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How to write your philosophy of education statement

The Philosophy of Education Statement is an important piece in your educator portfolio. It may be requested by hiring personnel at schools to be included with a cover letter and resume. Your teaching philosophy should be thoughtful, organized and well-written. The summary should be between 1-2 pages and should document and support your core educational principles.

• First, state your objectives as a teacher. These need to be achievable through some form of assessment.
• Second, you will want to outline the methods by which you will achieve your teaching objectives.
• Third, you will need to have demonstrated evidence of your achievements. This may take the form of standardized assessments or evaluations.
• Forth, allude to the factors that motivate you to be in the teaching profession. This is where you can be cerebral. State what motivates you to be in the teaching profession. 

Some Important Considerations

Your core values and beliefs.

The statement should reflect your core values and beliefs in terms of teaching. Consider your thoughts regarding the nature of students, the purpose of education and how people learn, and the role of teacher. As you develop your educational philosophy, think about completing the following statements: 

• I believe the purposes of education are ... 
• I believe that students learn best when... 
• I believe that the following curriculum basics will contribute to the social, emotional, intellectual and physical development of my students ... 
• I believe that a good learning environment is one in which ... 
• I believe that all students have the following basic needs ... 
• In order to further the growth and learning of my students, these basic needs will be met in my classroom through ... 
• I believe that teachers should have the following qualities ... 

Why You Teach

• What is the purpose of education? 
• What is your role as an educator?

Whom You Teach

• How will you reach the diverse students in your classroom? 
• How do you define your community of learners?

How and What You Teach

• What are your beliefs about how students learn?
• How will your beliefs affect your teaching? Think about management, instructional strategies, curriculum design and assessment.
• How do you balance the needs of the individual learner with the needs of the classroom community?
• What are your goals for students? 

Where You Teach

• How will you bring a global awareness to your classroom? 
• What will be your relationship with the community, parents, teaching colleagues and administration? 

Completing the Application 

Don't cut corners! As you are completing your applications, keep in mind that they are as important to your job search as your resume, letter of interest and other documents in your application packet. You are encouraged not to rush through completing your applications. Regional applications may be required instead of or in addition to the employer’s individual application.

• Be consistent with the information you provide on the application and on your resume. Make sure there are no contradictions of dates and places of employment and education.
• Do not make up an answer. Be honest. If you embellish, it will eventually catch up with you and you will leave a negative impression on the employer.
• Extra-curricular activities, which you may be willing to sponsor or coach, may be listed on most applications. Your willingness to sponsor activities can sometimes enhance your consideration for positions.
• Follow the application directions exactly. The directions may be different for each application you complete, so read all the directions carefully. Enter the correct information in the correct fields.
• Grammatical rules should be followed at all times. Teachers are held to high standards. Errors are unacceptable.
• Humor in your responses on an application can come across as sarcastic or flippant.
• Remember, an application may be a prospective employer’s first introduction to you; make it a professional one.
• Incomplete applications give the appearance of poor attention to detail. It is always best to respond to each question posed on an application whenever possible. An employer would not ask it if s/he did not want an answer.
• Never answer a question with “See my resume.”

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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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How to Write a Philosophy of Teaching Statement

5 easy steps on how to write an authentic and effective philosophy of teaching statement to help your job application get noticed.

Karen Quevillon

If you’re like most scholars, your philosophy of teaching statement is one of the more difficult parts of your portfolio. Also called a teaching philosophy statement, it’s a standard component of academic job postings, and is required for tenure and grant applications. Yet it remains the Appalachian cousin of the dossier—overlooked, misunderstood and underappreciated.

While a teaching statement is not likely to make your candidacy, it can certainly break it. Here’s a guide on how to write an authentic and effective philosophy of teaching statement to help your job application get noticed.

1. What is a teaching philosophy statement? 2. Why write a teaching philosophy statement? 3. What goes into a statement of teaching philosophy? 4. Best practices for writing a statement of teaching philosophy 5. Helpful resources and examples of teaching philosophy statements 5.1. Sample teaching statements 5.2. Help with the writing process 6. References

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1. What is a teaching philosophy statement?

A teaching philosophy statement is a one-to-two page narrative essay that lays out the what, why and how of your teaching practice, including:

• Your conception of teaching and learning;
• A description of how you teach;
• A rationale for your approach.

Notice that providing a philosophy of teaching statement implies that you have a philosophy of education. More on that shortly.

