ACK Faculty Teaching Stories

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Our faculty members make the core of our College. Therefore, on this page we introduce to you some of our faculty members and their teaching stories. To help bring the excellent teaching of our instructors to light; these stories carry brief profiles of ACK’s teachers which are effective, innovative, and interesting. The purpose of these teaching stories is to honor excellent teaching, share good practices that can inspire others.

Fajer Al Rashid
My teaching philosophy is largely influenced by a variety of theories, concepts, teaching and learning approaches, technological development of teaching tools as well as personal experience. The factors that most influence my teaching style include psychological learning theories, second language acquisition (SLA) theories and language learning approaches along with my educational and personal experience as an ESL teacher since 2007.

As for teaching approaches, I mostly incorporate the Communicative Learning Approach. The communicative approach stands out to me, as it not only allows for more student interaction with content but also allows for much creativity in the classroom. In my point of view, creative lessons should not only be seen as fun lesson fillers, but as a way of teaching. In fact, creativity is a tool for gauging the level of second language acquirement in the classroom. For example, I applied the communicative approach in a creative way when teaching process writing by requesting students to write up a recipe of a dish and sharing it within their group.

In conclusion, my experience in the ESL classroom has taught me that my teaching philosophy is something that is always in flux, as it is highly dependent on my students and their interests. Finally, as an educator I aspire to provide my students every opportunity to learn in a positive and safe environment, and I encourage them to take every opportunity whether inside of the classroom doors or outside. I am tech savvy in a constantly developing world, so I always attempt to use technology as a means to deliver my lessons and communicate with my students. I promote diversity and encourage discussions regarding cultural values and traditions in the classroom, as these aspects are invaluable because each student brings their own unique ideas, thoughts, and experiences. Being able to connect the gap between research and practice is essential for any educator, thus the importance of being informed about recent research holds the benefits of becoming a better educator, which is something I constantly endeavor.

Dr. Ehab Bani-Hani
This is my 8th year at ACK. Spending this time means a lot. This is not boring if you have development and dynamic life each year you spent in ACK in the way of the information delivery and even the content of the curriculum. Project based learning made the teaching style different. Students are treated as engineers and instructors as clients. Simulating the industrial real life helps students to be ready for the real word. Brain storming with the students where we learn and teach at the same time makes the academic life interactive and interesting.

I am teaching mainly semester three and semester two students. I prepared them for the graduation semester, where they can work professionally on graduation project ideas that are related to Kuwaiti market. I attend their meetings, listen to them and act as a facilitator. Students act as engineers in formal meetings and behave as if they were in a company, not in class. They have the chance to meet professionals from the industry and attend seminars presented by local and international professionals.

Enayat Enaya
“Physics is a beautiful mixture of art and science. It is a lifestyle that changes the way of living and provides answers to daily observed phenomena and encountered problems. It is a mindset that injects curiosity into our life and influences all other learning.” That’s how she describes her passion for physics. Ms. Enaya, a caring wife, a mother of six, a chemical engineer, and an innovative educator, who always took the extra mile to inspire her students and infect them with her energy. She believes that education is not about finding the solution, it’s about “forging the key.”

After many years in academics, Ms. Enaya believes that teaching is not a skill that is developed only with experience; it is rather an evidence-based art and science, highly based on up-to-date and best teaching practices and innovative instructional strategies. Her teaching revolves around the active engagement of students and challenging them to do their best and construct their knowledge. She is, moreover, an advocate of collaborative learning, who fosters learning through teamwork in order to prepare her students for the real world. She also believes in the importance of contextualizing her teaching by providing examples, analogies, and realistic problems. “I believe in the importance of introducing various activities in my classes in order to shift the students from being passive receivers of knowledge into active contributors to their learning,” she explains. For her, the key to success in education is by creating a safe and joyful atmosphere for learning and a culture of professional discussions, which encourages critical thinking and enhances creativity.

In addition to teaching itself, Enayat Enaya believes that the cycle of education would be incomplete without ensuring learning through reflection and feedback. She also takes her students’ feedback seriously, which, as she explained, is essential for improving the curricular learning outcomes, developing her teaching and helping her better achieve her mission as an educator.

Ms. Enaya’s passion for her field is evident to her students. When asked to describe her relationship with her students, she described it as a partnership, in which she is a facilitator, a guide, and a mentor. “I believe in student-centered education, where students deserve an individualized educational experience,” she elaborated. She sees teaching as a humane experience, in which caring is key, believing in what Roosevelt once said, “Nobody cares how much you know, until they know how much you care.”

Marcelle de la Roche
As a child growing up in a household of four children and being one of the eldest, my mother always told me I would be a teacher. As part of my rebellion, I shunned the idea and decided to pursue a career in information technology. With this career path I was constantly drawn into “training” activities, or asked to compile training manuals for software that we developed.

Only later in life did I come full circle and realize the joys and fulfillment that a career in teaching can deliver. After years of teaching, I believe it is one of the most rewarding careers available. The happiness and satisfaction of seeing students’ growth and helping them to reach their full potential is incomparable to some of my achievements in the business world.

With this said, I never discount or regret my experience and time spent in the corporate world as I often tap into this experience and use examples in the classroom to make lessons more interesting and relevant.
My philosophy regarding teaching has always been to help students to work in a changing world, to promote critical thinking and to provide them with practical skills by allowing them to apply theoretical underpinning knowledge using real life examples. It is always encouraging to see these students use this knowledge in their own careers. An example of this was when a Retail Marketing student used knowledge of visual merchandising to assist his father to enhance the marketing in their family-owned retail store.”