Statement of educational philosophy “A teacher can never truly teach if he is not already learning himself. A lamp can never light another unless it continues to burn its own flame. The teacher who has reached the end of his subject, who has no lively exchange with his knowledge but who is content to repeat his lesson to his students, can only burden their minds, he cannot invigorate them. … Rabindranath Tagore (Nobel Prize for Literature in 1913) This is my favorite quote because it expresses what I believe is the essence of teaching and learning. As a student, I observed that the best teachers were those who cared the most about teaching. Of note, I loved the way my organic chemistry teacher taught conformational chemistry using models. Therefore, a teacher must create a way to teach the fundamental concepts and facts of the subject. However, the time a teacher spends on preparation is directly reflected in the way students learn. In addition to lecturing, a teacher must be able to recognize how students learn on a group and personal level, and let their lesson plans morph as they interact with students. In fact, a teacher's goal is to communicate new information to students, not only by memorizing details, but also by teaching them to think. In my experience, effective student learning consists not only of lectures, but also of real-world applications, demonstrations, discussions, worksheets, group exercises, and student presentations. Aim of Teaching My goal as a teacher is not only to effectively communicate the fundamental concepts and facts of chemistry, but also the excitement and rewards of making original discoveries in this most fundamental and experimental area. more ubiquitous...... middle of paper ......uate students for their research during my postdoctoral period. Teaching interests Since my formal training is in inorganic and organometallic chemistry of the main group and metals of transition, I am confident that I could successfully teach the following courses. • All general chemistry courses (chemistry for non-science majors, chemistry for science majors, general chemistry with honors). • Inorganic Chemistry – I (An introductory study of the bonding, structure and reactions of important metallic and non-metallic compounds.) • Inorganic Chemistry – II (Structure and mechanism in inorganic and organometallic chemistry, bonding, group theory, basic solid-state chemistry and spectroscopic techniques.• Organometallics• Main group chemistry• Bio-inorganic chemistry• Inorganic chemistry laboratories• Molecular spectroscopy• Undergraduate and graduate research.