Subhashini

I am a Data Science graduate with a strong passion for teaching, mentoring, and academic development. My interest in education has been shaped by several years of hands-on teaching experience across both academic and cultural domains, and it is something I have consciously chosen to pursue as a long-term career.

During my master’s degree, I worked as a part-time tuition teacher for nearly three years, where I had the opportunity to work closely with students, understand their individual learning needs, and develop effective ways of explaining complex concepts in a simple and engaging manner. This experience strengthened my belief that teaching is not merely about delivering knowledge, but about helping students build confidence, curiosity, and the ability to learn independently.

Alongside academic teaching, I have been deeply involved in the traditional Tamil folk dance form Kummi. I have been practising this art form since 2017 and have been teaching Kummi for nearly five years under Muthukumaran Valli Kummi. This journey has given me the opportunity to learn, practise, and pass on this traditional art form to younger generations. Teaching Kummi has also provided me with a different perspective on education, particularly the importance of patience, discipline, consistency, cultural awareness, and experiential learning. It has strengthened my ability to engage with learners of different age groups and create an environment where learning is both meaningful and enjoyable. More importantly, it has allowed me to contribute, in my own way, towards preserving and promoting an important part of our Tamil cultural heritage.

After completing my graduation, I joined a full-time PhD programme in December 2024, driven largely by my aspiration to build a career in academia and become a well-rounded educator. During my PhD, I worked as a Teaching Assistant and was entrusted with handling three different academic courses. I was also involved in conducting laboratory sessions, particularly those involving programming and coding, where I guided students through practical applications, helped them understand technical concepts, and supported them in overcoming challenges during their practical work.

This experience further developed my ability to manage classrooms, communicate technical concepts effectively, and adapt my teaching approach according to students' different levels of understanding. It also helped me recognise how much I enjoy interacting with students and being part of their learning journey.

More recently, I made the personal decision to convert my PhD from full-time to part-time. This has allowed me to create greater flexibility in my professional life while continuing my academic journey. Alongside pursuing my PhD, I also support my father in his business, which has helped me develop practical skills such as responsibility, communication, time management, adaptability, and balancing multiple commitments.

Across all these experiences, one aspect has remained constant: my genuine passion for teaching. Whether I am teaching academic subjects, guiding students through coding and laboratory work, providing tuition, or teaching the traditional art of Kummi, I find great satisfaction in helping others learn, improve, and gain confidence.

My decision to pursue a PhD was itself rooted in my passion for education. I see teaching not simply as a profession, but as an opportunity to make a meaningful and lasting difference in students' lives. With my background in Data Science, academic research, practical teaching, coding, and cultural education, I hope to build a career where I can combine subject expertise with effective, empathetic, and student-centred teaching.

At the same time, I strongly believe that a good teacher should always remain a learner. I am committed to continuously updating my knowledge, developing my skills, and staying informed about new developments in my field and in teaching methodologies. I also believe that learning is not a one-way process. Students themselves can bring new perspectives, ideas, creativity, and knowledge into the classroom, and I am open to learning from them as well. If I find a student with a unique talent, curiosity, or potential, I believe it is the responsibility of a teacher to recognise, nurture, and encourage that ability.

For me, learning is a lifelong journey, and I do not believe that it ever truly stops. I aspire to create a classroom where both the teacher and the students grow together—where students feel comfortable asking questions, exploring ideas, making mistakes, and discovering their strengths. My ultimate goal is to become an educator who not only imparts knowledge but also inspires curiosity, confidence, and a genuine love for learning.