Mr. Purna Bahadur Subba, Lecturer
Philosophy of teaching and learning:
My philosophy of teaching is that it is a lifelong process of learning from the students, colleagues, parents, and the community where we learn new strategies, new ideas, and new philosophies. I consider that all children are unique and have something special that they can bring to their own education whereby they can grow physically, mentally, emotionally, and socially.
Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. A classroom should be a safe, caring community where children are free to speak their mind and blossom and grow.
I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. I will use strategies to ensure my teaching and learning through local aspects to global aspects of education.
It is my desire to create this type of atmosphere to inspire and encourage students to transform themselves into thinking men and thinking women.
- Sc in Mathematics
- Sc (General) in Pure Science
- Writing modules
- Reviewing modules/programme
- Researches and publications
- Running international partnership projects
- Conducting seminars/symposium/conference
- Teaching Mathematics in B.Ed and M.Ed
- Coordinating Linnaeus- Palme Partnership Project on Student-Faculties Exchange Programme.
Membership in External Bodies:
Andragogy and pedagogy working together in shifting balance (Published in Spring-2019)
Current research engagement:
- Ethnomathematics in Bhutanese Culture and Tradition: Participatory Research on the Praxis of applying Mathematics in the Culture and Tradition of Ethnic groups of people of Samtse .
- Contextualising and infusing Gross National Happiness (GNH) values in Teaching Mathematics Curriculum in Schools of Bhutan: Approaches and Relevancy.
- Students’ Misconceptions on Exponents in Ninth Grade Mathematics in schools of Bhutan
- Dialogic Pedagogy in Teaching-Learning Secondary Mathematics: A Case Study at Samtse College of Education (SCE).
- Research grant from OVC
- International Partnership Project grant from SIDA, Sweden
- Ethnomathematics in Bhutan
- Contextualising and infusing Gross National Happiness (GNH) values in Teaching Mathematics
- Students’ Misconceptions in Mathematics
Email address: firstname.lastname@example.org