Sharmin

Rate $25
Response 1h
Students
Number of students Sharmin has taught since their arrival at Superprof
1
Number of students Sharmin has taught since their arrival at Superprof

$25/h

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Business Studies
Management Accounting
Marketing
Business strategy
International trade
Admission prep for business school

A PHD student skilled at teaching Business, Marketing and Management related modules.

Business Studies
Management Accounting
Marketing
Business strategy
International trade
Admission prep for business school

Lesson location

- online

About Sharmin

I am a second-year PHD student at Essex University. After completing my Bachelor education in Business Administration Discipline from Khulna University, one of the top business schools in the country I have completed my MBA from Greenwich University of UK. I have 1 year of experience of working as a Graduate Teaching Assistant at the undergraduate level at Essex University. I conducted seminars for 1st and 2nd-year undergraduate students.

My job experience includes the following:
•Working as a GTA for modules such as Consumer Behavior, B2B Marketing, Principles of Marketing and strategic Entrepreneurship).
•Conducting seminars for 1st and 2nd-year undergraduate students.
•Conducting seminars for students, providing them with a thorough knowledge of the subject and enabling them to meet the learning outcomes.
•Marking coursework assignments and prepare feedback to students, following the format chosen by the Module Leader;
•Marking exam papers of the first year students.
•Invigilation related to the module you are employed to teach.
•Effectively using interactive teaching tools such as Padlet, TurningPoint (electronic voting system) and FlexiQuiz.

About the lesson

In October 2017 (Autumn term), I started my role as a GTA for the two modules namely Consumer Behaviour and Business to Business Marketing. In the next term (Spring) in January 2018, I worked as a GTA for two more modules namely Principles of Markets, Marketing & Selling and Strategic Entrepreneurship. Over this period, my major responsibilities included delivering seminars and supporting students through their learning process as well as their coursework preparation.

In all the modules different tools were used to retain the attention of students. These tools include text case studies, video case studies, group presentation, debates, Experiential Exercise (for example in BE 220 an exercise on the cross-checking on their understanding of their beliefs about successful entrepreneurs) etc. No similar activities were repeated in two consecutive weeks so that the students don’t feel bored during the seminars.

The students showed more interest in the audio-visual materials in all 4 modules. So I tried to incorporate some audio-visuals in each alternative week along with other types of activities.

I planned my seminar activities keeping in mind the attention span of the students. After every 10-15 minutes, they were given to do different activities. For example, In case of a text case study, after explaining the seminar activity, I gave each member of each team to read the materials related to the case study for 10-15 minutes, then they were involved in group discussion for 10-15 minutes, they finalized the solution within the next ten minutes and finally they presented their findings in front of the rest of the class for 10-15 minutes.

In Consumer Behaviour, for the first session, the lecture focused on Introduction to Consumer Behaviour theories. For this session, I divided the class into groups to play different role types to practically explain how they would approach different stages of the consumption process. Though initially, they were a bit hesitant in working with group member allocated to them. They eventually worked as a team and this was a good activity to break the ice between the students and also with me and students. They liked this session as it was interactive and they could learn while enjoying the task.

In the first seminar of Consumer Behaviour, the lecture focused on Introduction to Consumer Behaviour theories. For this seminar, I divided the class into groups to play different role types to practically explain how they would approach different stages of the consumption process. Though initially, they were a bit hesitant in working with group member allocated to them. They eventually worked as a team and this was a good activity to break the ice between the students and me. They liked this session as it was interactive and they could learn while enjoying the group task.

In each seminar, the students have uploaded their seminar activities on padlet and then I and the module leader have provided feedback on their activities before the next seminar. As these were the first year students, these activities enhanced their skills in academic writing. They learnt how to build arguments, support the arguments with relevant examples, present counter arguments and write critically.

In each seminar, I made sure that we had enough class discussions in order to encourage students to share their opinion with others in a constructive way on the subject matter in all the four modules. These seminar discussions were usually placed after the questions that we asked students after their presentation of the case studies/ group presentation or after the use of the Response Ware. Response Ware is broadly utilized across the university. As today’s students are very techno-savvy, they really liked this technique of learning as it is very user-friendly.

A PHD student skilled at teaching Business, Marketing and Management related modules.

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About Sharmin

About the lesson

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A PHD student skilled at teaching Business, Marketing and Management related modules.

Lesson location

About Sharmin

About the lesson

Rates

Rate

Pack rates

online

Other tutors in Business Studies

Syed

Faheem

Aamir

Nikhil

Kyri

Marcus

Heath

Anand

Konstantinos

Priscilla

Rodrigo

Daniel

Muhammad

Antoine

Pietro

Jorge

Francesca PhD

MICHAEL

Gary

Joshua

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