{"id":39,"date":"2016-03-01T12:31:42","date_gmt":"2016-03-01T12:31:42","guid":{"rendered":"http:\/\/bsmrau.edu.bd\/enamul\/?page_id=39"},"modified":"2026-04-07T12:12:08","modified_gmt":"2026-04-07T12:12:08","slug":"academic","status":"publish","type":"page","link":"https:\/\/gau.edu.bd\/totan\/academic\/","title":{"rendered":"Academic"},"content":{"rendered":"

Plant Physiology and Plant Ecology (Undergraduate level)<\/span><\/h3>\n

Plant Physiology I, Stress Physiology and Plant Growth Regulators (Graduate level)<\/span><\/h3>\n

Dr. Ghosh Teaching Portfolio<\/u><\/strong><\/span><\/h3>\n

Due to having involvement in teaching, a passionate and expected profession in my life, I do believe that the main responsibility is to facilitate students\u2019 learning about the subject matters and enhance their capability to apply the acquired knowledge in the field where they will be appointed.\u00a0I\u2019m a plant biologist and instructors of different courses like Plant Physiology, Plant Ecology, Plant Growth Regulators and Stress Physiology. I have been involved in university teaching profession since 2007. So far, I produced about 2000 undergraduate students as the course instructors and 25 MS students with 7 as major professor and 18 as advisory committee members. I was also involved as the advisory committee member of a PhD student. About 20 years of teaching experiences in the public universities of Bangladesh surely enriched my teaching and research career on Plant Sciences to a great extent where I found enormous learning opportunities particularly, the events when I was repeatedly asked by my students about the complex biological processes in plant and solved the research questions by critical thinking independently. I always try to provide a comprehensive and deeper knowledge of plant\u2019s processes so that the graduates are able to solve the problems oriented to the subject matters independently and efficiently.\u00a0<\/strong>\u00a0However, as a university teacher, it is my great pleasure and satisfaction to see the success and contribution of my students at national and international levels. As a course instructor of plant biology, I always try to consider three major strategies which have been discussed below.<\/p>\n

    \n
  1. Inspiring students and creating an inclusive learning environment<\/u><\/strong><\/span><\/li>\n<\/ol>\n

    When I set my responsibility in the classroom, I try to recollect those teachers in my life who motivated and stimulated me to think the matters critically and enriched myself by providing deeper knowledge about the subject matters. When I teach my students, I always follow those iconic teachers and try to glorify more by adding the flavor of advanced leaning systems.\u00a0First of all, because I do believe that a good teacher-students relationship is the prerequisite in any learning process, I always strive to create a supportive and congenial learning environment in the classroom where my students feel comfortable and relaxed in participating actively in asking questions and getting answer with a great satisfaction.<\/strong>\u00a0At the first class, I always like to introduce with them regarding their names, family and about the subject matters by which they become excited and encouraged to ask me fearlessly. On the first day, instead of subject matters, I like to inspire them by sharing success stories of renowned scientists, academicians and tell them how they could get their reputation in their respective fields. For instance, regarding to my course plant physiology, I tell them the stories of world-renowned physiologists and their success events. \u00a0I share with them about my academic and research careers and history of my success and failure what makes them more excited and inspire them to look forward in getting future success. I let them to know why you need to know about plant biology and plant physiological activities and how the knowledge can be applicable to the end users. I inspire them by saying that each of you are potential, valued and respected persons and you have the ability to get the things what you deserve. I try to let them to recollect their responsibilities to their family and country people as well. However, I try to maintain a limit of access and be well disciplined so that the student can have respect to their teacher. This sort of ice breaking efforts surely benefits me to make the upcoming classes more effective and participatory. While starting a lecture, I try to refresh students by making comics and represent myself as the mentor like a friend so that the students can ask and share anything fearlessly and confidently.<\/p>\n

      \n
    1. Suitable methodology for effective teaching<\/u><\/strong><\/span><\/li>\n<\/ol>\n

