Professional Documents
Culture Documents
May 2009
A MAGNA PUBLICATION
Traditionally part of the teaching portfolio in the tenure review process, an increasing
number of higher education institutions are now requiring a philosophy of teaching
statement from job applicants as well. For beginning instructors, putting their philosophy
into words is particularly challenging. For one thing they arent even sure they have a phi-
losophy yet. Then theres the added pressure of writing one thats good enough to help
them land their first teaching job.
This Faculty Focus special report is designed to take the mystery out of writing teaching
philosophy statements, and includes both examples and how-to articles written by
educators from various disciplines and at various stages of their professional careers.
Some of the articles you will find in the report include:
How to Write a Philosophy of Teaching and Learning Statement
A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity
My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality
Writing the Syllabus Version of Your Philosophy of Teaching
My Philosophy of Teaching: Make Learning Fun
As contributor Adam Chapnick writes, There is no style that suits everyone, but there is
almost certainly one that will make you more comfortable. And while there is no measur-
able way to know when you have got it right, in my experience, you will know it when
you see it!
Mary Bart
Content Manager
Faculty Focus
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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Table of Contents
How to Write a Philosophy of Teaching and Learning Statement ................................................................................4
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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Again, neither approach is inher-
Teaching and Learning Statement and what you believe in. Teachers
whose greatest pleasure comes from
inspiring their students creative
abilities are more likely to present
their philosophy in a less structured
By Adam Chapnick, PhD manner. Just like they encourage
their students not to feel constricted
by popular standards or expectations,
their prose should flow freely and
riting a philosophy of Neither approach is necessarily
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 4 words but, ideally, you should aim to Similarly, some find it easier to
develop a version that can fit on a develop two entirely separate state-
and learning in my discipline
single page. Keeping in mind that one ments:
come to life?
of the purposes of creating a one that is discipline-specific; and
how do effective teaching and
statement of teaching and learning another that is broader and
learning in my discipline con-
philosophy is to explain yourself to a perhaps more abstract.
tribute to society?
prospective employer, it makes sense
to have an iteration of your statement There is no style that suits
Most 21st century teaching philoso-
that adheres to the same basic rules everyone, but there is almost certainly
phies will also at least mention the
as the standard resume (1 or 2 pages, one that will make you more comfort-
authors approach to diversity in the
depending on your degree of special- able. And while there is no measura-
classroom (defined broadly or
ization or expertise). ble way to know when you have got it
narrowly) as well as the role of
It is therefore fairly common for right, in my experience, you will
academic technology in the teaching
aspiring teachers to create two know it when you see it!
and learning process. In the contem-
versions of their philosophies:
porary educational environment, it is
one that is as long as it takes for Dr. Adam Chapnick is an assistant
difficult to imagine a classroom real
them to express themselves com- professor and deputy director of
or virtual that does not have to take
fortably; and education at Canadian Forces College.
these two factors into consideration.
another that can be included in
The standard length of a teaching
applications that stipulate word
and learning philosophy is 250-750
and space limitations.
believe that success whether transferring a fundamental knowledge I will demonstrate my own critical
I personal or professional is
generated from three critical
building blocks: knowledge, critical
of course content to students while
cultivating their critical thinking skills
through the application of theory and
thinking skills and share my curiosity
for the unexplained or unexamined. I
will value the individual backgrounds
thinking, and curiosity. These concepts to current health-, economic- and experiences of my students, and
building blocks have an enduring, , and industry-related issues. encourage them to teach me as I
cyclical relationship; knowledge helps Through this application, areas that teach them.
us to understand the world around us are void of knowledge will ultimately I expect that my students will have
as well as ourselves, critical thinking emerge. As a teacher, I will strive to a variety of levels of desire for
gives us the ability to incorporate instill a sense of curiosity in my learning. I will strive to nurture an
knowledge and apply it endlessly, and students that will challenge them to environment that will encourage them
curiosity, which is the result of fill this void, whether for themselves to seek areas that excite them, for I
realizing the limitations of current or for all of us. I will do this by believe that true learning occurs best
knowledge, drives us to acquire addi- serving as a role model in the sense when it is most meaningful. I will
tional knowledge. that I too am searching for knowledge expect my students to understand and
I see my role as a teacher as one of for me, for them and for the future. PAGE 6
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 5 provide requisite knowledge, Susan Judd Casciani is a clinical
encourage and develop critical assistant professor and program
utilize their rights for a quality thinking skills, and stimulate natural director of the Health Care
education, and to fulfill their responsi- curiosity that will guide students in Management Program at Towson
bilities to themselves, to me and to their efforts of pursuing success. By University.