With the teaching statement, you are (1) communicating your goals as an instructor and (2) tying your work in the classroom to your professional development, research and other aspects of your career.

2. Why write a teaching philosophy statement?

The teaching philosophy statement is the opportunity for your audience to imaginatively inhabit your classroom and experience your particular brand or style of teaching.

In the first place, it demonstrates you are taking a purposeful and thoughtful approach to teaching. You care about and value teaching; you are designing your students’ classroom experiences to support their success; you can deal effectively and sensibly with the inevitable challenges involved in the learning process; you are committed to continuous improvement as an educator.

If you have little to no teaching experience, the statement gives your audience a sense of how ready, willing and able you are to teach. If you already have teaching experience, the statement maps your learning and accomplishments.

As Caukin and Brinthaupt (2017) show, the teaching philosophy statement can be viewed as a professional development tool. Even if you don’t need a teaching philosophy statement for an application, it’s a good idea to write one. Writing one will help you to organize your priorities and goals as well as to discover and examine the assumptions you have about teaching and learning.

3. What goes into a statement of teaching philosophy?

Fortunately, you don’t need a background in educational theory to have a teaching philosophy. Even if you’ve never thought about teaching in a systematic way, you’ve been a learner for almost as long as Survivor has been airing, and you’ve likely had some experience as a tutorial leader or lecturer. “Think deeply about more and less productive episodes of learning,” advises Professor Brian Coppola, “…then try to capture the essence of those experiences to guide your thinking about designing instruction” (2002, p. 450). Sometimes a metaphor is helpful for articulating how you understand the teaching/learning relationship.

In your statement, include:

• Your conceptualization of teaching and learning;
• The goals you have for your classes (informed by your conceptualization);
• How you design and implement the learning environment to achieve your goals;
• How you can tell whether you’ve accomplished those goals (i.e. assessment and evaluation practices you use);
• What you have learned about your own teaching and how you are progressing.

There is no single or predominant format in which to communicate your philosophy of teaching. This makes the task aggravating, or creatively liberating, depending on your personality. Do include a title, an introduction that presents the purpose of your statement, and a conclusion that ideally leaves a powerful image or idea with your reader.

Alexander et. al. (2017) argue for a “remediation” of the teaching philosophy statement that integrates the teaching technologies with which we already work. This would mean transforming the statement into perhaps a multi-layered website, a slideshow presentation, or a digital-visual collage. Though we are not quite there yet in the academy, this kind of remediation is likely not far off.

4. Best practices for writing a statement of teaching philosophy

Although you are a scholar, this is not a piece of scholarly writing. This is a business document and needs to be approached as such.

As with any effective piece of professional writing, begin by considering your audience. What is likely to be the most important and relevant things for them to know? Will they be familiar with your discipline’s major sub-disciplines and lineages? Keep in mind that a hiring committee will be interested in both the internal and external consistency of what you are saying—e.g. how your teaching philosophy relates to your theoretical commitments to constructivism, and how your use of technology in the classroom supports your ideals of inclusivity and diversity.

Be sure to follow best practices for effective business communication: use jargon-free, clear and concise sentences. Use short paragraphs. Use headings. (Never underestimate the importance of a heading.) Your writing must be grammatically correct and free of typos.

Lastly, your philosophy of teaching statement is a particularly personal document. So let your personality and ‘voice’ shine through by incorporating plenty of examples, anecdotes, and descriptive details. Speak for and about yourself using “I” language; don’t lapse into generic “we” statements or employ an anonymous third-person stance. Tell your story.

5. Helpful resources and examples of teaching philosophy statements

Check out the resources at your institution’s Teaching and Learning department. Or look up what’s posted at the school where you are applying: this will help you get a sense of their expectations.

5.1. Sample teaching statements

These universities provide dozens of sample philosophy of teaching statements from award-winning teachers in a variety of disciplines:

• Ohio State University, Center for the Advancement of Teaching
• University of Michigan, Center for Research on Learning and Teaching
• University of Calgary, Taylor Institute for Teaching and Learning

5.2. Help with the writing process

Ohio State University’s Center for the Advancement of Teaching also provides worksheets and many other resources to jumpstart your reflections on teaching practice, as does Vanderbilt University’s Center for Teaching .

In this video , Iowa State University English professor Susan Yager speaks about the process of writing a statement and offers excellent practical tips and strategies concerning tone, word choice, the challenges of self-promotion, getting started, and seeking feedback.

