My teaching philosophy is rooted in the belief that every student possesses unique brilliance and deserves to be truly heard. I strive to create an environment where students feel seen, valued, and empowered to discover their own potential. This conviction was profoundly shaped by an experience early in my teaching career.
I once taught a course at a small institute where, during the first session, a student I'll call "Oliver" (a pseudonym to protect privacy) began speaking. As I listened, I was struck by his insightful words and brilliant ideas, and I told him so. My class continued, and over several sessions, Oliver consistently demonstrated himself to be one of the best students.
Later, the institute's director asked me how I managed "that troublemaker" in my class. I was genuinely confused, as Oliver had presented no problems. When she clarified she meant Oliver, I expressed my surprise, affirming that he was doing wonderfully. It became clear that previous instructors had struggled with him, perceiving him as disruptive. For me, this was unbelievable. Oliver earned an "A" at the end of the semester, much to the administration's surprise, but it was the least I could award such a brilliant student.
When asked what I did to "control" him, my answer was simple: "First, he didn't cause any trouble in my class. Second, I just listened to him, as I listen to everyone in my class. By truly listening, I discovered his brilliance." The director concluded, "Perhaps he wasn't taken seriously before. Since he talks a lot, others might have tried to shut him down, leading him to seek attention through disruption. But you gave him space, and now he's excelled."
Honestly, I didn't implement any specific intervention to improve Oliver's grades from what might have been a C to an A. I simply allowed him to speak, and I listened carefully. That was all he needed. Years later, I learned Oliver had become a highly successful teacher himself.
This experience solidified my core philosophy: sometimes, all we need to do as instructors is listen to our students, help them identify their strengths, and empower them to become the best versions of themselves. Each student has the incredible capacity to make significant contributions to their own lives and to the world around us. My role is to foster an environment where that potential can flourish.
Teaching Assistant - TiBOT Program, Purdue, USA
2024- current
Support students in the Ti-BOT (Technology Integration: Blended and Online Teaching) competency-based program by guiding them through badge development and assessing submitted artifacts.
Provide individualized assistance during lab hours, addressing student questions, clarifying expectations, and helping them navigate their progress across ten technology integration competencies.
Initiated and led mini-workshops targeting specific competencies, which became a well-received and effective format for deepening student understanding.
Collaborated in the planning and facilitation of large-scale workshops to support program-wide learning and engagement.
Cultivated strong mentoring and communication skills by helping students overcome uncertainty and self-doubt. Many entered lab sessions feeling overwhelmed by the self-paced format, and I consistently helped transform their experience into one of clarity, confidence, and motivation.
This role strengthened my belief in student potential and the importance of facilitation over direct instruction in competency-based environments.
Teaching Assistant - EDCI 270, Purdue, USA
2024- current
Instruct undergraduate and master’s students—primarily pre-service teachers—in integrating technology meaningfully and effectively into their future teaching practices.
Design instructional materials, including slide decks and supplementary content, to support student understanding of course concepts and digital tools.
Link to sample materials: https://drive.google.com/drive/folders/1Uca05-oDkg104cgu6uzl1Wg6c7WvYQHr?usp=drive_link
Guide students through the development of Interactive Modules in their subject area using various technologies, with real-world implementation and reflective practice components.
Support students of varying technical backgrounds, offering encouragement and individualized support to reduce tech-related stress and build confidence in their skills.
Developed expertise in classroom management, differentiated instruction, and communicating complex technical topics in accessible ways.
Serve as Lead TA, mentoring new teaching assistants, providing guidance on classroom facilitation, and helping resolve student and course-related challenges.
Recognized consistently through positive student evaluations and thank-you notes expressing appreciation for supportive instruction and clear communication.
Delivered personalized English language instruction for students preparing for exams such as IELTS and TOEFL, leading to notable score improvements.
Designed and implemented custom software and hardware solutions, including mobile and web applications, to support individualized learning needs.
Developed strong programming and edtech development skills, with a focus on tailoring tools to specific learner profiles and goals.
Presented original applications at various symposiums and conferences, receiving positive feedback from educators and technologists:
https://drive.google.com/file/d/1Kzm_2o4OMo9CK0eiPsdYbK6pjKOvAn6A/view?usp=drive_link
Aris Amol Co. – Kalleh Ice Cream, Amol, Mazandaran, Iran
2017–2022
Taught Business and General English to professionals across various management levels, including CEOs, executives, and department heads in a large industrial company.
Gained valuable experience delivering instruction in corporate and industry settings, adapting content to align with business goals and communication needs.
Designed and customized course materials to address learners’ professional contexts, with a focus on workplace communication, presentation skills, and technical vocabulary.
Mojtama Fanni Tehran – Amol, Mazandaran, Iran
2016–2017
Oversaw the planning and implementation of English language courses across multiple proficiency levels.
Served as a teacher trainer and supervisor, conducting professional development workshops and mentoring instructors.
Designed syllabi and instructional materials for a range of courses, ensuring alignment with learner needs and institutional goals.
Provided leadership in curriculum development and quality assurance for the department.
Kalam Language Institute, Amol, Mazandaran, Iran
2013 - 2017
Advanced and upper-intermediate levels teacher
2012 - 2017
Advanced and upper-intermediate levels teacher / teacher trainer
Student Feedback
EDCI 270 - Intro to Ed Tech and Computing
Jafar was an amazing instructor who always gave good advice and truly cared about our learning. He was fun, engaging, and understanding. He always encouraged us and made us laugh when we needed a little jolt in energy. Loved having him as my professor. I learned so much about how to integrate my classroom to be blended, online, and face-to-face. Jafar did an amazing job at explaining all of the assignments and making sure we felt comfortable with what we were supposed to do. When I had issues with how my placement or how my lesson direction was going, he had the perfect advice and helped me get back on track. Jafar also did an amazing job at reaching out to each student individually to show them how to get their TI-BOT competency completed and in the correct manner and that he wanted us to succeed. Great class!
I thought you did a GREAT job teaching this class. I was never overwhelmed and I could tell you actually cared if we passed or not. You helped me a lot and you are easily approachable. I also think that this was well organized.