My pedagogical philosophy consists of engaging students in challenging, worthwhile ideas, which emphasize student-teacher relationships, multiple sources of knowledge, the value of bridging theory and praxis, and the importance of collaborative learning.  My classroom environment actively engages both students and teacher in positive dialogic positions; that utilizes experience as an importance source of knowledge; that emphasizes knowledge as distinctly relevant to our lives, and recognizes the overall participatory nature of the learning process for both student and teacher.  

My students and I engage in a democratic form of participation, sharing leadership and rejecting hierarchical forms of authority.  Although there is an autonomy of self, there is also a mutuality with others.   I present myself as a knowledgeable collaborator, rather than an information provider, one who provides classroom space that enables students to feel secure and comfortable. Their thoughts and their questions become tools for substantive critical discourse rather, than fuel for hostile retaliation from me or other students.

           I work diligently to form connections between myself and the students as well as students with each other, through the implementation of academic knowledge in conjunction with personal experience.   Finding and assisting them in discovering the parallels among their personal, professional, and classroom experiences is important and pedagogically enlightening.  By examining such connections through dialogue and inquiry, knowledge is made increasingly relevant.   Likewise, by encouraging my students to speak rather than be silenced, marginalized and separated, their definitions of such terms as “community,” “self,” and  “academic discourse” are newly minted. 

My efforts to successfully implement this pedagogical philosophy include remaining current about the literature in my field, incorporating relevant university and community activities, which reiterate lessons from my courses.  Another aspect of my teaching relevant to pedagogical philosophy is an incorporation of several techniques driven by socio-cultural concerns.  I use formal nomenclature when referring to my students, always prefacing their names with “Ms.” “Mrs.” and Mr.” I sincerely believe that this gesture serves as a means of establishing respect among them, me, and their classmates.  I frequently compliment my students on their participation in class, motivating them to continue to participate, as well as to motivate and assist other students.   Computer literacy is enhanced through the completion of computer assisted tutorials, research of online resources, and the retrievable of course supplementary materials from our online library reserved readings.

I utilize an index card attendance system, which minimizes loss of classroom time, allowing students to review their attendance record, classroom participation on a regular basis, and enabling me to learn their names and other pertinent information expeditiously.  My attendance system encourages each student to identify a class neighbor with whom to consult regarding class work and assignments.  My exams involve different means of measuring students’ learning which include several short answers questions and multiple choice items.  Similarly, students have an opportunity to complete journals entries, short essays, and research papers, which incorporate class work, personal and/or professional experiences.  Students must complete a minimum of three drafts for this paper, in order to make certain that the “writing process” as a whole is understood by that student.  As a teacher, I evaluate all the drafts, making certain that the student-teacher dialogue is in accordance, when that final draft receives the permanent grade. 

            Through my pedagogical philosophy and related ideas, I strive to educate students for a society in which they may become moral agents of transformative change for a better quality of life for all people.   The outcome beyond learning and teaching specific course content is recognizing that education is a life-long process and not just a preparation for a future career (Dewey).  Learning and teaching explore different notions of how to view knowledge and how to teach it by contextualizing learning through collaborative interaction (Alain Locke).

             During the semester, I have a rather unique reward system that runs the gamut from “edible treats to individual celebratory recognition.”  All of these seemingly “small” gestures serve as incentives for achieving  “B” or better work.  Similarly, I enjoy opportunities at the end of the semester to assess my pedagogical philosophy beyond the standard course evaluation.  In collaboration with my students, we assess my pedagogical philosophy and other related ideas at my home, as well as in the classroom

            Similarly, I am gratified by the seemingly informal comments from University faculty and staff, such as the librarians, who tell me they easily recognize my students, not only from their questions, but the sophisticated manner in which even the freshmen engage in the research process.  Likewise, I am gratified by feedback from the students a semester or so later, thanking me for the lessons that they have learned and later applied in their lives on multiple levels.   These manifestations validate my pedagogical philosophy and related ideas for educating students in a global community where they can become agents of transformative change, not only for themselves but also for the community at large.  Teaching offers not the extrinsic but the intrinsic rewards that only someone who has labored long in this field will know.  I have been teaching over twenty years, and these previously mentioned events keep me fresh in my field and looking forward to each semester.

                                                                    Blanche Radford Curry

                                                                                 2006