Less than a week ago, we celebrated Teacher's Day (I'm well aware of the other Academia Day on October 5th, announced by the Higher Education Ministry, but a teacher is somehow placed more dearly in my heart, knowing the ups and downs of academia), I thought to myself who would I remember most as a teacher. I have to name Prof. Herbert Green as one who had influenced me quite a lot. Indeed, he introduced me to theoretical physics and the creativity that goes with it (now, put this in the context of myself not even knowing what theoretical physics was then). He taught me Mathemtical Methods and Statistical Mechanics in my third year. Next year (Honours year), he taught Elementary Field Theory.
The way he taught things seems very original because we had a difficult time to find out what books that we should refer to, to understand his notes. In the end, we had several different books to look at and most of them we had to decipher the notations used by the authors to agree on what he had used. As a result, we had developed our own way of (profound) understanding the subjects that he was teaching, which is very useful later when we do research. The pic that is in the Wikipedia shows a younger Prof. Green; the way I remember him is shwn in the pic below, with white hair and white beard.
When I finished my Honours year in 1984, I went to see him if he is interested to get a graduate student. However he then advised me t find a younger supervisor for my graduate studies. If he had agreed, through him, I might have had Max Born as my academic grandfather. Also, I would probably be doing something very different, since in his latter years, he was more interested in biological and neurophysiological models in collaboration with Terry Triffet. One can have a good glimpse of his life from the article of Prof. Charles Hurst. His last book was on Information Theory and Quantum Physics: Physical Foundations for Understanding the Conscious Process, and I hope to read this in the future. As a tribute to him, I hope to put the notes of his lectures in LaTeX, for people to read, sometime in the future.
The last thought is in line with what I had in mind, when I came back from my PhD, namely to let our students know about theoretical physics, not simply for its technicality but also for its creativity in understanding the world (a thought that I told the panel of interviwers when I was applying the job at my former university). Today, I'm teaching part-time at XMUM. Even though, I'm teaching basic calculus and algebra, I internalize the subjects in a way, that I can say something different when I am teaching my students. Most of the teaching and its materials are done electronically. This is my teaching set up, with a writing tablet attached to my (very old) laptop (see pic). So, with skeleton slides of teaching materials, I write extra notes and explanations on the slides so that the lecture has a feel of a real traditional lecture.
In order to access the projectors, I have to borrow access card from the library at BlockA3, to insertit in the AV module (see pic below) and return the card back after my lecture ends. So, a bit of running around. For full-time staff, they can simply insert their staff card there.
Recently, I had to teach this new subject handed to me, which is an amalgamation of linear algebra and applied calculus and I had reached the calculus part. For many Malaysian students, what they see in calcuus is probably a boring repeat of what they have learned in schools. So, I saw my students getting bored and even played games while they were sitting in the front row. That stressed me out and I thought I should make the lecture more interesting by saying things that they probably would not know. In the past (last two semesters), I already dug out Silberberg's The Structure of Economics to help me understand why they are studying calculus.
This time round, since the accounting students are more advanced, I dug out Takayama's Mathematical Economics for a much more advanced and broader perspective.
Unlike what people think they know about lecturers (some falsely claim that we are using decade old notes), we do renewal of the teaching process and at times look into research papers to see what's the latest in these topics. By stating this, we do not want all these 'renewal' or 'continuous improvement' processes to be stated in the QA documents. Like what I've always said, teaching and learning will always be creative processes; there is no universal blanket algorithm that will cover the infinite facets of teaching and learning (and we should not waste too much time on such administrative tools). Teachers teach and should be less bothered with administrative matters.