each other in our collective efforts to accomplishing this, I will satisfy the
learn and discover. need within myself to somehow make
My ultimate goal in teaching is to a difference.
y philosophy of teaching sizes a cognitive developmental per- course and related courses, I have
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 6 critical thinking, it is important to in- In addition to providing preparation
corporate a variety of specific materials, testing is also administered
the information surrounding it, can teaching strategies that help direct via the web. The web-based format
be interpreted in light of psychologi- the learning process yet allow allows students to easily review past
cal theories (parenting styles, adoles- students the freedom of active tests and study questions. I also like
cent development, group decision learning. Advances in instructional to use web-based discussion threads
making, stereotypes, personality, technology have allowed me to move to promote critical thinking and inter-
stress, etc.). This type of active, many of the basic instructional tasks active learning. Through discussion
applied learning has several advan- out of the classroom so that valuable threads, students (or the instructor)
tages: 1) it allows students to actively class time is available for more inte- can pose questions/comments to
engage with the material which grated, applied learning. Specifically, which others can respond. While
promotes general interest in psychol- I use web-based resources in order to these web-based resources do not
ogy; 2) it assists students in develop- administer study questions prior to provide any unique teaching opportu-
ing critical thinking skills; 3) it nity that cannot be imitated in the
promotes a deeper understanding of classroom, they allow many activities
how theories are utilized in a real- to be completed outside of regular
world context; and 4) it enhances class time so that limited class time
retention of material through active can be dedicated to more advanced
processing and the interrelationship I feel that as an instructor, it is activities. Further, web-based
of information. resources are invaluable for connect-
My second broad goal as an in- my responsibility to determine ing the instructor to individual
structor is to promote mastery of the students in a large lecture class.
course material. While there is a con-
exactly what I expect students
Students who would not voice
siderable amount of research con- to understand after completing questions in a large lecture setting
cerning the educational benefits of may be more likely to express
mastery instruction, mastery learning my course, then to facilitate concerns via email or participation in
is not often utilized due to the an online discussion.
increased time and effort required for student learning so that every In summary, teaching at this level
this type of instruction. I feel that as puts me in the unique position of
an instructor, it is my responsibility student reaches this level. working with college students who
to determine exactly what I expect are in the last stage of their formal
students to understand after complet- education. Thus, before they venture
ing my course, then to facilitate into the real world, my goal is to
student learning so that every student ensure students have a basic under-
reaches this level. This perspective class and provide tutorials/discussion standing of psychological concepts
implies that I can articulate my questions. In this way, students can and theories so that they may apply
specific learning goals, develop as- use study questions to ensure that this information to their own lives
sessments that effectively measure they understand (and have and become effective, critical
these goals, and have a support completed) the readings, and I can consumers of psychological
structure in place to help students use the results of the study questions information.
reach this level of understanding. In to identify aspects of the readings
addition, mastery learning requires that students are having difficulties B. Jean Mandernach is an
flexibility in instruction as different with. I can then tailor class time to associate professor of psychology and
students will master the material at target areas of confusion and spend research associate for the Center for
different rates, and different students less time reviewing easily understood Excellence in Teaching and Learning
will require different types of assis- topics. Providing the discussion at Park University.
tance (examples, demonstrations, ac- questions in advance via the web
tivities, case studies, etc.) to foster allows students to think more in-
learning. depth about selected topics and to be
In order to create a classroom that prepared to actively participate in
promotes mastery, application, and class discussions.