      When I teach my students either at undergraduate or graduate level, I like to use combined application of manual white board, PowerPoint presentation and latest digital learning platform like different google learning apps. In my case, I like to use manual white board more by what means the lecture can be more attentive to the students. Because I do believe if students follow my instructions and write simultaneously what I am telling, writing and drawing in the blackboard are more effective than that of mere seeing in the PowerPoint presentation. Obviously, I use PowerPoint simultaneously to make the lecture attractive and giving more space to students for critical thinking.\u00a0\u00a0I always emphasize on creating the events like assignments, research or scientific writeup and practical demonstration regarding plant biological processes for which they need to solve the issues by critical thinking and independent analysis. At the graduate level, I try to encourage them to read contemporary reviews regarding plant biology and ask them to create new scope of researches in plant biology. Another important strategy what I follow in my course is to arrange students\u2019 educational field trip and internship regarding subject matters. I do believe that this type educational field visit to the natural forest or vegetation and agro-based industries surly enhance their practical knowledge regarding plants\u2019 process and refresh their minds as well what is very inevitable for successful education and learning.<\/strong>\u00a0Moreover, I like to keep some space for short spell of research involvement of undergraduate students during their internship that will assist them while studying at graduate level. For graduate levels, I would to like to involve my students in their individual plant biological researches so that they can get the scope of critical thinking and analyzing. I always prefer to submit scientific reports by undergraduate students and thesis and manuscripts by the graduate students so that they can be an independent researcher in their respective field. Besides, I always suggest my students to be a part of extracurricular activities like sports, debates and language programs and social wellbeing events like the members of natures\u2019 protection club, blood donation club etc. by which they would get the opportunity for exploring themselves more and contribute to the sustainable living on earth.<\/p>\n

        \n
      1. Transparency in evaluation process<\/u><\/strong><\/span><\/li>\n<\/ol>\n

        As a teacher, I feel proud to be very impartial for the evaluation of student\u2019s performances irrespective of nationality, age, gender, religion, culture, race, ethnicity and color. I always follow outcome-based course curricula system and before going to my class room, I prepare and update my course curricula regularly by modifying the contents based on the latest update in the field of plant biology.\u00a0For example, I\u2019m instructor of plant physiology and have my own curricula but I always try to make it up to date by adding latest findings regarding the contents of the curricula. For instance, the latest knowledge of molecular physiology, stress physiology and evolutionary biology and epigenomic studies should be emphasized and incorporated with the curricula of traditional plant physiology<\/strong>. At the very beginning of the term, the students will be well informed about the objectives and outcomes of the courses, and examination and evaluation systems. Along with mid-term and final exams, I do prefer to set sudden quizzes and group activities that allowed me to evaluate student\u2019s performances transparently and efficiently. I always like to set some points to those who attend classes regularly and follow instruction effectively by means of their presence, asking and responding ability and their feedback. I also like to keep some points for direct practical demonstration and implementation of projects regarding plant biological processes. For the students of graduate level, I like to put considerable points for their individual research performance. This sort of efforts makes my students well prepared and more attentive while taking lectures.<\/p>\n

        Conclusions<\/u><\/strong><\/span><\/p>\n

        Finally, as because learning is an active and two-way process, as a teacher, my role is not only to instruct or guide the students by providing educational materials merely but also creating them as the independent learners in plant biology so that they can apply the knowledge to their target fields and solve the respective problems instantly.\u00a0Thus, I set my teaching portfolio in such way that my students after their graduation will be a critical thinker, an efficient analyzer and an independent and efficient individual who will like to take the future challenges and contribute to the sustainable development across the globe.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

        Plant Physiology and Plant Ecology (Undergraduate level) Plant Physiology I, Stress Physiology and Plant Growth Regulators (Graduate level) Dr. Ghosh Teaching Portfolio Due to having involvement in teaching, a passionate and expected profession in my life, I do believe that the main responsibility is to facilitate students\u2019 learning about the subject matters and enhance their […]<\/p>\n","protected":false},"author":786194,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-39","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/pages\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/users\/786194"}],"replies":[{"embeddable":true,"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/comments?post=39"}],"version-history":[{"count":10,"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/pages\/39\/revisions"}],"predecessor-version":[{"id":314,"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/pages\/39\/revisions\/314"}],"wp:attachment":[{"href":"https:\/\/gau.edu.bd\/totan\/wp-json\/wp\/v2\/media?parent=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}