The constant happiness is curiosity. ~ Alice Munro
Teaching is an exercise in curiosity and community. Not only does the teacher have to be curious, but she must ignite that desire in her students as well. Many students come to class with an attitude that they already know the subject matter or do not care about it. I want them to leave with strategies and enthusiasm that allow them to approach not only the subject matter in that class—but the subject matter in all of life—with new zest. In doing so, they can foster excitement in other students, creating a community where exploring ideas and gaining knowledge is both enjoyable and desirable.
The path to acquiring knowledge will be different for each individual. Some students do better hearing information, others with seeing it, and some with doing activities related to the material. With these ideas in mind, I want to give students multiple ways to learn the core body of knowledge required for the course. Students read texts and see images, they hear lectures and classroom discussions, and they write or complete projects relating to the topics at hand. In doing so, they see that not only are there many ways to learn about a subject but that they may need to adjust their own communication approach to help others to understand their points of view.
Technology contributes to the acquisition of knowledge, and students feel comfortable interacting academically with technology. In addition to the daily PowerPoints, which students can reference later, I use videos, websites, memes, and other familiar technology to aid in instruction. Students frequently interact with one another through online peer reviews and discussion questions. My in-class activities and several course projects incorporate technology. I do not see cell phones and laptops as a distraction to my educational goals for students but as a necessary help to giving them tools to become successful.
Success often comes from teamwork, and my desire is to create a community of learners with my students. There are those who have a greater knowledge of the subject matter, those who have deeper insight into human nature, those who can see connections between the subject matter and other areas, and even those who don’t think they can contribute anything—but they do. All of these people working together can increase the understanding and experience of each individual. When students work in concert, they feel safer to express opinions and share ideas, thus enhancing their education.
It is not only students who work together but instructors as well. I feel a commitment to all students at my institution, not just the few in my class. With that in mind, I do all I can to help my fellow teachers by sharing teaching ideas, PowerPoints, grading rubrics, and sample essays. I frequently advise my peers on how to navigate options in Canvas or other online teaching-help programs which enable them to provide more effective and timely feedback for their students. Additionally, I seek out teaching ideas from my colleagues as well so that I can provide the most effective teaching to my own students.
I realize that each student comes to class with a different objective for learning. Some just want to check a general education requirement from their list; others want to explore the subject matter in great detail. I feel that each student, within reason, should be given an opportunity to explore where his or her curiosity takes him or her. It is curiosity that drives us forward. It is curiosity that keeps us learning. Additionally, I want students to recognize that we learn from one another, even from those who may be very unlike them. The combination of curiosity and community are reflected in my teaching style, my lesson plans, and my educational philosophy.