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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6.Effective teaching requires flexibil-
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
8
classes. Despite the fact that you typically dont craft your
E
instructional strategies or the theoretical underpinnings of
they know it or not. Simply put, a philosophy of your pedagogical endeavors. Rather, they need to know
teaching is your conceptualization of the teaching your perspective on your role as the teacher and how this
and learning process. While some people have very explicit translates into your expectations for your students.
and clear teaching philosophies, others have invested less With this in mind, how do you modify your philosophy of
time in formulating a concrete picture of their position on teaching for inclusion in the syllabus?
the teaching-learning dynamic. 1) Start by crafting your complete philosophy of teaching.
There are a number of ways to go about conceptualiz-
ing and creating your personal philosophy of teaching;
Despite the fact that you typically dont craft see Chism (1998) or Goodyear and Allchin (1998) for
popular models. In addition, the Internet is filled with
your philosophy of teaching with a student guidelines and recommendations for writing an
audience in mind, there is value in creating a effective philosophy of teaching; see
http://ftad.osu.edu/portfolio/philosophy/
modified, syllabus version, of your teaching Philosophy.html,
http://www.cofc.edu/~cetl/Essays/
philosophy. DevelopingaPhilosophyofTeaching.html,
http://chronicle.com/jobs/news/2003/03/
2003032702c.htm,
There are many reasons to articulate your philosophy of http://www.celt.iastate.edu/teaching/
teaching, some reasons driven by external requirements philosophy.html or
and others by the personal or pedagogical value inherent in http://www.lll.hawaii.edu/sltcc/tipps/
reflecting on your approach to teaching. You may be asked philosophy.html for detailed information about how to
to prepare your teaching philosophy as a component of write a teaching philosophy- and what to avoid when
your application for an academic position, as supportive doing so.
documentation in your portfolio for promotion/tenure con- 2) Reflect on your philosophy by asking yourself What
sideration, or as a portion of an application for teaching does this mean for my students? As you review your
awards/grants (Montell, 2003). Alternatively, you may elect teaching philosophy, focus on the implications for
to articulate your philosophy of teaching as a reflective students. In three or four sentences, summarize the key
activity to clarify your role as a teacher, examine the rela- components of your philosophy as it applies to your
tionship between your theoretical approach to teaching and classroom and/or the expected interactions between
your classroom practices, or highlight personal instructional you and your students. In essence, the syllabus
and educational goals (Brookfield, 1990; Goodyear & version of your philosophy of teaching starts by ex-
Allchin, 1998). plaining to the students your general view on
But, beyond personal insight or academic requirements, teaching/learning and your rationale for structuring
there is another reason an equally, if not more, important their educational experience in the manner that you do.
PAGE 10
reason to articulate your philosophy of teaching: to
provide guidance and direction to the students in your
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
9
Chism, N. V. N. (1998). Developing a philosophy of
FROM PAGE 9
teaching statement. Essays on Teaching Excellence 9 (3),
3) Clearly define your role in the classroom and the 1-2. Professional and Organizational Development Network
learning process. In one or two sentences, define for in Higher Education.
your students how you will approach learning activi- Goodyear, G. E. & Allchin, D. (1998) Statement of
ties and what behaviors they can expect from you in teaching philosophy. To Improve the Academy 17, 103-22.
relation to your philosophy. Stillwater, OK: New Forums Press.
4) Highlight your expectations for your students in Montell, G. (2003, March 27). What's Your Philosophy
relation to your philosophy of teaching. In one or two on Teaching, and Does it Matter? Chronicle of Higher
sentences, describe the behaviors you expect from Education. Retrieved February 26, 2009 from
your students as it relates to your approach to their ed- http://chronicle.com/jobs/news/2003/03/
ucational experience. Be concrete and explicit so that 2003032701c.htm.
your expectations serve as a guide to direct student
activity in the course. B. Jean Mandernach is an associate professor of psychol-
The key in crafting the syllabus version of your philos- ogy and research associate for the Center for Excellence in
ophy is not to try to capture or convey the complexities Teaching and Learning at Park University.
surrounding your philosophy of the teaching-learning in-
teraction. Rather, you should strive to maintain a student
focus and integrate only the aspects of your philosophy Student-centered Statement of Teaching
that are central for the learner. With this in mind, keep the Philosophy
following considerations in mind when adapting your phi-
losophy of teaching for inclusion in the syllabus: y philosophy of teaching can better be
Be brief, clear, and concise. Students cannot benefit
from a teaching philosophy that they do not read or
that they do not understand.
