Ernest McClure

Teaching Philosophy: Ernest McClure

In the evolving landscape of education, where the boundaries of knowledge and understanding
are continuously challenged and redrawn, my teaching philosophy is rooted in the belief that
learning is an iterative, inclusive, and transformative process. This philosophy is shaped by my
personal journey as a Chicano male who, having experienced the silencing of my voice in an
impoverished school district, understands deeply the value of every student’s contribution in the
classroom.

Central to my approach is the concept that failure is an integral part of learning. In the historical
context, especially in a course examining the complexities of societal divides and conflicts, it is
crucial to understand that progress often comes through trial, error, and resilience. We fall, get
back up, and glean invaluable insights from these experiences. In these moments, history
becomes more than a subject; it transforms into a guide and a mirror, reflecting both our
collective missteps and our capacity for growth.

In my classroom, every voice is not only heard but is also considered essential. Traditional
educational models often perceive outspoken students as disruptive. Contrary to this, these
voices are vital to creating a dynamic and authentic learning environment. It’s in the multitude of
perspectives, especially those historically marginalized, that we find the richness and depth of
understanding necessary to truly grasp the complexities of historical narratives.

The practice of ungrading in my classroom underscores my commitment to learning as a journey

rather than a destination. By moving away from traditional grading, I focus on students’
engagement and retention of information, fostering an environment where the pressure of grades
does not overshadow the joy of learning. This approach is particularly effective in a history
course, where the depth of understanding and ability to critically analyze events is more
indicative of learning than the ability to recall dates and facts.

My pedagogical approach is further characterized by its emphasis on a dialogic and reciprocal

learning environment. Education is a shared journey where students and teachers learn from each
other. This philosophy breaks down hierarchical structures in the classroom, fostering mutual
respect and understanding. It reinforces the idea that teachers, while knowledgeable, are also
learners and do not possess all the answers. Such an environment democratizes the learning
process and empowers students to confidently seek their own answers and pose critical
questions.

In conclusion, my teaching philosophy is a tapestry woven from my experiences, beliefs, and the
ever-evolving nature of education. It is about shaping not just knowledgeable individuals but
thoughtful, questioning, and resilient ones, equipped to navigate and contribute meaningfully to
the world’s diverse and complex narratives.