I teach at my own educational institution and a college. My students are mostly high school and undergraduate students. As a teacher following curriculum prescribed by either Nepal Education Board or Higher Secondary Education Board for high school students, I usually assess them before providing guidance and am focused on making sure that the course is completed such that students get better grades. The class structure is such that I constantly prescribe students to follow a certain pattern, continuously assess them and re-prescribe as per the need. However, even after being bound by time and curriculum, I tend to emphasize on the importance and application of what they are learning. I try to separate a day in a week engaging students towards practical learning prompting their interest. I also practice reflection sessions and collaborative learning between students and make sure that the benchmark is different for each student so that the individuality is enhanced. Asking students with questions that enforce them to think is also one of the core activities in my practice. Reflecting upon my engagement with high school students, I believe that my practices are highly influenced by prescriptive pedagogy with a minimal touch of descriptive education. I also work at Center for Leadership and Entrepreneurship affiliated with Lincoln University, Malaysia. I facilitate BHM and BBA course at the institution where I am again required to follow curriculum prescribed by the university. However, the college has recently incepted the peer-assisted-learning pedagogy. This provides a lot of democracy in the class with students’ continuous and active engagement in class. I believe that even if the course requires a good amount of prescription, the practice primarily brings in aspects from descriptive education.

Apart from facilitating the curriculum prescribed by different boards, I also facilitate technical and soft skills courses to students of the same age group. These courses focus mostly on group discussions facilitating the interest of students via engagements such as projects, programs, presentations and many more. Students are free to choose area of their interest and work actively to groom themselves in the particular arena. This area of my work is highly concentrated with descriptive approaches. I am also involved with Computer Learning Environment Centers where collaborative approach is the essence. Co-inception is the key idea of these centers. This practices and engagement around Computer Learning Environment Center develops its idea and practices in line with the descriptive approach. I believe that my practices are a blend of prescriptive and descriptive approach with prescriptive being the dominant one. With the reflection, I also believe that complete inclination towards only one pedagogical dimension is not practical and applicable and the prescriptive and descriptive approaches need to be practiced in cohesion according to the need and situation.