M described as a philosophy of learning. So,
what does this mean for you? I consider this
course to be an equal collaboration between you and
Utilize student-centered language. Write the syllabus me. As such, it is my responsibility to be an effective
version of your teaching philosophy in a manner that instructor; this means that it is my job to monitor
talks to the student rather than about them. your learning and adjust my teaching strategies in
Avoid using pedagogical jargon. Again, students cant response to the pace and depth of your understand-
benefit from a philosophy that they dont understand; ing. But as, with all successful collaborations, my in-
utilize language relevant to the student population. volvement is only half of the equation; in order for
Adjust the syllabus version to be relevant to each this to be a valuable educational experience, you
class. While your philosophy of teaching is stable, must be an effective student. What you will gain from
your expectations of students in relation to your phi- this course depends upon your investment in
losophy may change according to class level, course learning. Learning relies upon the interaction between
content or student characteristics; it is important to you, me and the course material; thus, it is your in-
adjust the syllabus version of your teaching philoso- vestment in this interaction that will drive your
phy accordingly. mastery of course material.
As we progress through this course, I will utilize a
Because teaching philosophies are often composed to range of instructional strategies to target the abilities
meet institutional requirements for tenure and promotion, and preexisting knowledge that each of you brings to
or as part of the job search process, they rarely reflect a the classroom. I will strive to create interactions
student audience. Revising your teaching philosophy into a which foster interest and understanding for each of
syllabus version is an ideal way to test our theory-driven you. In exchange, I expect you to invest full effort in
proclamations about teaching against the realities of all learning activities, engage in the course material
classroom teaching. [Editors note: see sidebar for an and apply yourself to a deeper understanding of
example of a syllabus version.] course material.
References:
Brookfield, S. (1990). The skillful teacher. San Francisco:
Jossey-Bass.
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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simple: be accessible to students and
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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ically analyze their actions, reflect on
A Nurse Educators Philosophy their own skill sets, and critique the
clinical decisions of others (Jeffries,
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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For me to be a complete teaching
PAGE 14
Listening also means listening to the time, which includes time spent with
non-verbal responses from the group. them and time spent on their behalf.
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 13 should feel empowered by the respect room come alive with excitement
and honesty with which I deal with over the topic by the simple willing-
an exam or if they especially pleased them during the disagreement. ness to share her own enthusiasm. It
me in a days discussion session. I Learning is serious business and I occurred to me that not only were the
am human too and they need to do my best to convey that attitude intricacies of the topic at hand indeed
know that. There is freedom in just with my actions. I establish policies interesting but so was the entire topic
being me that helps teaching and in my class that I feel actively of mineral nutrition. My enthusiasm
learning to happen. There is an promote responsibility and I run a for the topic persists to this day.
honesty that becomes a part of one- tight ship in my classroom. My What a gift! I try to give others that
on-one relationships that can be students and I have such little time same gift.
achieved no other way. As a teacher, it is my job to
I owe it to my students to challenge stimulate and encourage thinking
them. That commitment is rooted rather than to provide answers and
deeply in my own experiences. As my As a teacher, it is my job to resolve problems. It is my obligation
life has progressed, I have become in- to give students professional compe-
creasingly aware that the people who stimulate and encourage tency, energy, demand of excellence,
have held me to higher standards are and fair treatment. It is my job to
the ones I hold in increasingly higher thinking rather than to touch lives and challenge them to
regard. In my own teaching, I prefer learn how to use their inherent capa-
respect in the long term than to
provide answers and resolve
bilities and their knowledge base to
always have their fond regard in the problems. resolve problems for themselves. To
short term, and thus I challenge do this, I have to ask questions they
them. If there is one thing that prac- must work hard to answer. The great
ticing this craft has taught me, it is pay off in that is when they ask
that I rarely get more by asking for together that there is no time to questions I must work hard to
less. Thus, my courses are rigorous waste with disruptive behaviors or answer.
