My journey into teaching

How I Fell Into Teaching

I didn't arrive at teaching through a straight path.

I informally tutoring peers, helping classmates work through concepts, and supporting learners outside formal classrooms.

I realised that I understood subjects more deeply when I helped others make sense of them.

I've been teaching informally for over a decade and a half, and formally for the past seven years.

Those early, informal experiences taught me that learning is rarely neat, that questions matter more than answers, and that understanding often emerges through conversation rather than instruction.

As my teaching became more formal, those insights stayed with me.

I lean into facilitation, designing learning experiences that encourage participation, reflection, and shared problem-solving.

My Teaching Philosophy

I currently teach two courses.

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Media, Laws, & Ethics - Semester 1; 2 credit course.

•

Media Entrepreneurship - Semester 4; 2 credit course.

Both are for Master's students at a public university in India.

I see learning as a social and active process, and not as the simple transfer of information from teacher to student.

When learning environments move too quickly or focus only on outcomes, many learners disengage.

Not because they lack ability, but because the design of learning does not support how understanding actually develops.

I believe learning happens through discussing ideas with others, asking questions, making mistakes, and revisiting concepts over time. Explaining ideas to peers and being challenged by their questions often reveals gaps in understanding that formal assessments miss.

Earlier in my teaching experience, I assumed that clear explanations and engaging delivery were enough.

Over time, I learned that enthusiasm does not equal understanding. Learners may appear engaged but still struggle to connect ideas or apply them independently.

My focus now has shifted from how well I present material to creating the right conditions for learning to take place.

Today, I approach teaching as facilitation and learning design.

My role is to scaffold learning by helping students understand what is expected, why it matters, and how they can work toward it.

I focus on sequencing ideas carefully, encouraging dialogue, and supporting learners as they test and refine their thinking.

I work alongside learners to help them build confidence and agency.

With the increasing use of AI in education, I see an opportunity and a responsibility to integrate these tools thoughtfully.

Used well, I do believe that AI can support reflection, practice, and feedback.

My aim is to help learners use AI as a support for thinking, not as a shortcut that replaces it.

What My Teaching Looks Like in Practice

In practice, I focus on designing sessions that prioritise discussion and reflection over long lectures.

I involve learners in planning where possible, encourage peer-to-peer learning.

I focus on clear rubrics and transparent expectations so learners understand how their work will be evaluated.

I build in opportunities for revision and feedback, and I treat assessment as part of learning rather than a final judgment.

When using technology or AI tools, I explain why I am using a particular tool, what it helps with, and where its limits are.

I encourage learners to reflect on how these tools shape their thinking.

Overall, my goal is to create learning spaces where learners feel supported, challenged, and capable of taking ownership of their learning.

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