2019-2020 Courses Department of Physic (Electronics) Classroom: Hall 2 No. of Students: 39 Department of Physic (Research Methodology) Year : Forth Classroom: Hall 1 No. of Students: 25 Also Supervising the Electricity and Magnetism Lab. Year : Second Classroom: Electricity Lab. No. of Students: 71 2016-2017 Courses Department of Physics Course(Electronics) Classroom: Hall 2,3 No. of Students: 107 Also Supervising the Electricity and Magnetism Lab. | University of Sulaimani / College of Education / Physics Department 2019-2020 Courses
2018-2019 Courses
2017-2018 Courses
2016-2017 Courses
2015-2016 Courses
Electricity and Magnetism Lab. Responsibilities and Regulations view Electricity and Magnetism Lab. Report Guidelines view 2014-2015 Courses
2013-2014 Courses
2012-2013 Courses
Faculty of Science and Science Education / School of Science / Physics Department 2009-2011 Demonstrator in different physics laboratories
My Philosophy in Teaching I am lucky enough to have experienced higher education in several different formats, as both a learner and teacher. Here I present works and principles I have done and follow during my academic and personal life and give examples of how I have sought to build on these experiences. In the general population physics has a reputation as being impenetrable and far removed from daily life. Physics is more than just a collection of cold, hard facts. It is a systematic approach to any problem, starting with the most basic understanding of the situation and adding complexities in a systematic fashion. Once a basic understanding of a phenomenon has been achieved, more details are added one at a time. Thus a basic education in physics not only gives the students a deeper understanding of the world around them, which improves the quality of their lives, it also provides them with analytic skills that may be applied in many other areas. In order to deliver information easily to the students I strive to maintain an informal environment where the students feel comfortable in asking questions about even the simplest concepts. I have found that it is often a single point that is holding the students back from an understanding of the material. Many students only take an interest in physics when they see how it can be applied to situations that have a direct bearing on their life or when it can be used to explain some interesting phenomena. Thus, I try to provide examples and demonstrations that stimulate the students’ imagination. I also realize that knowledge must be paired with action, and so also focus on ethics, responsibility, and applications. Teaching with these themes in mind I hope my students can become responsible adults for whom science is a beautiful, friendly, and useful presence in their lives. |

