the students to understand the class material. While teaching Intermediate Microeconomics, Macroeconomics, Economics System Design, and Industrial Organization, I have used experiments as dynamic tools to explain important economics such as demand and supply, maximum willingness to pay, equilibrium, elasticities, and other topics in behavioral economics. Such experiments were introduced as games of double auctions, English auctions, and Dutch auctions, sealed bids auctions, etc. Although auctions embody a complex theory, their understanding is simplified with the use of classroom experiments. The use of such dynamic tools is not only a great teaching tool, but also a great magnet for students’ attention and interest. Based on the research study conducted in my classroom and published at the Journal of Education for Business, the economic experiments showed to have improved students’ performance and interest in the subject.

Secondly, nurturing interactive communication is another important tool. During my past twenty years of teaching, I have noticed that group projects and group presentations, including projects that encouraged the implementation or curation of Open Educational Resources, have been very successful in improving students’ performance. One reason could be the ripe environment that nurtures interaction and sharing of knowledge and experiences through teamwork and debate. Previously, I have also tried stimulating such debate and interaction through games where the class is divided into two competing groups. I have also shown short videos (15-30mins) after which students were separated into two or three-member groups to discuss the issues brought up. I keep on exploring other similar ways that fuel student interaction and class participation. 

Thirdly, I also encourage an intra-active process where the student can manage and process the material well and in due time. While nurturing inte-action among students and between students and instructors, it is also important to nurture an intra-action that the student has with the self. Hence, I dedicate time and effort in preparing a good structure for the class by evenly spreading the material and allocating assignments throughout the semester to encourage continous and consistent students’ engagement and allowing students to resubmit and edit their work after instructor feedback. Allowing for student reflection and editing of their work, has shown to improve students’ performance, increase the positive perception of students’ experience, and increase in their growth mindset, as shown from several research that I conducted and published.

During my past twenty years of teaching, I have found these three important teaching tools, interactive engagement, interactive communication, and intra-active reflection, to nurutre effective teaching. These three tools have shown themselves to be important in stimulating students’ interest in the subject and improving learning experience and performance.  The effects could be long-term and encourage students to be confident and hardworking in helping them beyond my classroom.