and demanding. I consider myself a busy work. However, learning is best I am not a man of many or varied
lifelong learner and promote that accomplished when enjoyed, so I causes. I simply believe that the only
attitude with my students. People keep my classroom atmosphere light hope for mankind and our world is
need to learn the value of reading, with humor and by encouraging for as many of us as possible to know
writing, and reflective thought. They student participation. I also explain as much as possible about that world
also need to practice. I provide op- the rules up front and stick to them. I and ourselves. Helping with the
portunities. I feel that is a responsibil- have found that I can ask and receive knowing is what I do. I teach.
ity to them, my colleagues, and to a great deal from students if I am
society. open, fair in what I expect, and W. Stephen Damron is a professor
I hope I leave my students stronger equitable in my treatment of them. and teaching coordinator in the
after they interact with me. Students I try always to convey a sense of Animal Science Department at
should leave my class with the basis wonder and adventure about Oklahoma State University.
for a new perspective or with a learning. When I was in graduate
question to mull or a curiosity to school, I took Mineral Nutrition from
satisfy. An advisee should leave my Dr. Jane Savage. Mineral nutrition
office with confidence that together had never been one of my favorite
we are charting the path he/she topics until then. One day while
wants, or at least making progress reviewing a journal article in class Dr.
toward finding a path. A student Savage commented, I think this is so
looking for a new major should feel interesting! Earth shaking commen-
he/she has an honest and fairly tary it was not. Yet, I will never forget
presented picture of my discipline that statement or that wonderful lady
and thus be enabled to make such an and teacher. It was not what she said
important decision. Even a student but the fact that we all knew she
with whom I am in disagreement meant what she said. She made the
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
14
dynamic confident speakers when
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 15 poems. I am applying ideas of study may be mysterieswonderful
Josephine Miles and Kenneth Burke, onesbut the procedures they apply
worksheet that identifies a wide but I am adding the sense that a should be simple and easily
number of minor forms in poetry. poem is a machine like a motorcycle, performed, not mysterious. I love
Before we talk about "meaning," and they can take it apart in much teaching like this.
where the untestable generalities the same way as mechanics work on
flourish, we count nouns, verbs, and an engine. David E.E. Sloane, PhD., is a
adjectives to see if the poem is For me, teaching is about what the professor of English and Education at
concrete, emotional, or active, since students take away with them that the University of New Haven.
these traits correlate with eras and they can always bring back as a
modes of English poetry, we learn to simple behavior. The things they
discover mechanical things about
ypically, teaching philosophy of the philosophy statement and of include references so that the
PAGE 17
written philosophy in different The author recommends that
teaching situations. The importance teaching philosophy statements
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 16 show a candidate that it takes Purposes and organizational
teaching seriously, one of the best structure. Journal of Chemical
article proposes a structure and a times to convey that message is Education, 85 (3), 336-339.
series of questions that can be used during the interview process.
as a starting place. It also contains a Reprinted from The Teaching
link to a sample philosophy Reference: Eierman, R.J. (2008). Professor, May 2008.
statement that follows the proposed The teaching philosophy statement:
structure. If an institution wants to
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
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FROM PAGE 17 include in, or exclude from, your ideas about teaching and learning.
statement. (http://ftad.osu.edu)
Benefits Use metaphors
A well articulated teaching philoso- Key questions to ask of In describing your concept of the
phy statement offers several benefits yourself teaching-learning process, you may
to the teacher, at both personal and As a first step towards developing a use metaphors, such as "container-re-
professional levels. At the personal teaching philosophy statement, ceptacle or vessel", "journey-guide",
level, it helps preserve "your personal Chism (1998) suggests asking oneself "master-disciple", "filling station",
sanity and morale" as it helps clarify some basic questions, such as the "coach", "gardener", or "choreogra-
to yourself why you are doing what following. The answers to these may pher", as a way of articulating your
you are doing (Brookfield, 1990, p. be incorporated in your teaching phi- ideas. Your readers will have a
16). losophy statement. clearer understanding of how you see
At the professional level, as What are my concepts or views your role vis--vis your students in
mentioned before, it helps you to on how people (like my students) the teaching-learning process
discuss coherently what you do in learn and how can I facilitate that (Grasha, 1996). Metaphors also help
the classroom and why you do it in learning? demonstrate your understanding of
that way. It helps you to be clear What goals do I have for my the purpose of education and the role
about the effect you are having "on students and why? of a teacher in the educational
students and their learning" How do I transform my concepts process.