In a recent article for The Chronicle of Higher Education (2017), Assistant Professor Mary Anne Lewis shared her own experiences creating her teaching philosophy statement.

6. References

Alexander, P., Chabot, K., Cox, M., DeVoss, D., Gerber, B., Perryman-Clark, S., Platt, J., Johnson Sackey, D., Wendt, M. (2012). Teaching with Technology: Remediating the Teaching Philosophy Statement. Computers and Composition. 29, 23-38. Retrieved from https://www.researchgate.net/publication/228982736_Teaching_with_ Technology_Remediating_the_Teaching_Philosophy_Statement

Caukin, N. and Brinthaupt, T. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates. (2017). International Journal for the Scholarship of Teaching and Learning. 11 (2), Article 18. doi: https://doi.org/10.20429/ijsotl.2017.110218

Coppola, B. (2002). Writing a Statement of Teaching Philosophy. Journal of College Science Teaching. 31 (7), 448-453. Retrieved from http://emp.byui.edu/firestonel/bio405/readings/Teaching%20Philosophy.pdf

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4 Teaching Philosophy Statement Examples

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A teaching philosophy statement, or an educational philosophy statement, is a brief essay that nearly all prospective teachers must write when applying for an academic position. The statement generally reflects on the writer's teaching beliefs and includes concrete examples of how those beliefs have informed the writer's teaching practices.

A well-crafted teaching statement gives a clear and unique portrait of the writer as a teacher. Teaching philosophy statements are important because a clear teaching philosophy can lead to a change in teaching behavior and foster professional and personal growth. As a result, it can also be effective for practicing teachers to conceptualize their teaching approaches by writing a statement—even if they aren't applying for another teaching role.

Examples of Teaching Philosophy Statements

This passage is an example of a strong statement of teaching philosophy because it puts students at the front and center of the teacher's focus. An author who writes such a statement will likely always ensure student needs are the primary focus of all lessons and schoolwork.

"My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks.

"I believe that there are five essential elements that are conducive to learning. (1) The teacher's role is to act as a guide. (2) Students must have access to hands-on activities. (3) Students should be able to have choices and let their curiosity direct their learning. (4) Students need the opportunity to practice skills in a safe environment. (5) Technology must be incorporated into the school day."

The following statement is a good example of a teaching philosophy because the author emphasizes that all classrooms and students are unique, with specific learning needs and styles. A teacher with this philosophy is likely to ensure they spend time helping each student achieve their highest potential.

"I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others.

"Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students' lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work to engage and activate students learning." 

This statement provides a solid example because the author emphasizes the moral objective of teaching: She will hold each student to the highest expectations and ensure each one is diligent in their studies. This statement also implies the teacher will not give up on any student.

"I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion."

"I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well."

The following statement takes a slightly different approach. It states that classrooms should be warm and caring communities, and unlike the first two sample statements, it focuses more on community-based learning, as opposed to an individualized approach. The teaching strategies mentioned, such as morning meetings and community problem-solving, follow this community-based philosophy.

"I believe that a classroom should be a safe, caring community where children are free to speak their mind, blossom, and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills.

"Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and that's okay. That just means that I have grown and learned new things."

Components of a Teaching Philosophy Statement

A teaching philosophy statement should include an introduction, body, and conclusion—just as you would expect of your students if they were writing a paper. But there are other specific components that you need to include:

Introduction: This should be your thesis statement where you discuss your general belief about education (such as: "I believe all students have a right to learn"), as well as your teaching ideals. Consider what students will have learned once they depart your class, and what those lessons learned say about your teaching philosophy and strategies.

Body: ​In this part of the statement, discuss what you see as the ideal classroom environment and how it makes you a better teacher, addresses student needs, and facilitates interactions between parents and their children. Discuss how you would facilitate age-appropriate learning  and involve students in the assessment process . Explain how you would put your educational ​​ideals into practice.

Clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or detailing a teaching strategy you've used. Doing so helps your reader understand how your teaching philosophy would play out in the classroom.

Conclusion : In this section, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on them to meet future challenges. Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career.

Cite your sources. Explain where your teaching philosophy originated—for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you.

Formatting Your Statement

There are some general rules to follow when writing a teaching philosophy statement.

Keep it brief. The statement should be no more than one-to-two pages, double-spaced.

Use present tense , and write the statement in the first person, as the previous examples illustrate.

Avoid jargon. Use common, everyday language, and not technical terms. If you must use jargon, explain what you're writing about in everyday terms as well.

