The best thing about teaching is when you get that opportunity to see the light go on in a student’s head where they finally understand a concept or a theory that you are trying to get across to them, and you realize that you had something to do with that moment. That is one of the best things I get out of teaching.         As an instructor I am enthusiastic and organized and I strive to encourage the same enthusiasm in students. I believe that the instructor's presentation of the theoretical framework and explanation of the concepts are very important, also, at every stage of the classroom exposition, student participation is essential. Both the students and I enjoy the class much more if the students generate the ideas. I believe that teaching mathematics should be a mixture of exposing students to concepts and showing them how to recognize patterns in certain classes of problems. My objectives, however, go beyond mere application of various rules and schemes; it is an important point of mathematical education to teach students how to ask proper questions when problem solving, and how asking the right questions can eventually help in solving the problem itself.         I believe, that students benefit from familiarity with the instructor as a person, so it should be the role of the instructor to set an example of personal and professional conduct. If a student finds that a teacher cares about his or her advancement, is knowledgeable, and brings a good sense of humor to the classroom, the class atmosphere is influenced in such a way as to motivate the student. This approach is particularly helpful if the student brings to the classroom a certain degree of negative bias toward the subject. Teachers must respect students, must believe that all students are capable, and be committed to their success.         One aspect of teaching, which has become increasingly important, is the use of technology in the classroom. While computers are very valuable, they need to be used judiciously in order to help illuminate mathematics and not simply as a substitute for thinking. Some courses are naturally predisposed for making use of mathematical software, e.g. Differential Equations, Numerical Analysis or Multivariable Calculus greatly benefit from programs that can graphically display functions or solutions to equations. Also, by shortening the calculation process, students are allowed to focus on the problem itself, which helps them to discover, do and talk mathematics.         While working through examples with students in class, I encourage them to discover similarities between the problems and develop their own systems for working future problems. As much as possible, I try to present course material in analytic, numerical, and graphical contexts; I am especially conscious of using pictures and graphs to help illustrate different concepts, as most students can then intuitively understand the concepts even if they have trouble understanding the analysis.         When I prepare for class, I write a complete set of notes. I use quizzes, tests, worksheets, homework to assess student performance. I encourage teamwork, but require that students write down the solutions on their own, giving reasons for the answers. In “proof classes”, I allow students to rewrite incorrect proofs. This encourages them to consider my suggestions, look at the problem again, and work through a new (hopefully correct) argument. I believe this promotes learning, as it requires more active work from the student, rather than the more passive approach of simply looking at the comments and reading the written solutions.         Doing undergraduate research in mathematics is a great way of gaining deeper knowledge and understanding of more advanced topics, which in turn can help interested students to prepare for the challenges of graduate school or math related careers. I am committed to engaging students in undergraduate research and to be more effective in this, I attended a workshop, organized by the Mathematical Association of America, on organizing and maintaining undergraduate research.         I have more than nineteen years of experience teaching a broad array of courses, ranging from high school math to graduate courses at the university level. My teaching career started as a high school teacher in Czechoslovakia teaching mathematics in standard classes as well as in classes for mathematically gifted students. I developed and organized seminars for preparing students for national math competitions; contests, I myself had been actively involved in as a student. As a mark of my commitment to teaching and a genuine desire to improve my instruction skills, I successfully completed a degree in Mathematics Education.         Between 1991 and 1995, I taught at universities in Czechoslovakia specializing in secondary teacher education. Here my previous high school teaching experience proved to be a big asset, as it allowed me to teach not just about theoretical but also practical aspects of instruction.         In 1995, I was awarded a Teaching Assistantship at the University of South Carolina in Columbia. This opportunity provided me with good understanding of the American classroom environment and I became familiar with the educational training requirements of students from different academic, social, cultural and ethnic backgrounds. As a Teaching Assistant in a Reform Calculus class using graphing calculators and computers, I became aware of the great potential of technology in the classroom.         I love mathematics and I want to communicate to the students my belief that mathematics should be enjoyable. Students react to the enthusiasm of the instructor, becoming more interested in the material themselves. I work hard to create an effective classroom environment and provide the necessary motivation for my students to face the challenge of college education.