(Brookfield, 1990, pp. 18-19). It also about teaching and learning and
sets the benchmark for measuring the goals for my students into Make it memorable and unique
appropriateness of your instructional classroom practices? A teaching philosophy statement
methods, the scope of your activities How do I know that my should set you apart from others. It
in and out of the classroom, the as- classroom practices are effective? should create a vivid impression of
sessment of student learning, and the one who demonstrates clear thinking,
effectiveness of your teaching. By including specific examples unique teaching practices, and com-
Moreover, the statement "provides mitment to the vocation of teaching.
stability, continuity, and long-term of teaching strategies and By including specific examples of
guidance" and helps you "remain teaching strategies and techniques,
focused on teaching goals and to ap- techniques, your statement your statement will help your readers
preciate the personal and professional visualize the rich learning environ-
rewards of teaching." (Goodyear and
will help your readers visualize ment you want to create for your
Allchin, 1998, pp. 106-7) It can thus students.
the rich learning environment
lead to a change in your teaching
behaviors and ultimately foster pro- you want to create for your Key questions others will ask
fessional and personal growth. in reviewing
students. Are the concepts and views
Developing a teaching presented clearly and lucidly?
philosophy statement Does the approach to teaching
There is no one formula or a set Own your teaching philosophy and learning demonstrate reflec-
format for writing a teaching philoso- This is your teaching philosophy, tive thinking and careful
phy statement. You may use a not someone else's. You will have a planning or flexibility when ap-
question/answer format or use sense of "ownership" of the teaching propriate?
visuals and quotes. It is generally 1-2 philosophy statement by writing Does it address fully the institu-
pages long and written in first- about your own beliefs and experi- tional context of teaching and
person, mostly using the present ences. It is better to avoid dogmatic learning, and scholarly research
tense. It is written in a language that statements, such as "students learn in the field?
can be easily understood by the effectively only through group work" Does the statement show
readers. You may seek guidance from or "the best way to teach is through awareness of the conventions
someone in your field on the disci- the problem-based learning method". and expectations of the disci-
pline-specific jargon and issues to In this way, you appear open to other pline?
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
18
FROM PAGE 18 Organizational Development Network Does it Matter? The Chronicle of
in Higher Education. Higher Education (Chronicle Careers),
Is the statement modest or Goodyear, G. E. & Allchin, D. March 27, 2003.
ambitious? (Mihram & Anderson, (1998). Statement of teaching philoso- Stating a Teaching Philosophy
2004; phy. To Improve the Academy 17, 103- (2007). Last Modified: 30 November
http://www.usc.edu/programs/cet/ 22. Stillwater, OK: New Forums Press. 2007.
resources/teaching_philosophy/) University of Southern California,
Grasha, A. F. (1996). Teaching with Center for Teaching and Excellence
Conclusion style: A practical guide to enhancing website. http://www.usc.edu/
A teaching philosophy statement is learning by understanding teaching programs/cet/resources/
a living document that evolves over and learning styles. Pittsburgh, PA: teaching_philosophy/
time. It need not be comprehensive, Alliance Publishers.
but should be interesting to read. It Haugen, Lee (1998). Writing a
should essentially state what you Teaching Philosophy Statement. Dr. P. N. Ramani, a professor of
actually believe in and practice. Center for Teaching Excellence, Iowa English, is currently Quality Assurance
State University, March 1998; Last Officer, QA Department, at the
References update: January 6, 2009. Ministry of Manpower in the Sultanate
Brookfield, S. (1990). The skillful Mihram, Danielle & Anderson, of Oman.
teacher. San Francisco: Jossey-Bass. Lawford (2004). Stating Your Teaching
Chism, N. V. N. (1998). Developing Philosophy. PowerPoint Presentation,
a philosophy of teaching statement. University of Southern California,
October 20, 2004.
Essays on Teaching Excellence 9 Montell, Gabriela (2003). What's
(3), 1-2. professional and Your Philosophy on Teaching, and
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement www.FacultyFocus.com
19
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