Emmanuel Ogundare

My students came from very diverse backgrounds and these include age, learning ability, cultural background and many more. My approach is to ensure my teaching is culturally inclusive through the examples and designing of learning materials as well as gathering of personalised feedback. My approach is sharing a questionnaire with students at the beginning of the term which helps me get to know them personally. I have used several approaches and designed conducive environments to teaching and supporting learning activities. This includes making changes to previous
approaches after evaluating their effectiveness through the students’ feedback. For example, in the earliest period of my teaching, some students complained that I was too fast during lecture delivery and over the years I have had to adjust the pace of my delivery. The feedback from students was very favourable going forward leading to peer recognition.
In one of my previous PG classes, I conducted a class survey at the beginning of the semester where I individually asked all students what their short- and long-term expectations as well as their previous background with accounting modules. This action was taken in response to challenges in my previous classes where students were largely unengaged with the study materials because they were not familiar with the UK curricula. This class survey assisted me in strategising, conceptualising and planning my lecture materials. I got to know the background of the students and this
specifically helped answer the question: how many percentages of my students had accounting background? The method allows me to ensure that I meet the requirements of the students throughout the academic term and to respect individual learners and diverse groups of learners.