My strength in teaching

Richard Feynman is my role model as a physicist and a physics teacher. He enjoys teaching physics and has commented that his Nobel Prize in QED is of less significance as his contribution to teaching physics. He is a true physics teacher who finds great pleasure to make his audience understand the abstract concepts of physics to convey. He commented that if one really understands something well, he must be able to explain them well. Otherwise, he/she does not understand them.

As a subject personal judgement, I would like to make a list of what I think are the strength as far as teaching physics are concerned. First and foremost, I know my undergraduate physics very well. To me, a good physics teacher is logically impossible for anyone who does not know the subject matter well. A person who knows his physics well may not be a good physics teacher. But to be a good physics teacher he / she must know his /her physics well. By the way, in my personal opinion (which could be possibly not objective), many physics teaching in secondary and undergraduate level physics were of poor quality because the instructors simply don’t know their stuff well.
I took extra effort to well prepare my lectures to effectively deliver the knowledge and the thinking process leading to this knowledge. I bother to take initiative, sometimes innovative ones, to improve my teaching. Many different experimentation on teaching and evaluate methods were attempted. All these initiatives in reality cost me much extra work which in principle could be simply avoided with no negative pragmatic career consequences.