As a teacher, I believe in mixing up my teaching based on the material, rather than trying to fit the material into the same pedagogical box. Some classes are better taught focused on a discussion of a single quotation. Others work best by putting five or six authors in conversation with one another. These same principles apply to my approach to lecturing; many of the same techniques are transferrable. I see lecture as a conversation between me and my students, the sources, and the historical narrative. I try to make connections. I try to use images and sounds
as well as words and concepts and timelines.
I think that my greatest ability as a thinker, teacher, and learner is my ability to organize my thoughts. Although I try to use a wide variety of sources and address multiple concepts, I take great pride in the tight organization of my lectures. What I may lack in intellectual creativity or theoretical gifts, I possess in planning and structure. In the classroom, I engage students with vibrant historical themes, using music, art, primary accounts, literature, economic theory, and strategic analysis. I am sensitive to the students back- grounds and goals in my lectures and seminars, aiming to connect with their personal experience.
Students are at the center of my lesson planning process. My first goal is to create an atmosphere that encourages participation and involvement. I present historical themes and material that are gauged to students needs and interests. I organize assignments to promote critical analysis of primary and secondary sources. Where possible, I assign several writing assignments through the semester.