Teaching Philosophy “The historian should not wish to instruct the present but only to show what actually happened.”

Leopold van Ranke, 1881.

Effective historical teaching is achievable through well-designed lessons that foster the skills necessary for success in the 21st century, and a quality historical learning experience results from effective classroom management.

A good history course engages students in lessons that makes strong connections between the past and the present so that the narrative becomes relevant and interesting. Students learn by doing, and, as the content is presented students are asked to participate in activities that allow them to dissect, analyze, and form conclusions about the past. Strong historical study will ensure the discussion of social, economic, and political history. The content of a historical narrative is explored chronologically and spiraled so that material accountability is cumulative. As the course progresses, important themes are highlighted to help students think analytically and recognize the bigger picture. Those themes most significant are: continuity and change, history and memory, globalization, and themes of modernity; such as, industrialism, individualism, nationalism, race and racism, genocide, and science over superstition. The instructor serves as a guide as students embark on their exploration of important historical narratives, and the lesson should be differentiated to accommodate individualized learning needs. Equal opportunity in the classroom requires an equitable approach to student performance, and the instructor should encourage the development of a growth mindset as students are challenged by the material.

A good history course will also be used as a medium through which essential skills are practiced and sharpened. These skills are critical thinking, reading comprehension, communication, research, and technology skills. By asking significant historical questions the past will be problematized, and students will begin to think critically. Reading comprehension is fostered by activities that help students learn how to take quality notes and pull-out the most essential bits of information from a text. Activities that require analytical written responses, such as short-answer essay questions or document analysis, will exercise communication skills. Course discussions, regular written assignments, and effective instructor feedback will help students improve both oral and written communication skills. The instructor will help students develop strong writing skills by offering consistent and penetrating feedback on all assignments. Written assignments will receive an explanation of mistakes related to both content and mechanics. By introducing students to scholarly debates, the fallibility of memory, and the reliance of the historical narrative on primary sources, the instructor will demonstrate to students that the truth can be elusive. By inviting students to enter into historical conversations, students can gain an appreciation for the importance of effectively measuring and supporting ideas with primary source evidence. Students will be exposed to the challenges present in piecing together the past, and students will be encouraged to use historical resources to form their own conclusions and opinions about the past. Finally, technology and media resources will be employed to help students learn how modern historical study often requires some technological proficiency.

A quality learning experience also comes from effective classroom management. Healthy social-emotional relationships with students will be fostered, and the instructor will develop early and cooperative dialogue with parents and families. The diversity of student populations will be celebrated, and the classroom will provide a welcoming and relaxed environment where students feel safe. Students are academically challenged and encouraged to meet a high academic standard by being held accountable to the curriculum goals and assignments. Instructor expectations are clearly communicated at the beginning of the course, and classroom expectations are posted in the classroom. A clear hierarchy of consequences will be in place for students presenting behavior concerns in the classroom. The instructor will provide consistent positive reinforcement and persistent response to any classroom concerns so that the learning experience of other students is not compromised.

In conclusion, these measures should produce a healthy student population who develop positive relationships with their school and their instructor. This history education should produce informed young adults who possess the skills essential for succeeding in higher education and a 21st century job market. Finally, the course design should produce students with an appreciation and curiosity for the past who are in possession of the tools to explore the past further so that they are informed and effective citizens.