My main principles of teaching are based on the deep lead process: (i) individual encounter, (ii) constructing confidence, (iii) intellectual stimulation, and (iv) inspiring motivation and feedback from students and from colleagues. The position of a university a lecturer is demanding, as one has to simultaneously be an enthusiastic teacher and an excellent scientist. The time allocation of different duties is often problematic but also positively challenging. My idea is that my own active research is a sound base for good teaching - without good teaching there is not high quality research and vice versa.

My main principles of teaching are a multi-level approach to science. This is based on a solid knowledge of theory to enable a student to develop creativity by giving practical exercises in ecology and data analysis to improve his/her professional self-esteem. How I do this? I support critical evaluation by students of scientific works and text books in small group discussions and by role-games. Through small group discussions, role-games and writing essays, students will discover their strengths and weaknesses by acknowledging alternative explanations or approaches to scientific papers, challenges in conservation biology or to environmental problems. By learning to critically evaluate scientific papers, students are also better able to conduct their own research. I think that this approach, together with a more formal teaching program, will lead to the creation of ideas and the formulation of hypotheses in students, to enable them to conduct their own research projects. This, in my opinion, is the best method to increase in students individual creativity and for them to gain positive educational experiences.

Currently I am teaching:

Lecture: Introduction to Ecology

Lecture: Population ecology

Lecture: Introduction of statistics in biology

Cource: Field course of terrestrial vertebrates

Seminar: Seminar in bachelor's degree.