Ir Prof. Irene Man Chi Lo, JP

2006 MICHAEL G. GALE MEDAL ON DISTINGUISHED TEACHING

TEACHING PHILOSOPHY AND APPROACHES

(1) I am strongly committed to teaching and put my time and effort into all my students. I have always considered teaching to be more a dialogue between teacher and students than a transmission of ideas from a powerful source to powerless receivers. Thus, students are always encouraged to actively participate in the class as part of their learning process. I encourage my students to answer my questions by telling them that “people do learn from mistakes”. If they give a wrong answer, I will simply say “good guess”. As a result, they do not feel embarrassed by giving a wrong answer.

(2) I am sure that well-prepared course materials and a sincere relationship with students both inside and outside the classroom are important in effective communication. It is important to prepare a good set of lecture notes and other reading materials for mediocre and passive students. This is because the mediocre students may not be able to follow the lecture. I also spend lots of time on setting good tutorial questions, which help students understand the lecture materials.

(3) Using student-centered approach in teaching, showing respect and consideration to students, and developing students’ analytical and critical thinking skills are the most important elements for the promotion of student learning. Besides, encouragement from a teacher is absolutely necessary for students who do not perform well at the earlier time. A few supportive words from our inner heart can make a substantial difference in the learning process of students.

(4) To be a good teacher, I always remind myself that a heart of understanding, enthusiasm, patience, and kindness for students are of paramount importance. Extra patience must be given to students because different levels of student ability varying from mediocre to top-notch could exist in a large class. I have to put myself into the students’ position, try to understand how they think, and be able to teach according to their level of understanding. I believe these components are part of my strengths. I also believe teaching should be done in such a way as to inspire enthusiasm for the subject matter among students.

(5) In the first 2-3 weeks of every new semester, I keep asking my students about the style and pace of my teaching. By doing this, I can modify and make appropriate adjustment for my teaching rather than waiting for the teaching evaluation results at the end of the semester. This kind of continuous assessment of student learning is necessary because the intake quality of students changes every year and thus their learning ability. We therefore should make the corresponding changes to suit their needs. In addition to verbal feedback, I also treat the teaching evaluation conducted by university at the end of each semester seriously. The main purpose of getting feedback is to improve the teaching quality.

(6) Teaching is a life-long learning process. No one can demonstrate effective teaching if he/she does not observe someone else’s teaching style and learn from others. In the past years, I have attended the classes of our colleagues and innovative teaching seminars offered by university. From their classes, I get more insights and skills in delivering a good lecture.

(7) Teaching in university should not be restricted to professional knowledge transfer. Providing spiritual support and enlightenment to my research graduate students for their future career and personal development are my highest vision to be a university professor. They not only need my technical advice but very often they need my understanding and sharing when they are ups and downs. These research students are our tomorrow’s professors and professionals in our society. Their success is indeed my success.

Former PhD Students and Post-doctoral Fellows in Academics

MPhil and PhD Research Students Supervision (Completed/Graduated)

MPhil and PhD Research Students Supervision (In Progress)

Postdoctoral Fellows and Research Assistants Supervision

Course Taught