Be personal. Make sure you talk about your experiences and beliefs, and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching.

Vanderbilt University. " Teaching Statements ."

The Chronicle of Higher Education. " 4 Steps to a Memorable Teaching Philosophy ."

The Ohio State University. " Philosophy of Teaching Statement ."

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On this page

• Developing Your Teaching Philosophy
• General Guidelines
• Examples of Approaches
• Examples of Statements

A teaching philosophy statement is a written description of your values, goals, and beliefs regarding both teaching and learning… and uses evidence from your teaching to make the case that you have excelled as a teacher… As a general expression of your beliefs and practices, your teaching philosophy can shape your syllabi or introduce your course website.

Teaching philosophy statements are unique to each individual and reflect contextual factors such as the discipline, influential mentors, personal educational experiences, type of teaching (graduate vs. undergraduate, large vs. small classes etc.), and program-related teaching requirements (e.g. case-based learning), to mention a few.

Why Write a Statement of Your Teaching Philosophy?

A statement of your teaching philosophy is often a required or highly recommended part of a tenure dossier, so many instructors only develop teaching philosophy statements during the tenure submission process. However, this is not the only time a teaching philosophy statement is useful. Early in your career, it is very helpful to have gone through the process of reflecting about your own teaching, which gives you a better idea of your beliefs and strengths as an instructor and the ways in which you could develop your teaching practices over time.  For instance, if you are a proponent of team-based learning, you could seek out new approaches to group learning that would make it a better/more effective learning experience for your students.

Another reason to have a teaching philosophy statement is that it is increasingly common to ask for such a statement as part of the application process for tenure track positions. As well, teaching philosophy statements are usually required for nominations for teaching awards , such as the 3M National Teaching Award.

Developing Your Teaching Philosophy Statement

If you seek a career as an academic, ideally you should begin to articulate your teaching philosophy in graduate school. The sooner you start thinking about your teaching philosophy, the easier it is to formulate a statement when you need it. Once you have articulated your beliefs and practices as an instructor, it is far easier to jot down relevant examples of your teaching strategies and successes as you go. Don’t leave it until the time when a polished teaching philosophy statement is needed.

Over the years, keep a file of

• how you enact your teaching beliefs in your courses
• how your thinking about your teaching practices has evolved
• what you have done to change or enhance your teaching practices
• what new innovations you have incorporated into your teaching.

With this file at hand, it will be a much easier job to pull together or revise your teaching philosophy statement, and include examples to illustrate how you translate your teaching philosophy into effective classroom practices that facilitate student learning.

General Guidelines for your Teaching Philosophy Statement

• Make your Teaching Statement brief and well written. While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use a narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline-specific. Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms , as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise. Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

(List adapted from Center for Teaching, Vanderbilt University )

In addition to these guidelines, another valuable suggestion is to have your Teaching Philosophy statement reviewed by academic colleagues who may have other insights into what you could include in your statement. As well, you need to make sure that you are conforming to specific expectations (if there are any) from your Faculty or Department about what to include in your Teaching Philosophy statement. For example, according to The Teaching Dossier: A Guide for the Schulich School of Medicine & Dentistry (pdf), the statement of teaching philosophy "may include, but not be limited to, discussion in each of the following:

• your personal theory of learning (e.g., what happens inside students when they learn)
• the goals for instruction (what should be learned)
• the role(s) and responsibility(ies) of the student in this process
• the role(s) of the instructor in this process
• a description of the variables which promote learning

Components of Your Teaching Philosophy Statement

A statement of teaching philosophy is a flexible document, and can be successfully constructed in a number of different ways.

One way is to include descriptions of specific teaching strategies (e.g., a description of a particular assignment of class activity) alongside your teaching beliefs. Some instructors prefer to integrate these strategies into the philosophy statement; others prefer to describe them in a separate document (a “Statement of Teaching Practice”). Other common components of a statement of teaching philosophy include:

• your definition of good teaching, with an explanation of why you have developed or adopted this particular definition
• a discussion of your teaching methods: how do you implement your definition of good teaching?
• a discussion of your evaluation and assessment methods and a description of how they support your definition of good teaching
• a description of your students, and their most important learning goals and challenges
• a description of your teaching goals: with what content, skills, or values should students leave your classroom? What are your goals for improving your own teaching?

(List adapted from Centre for Teaching Support and Innovation, University of Toronto )

Nancy Chism’s (1998) classic article on teaching philosophy statements outlines guiding questions for developing key components of a good teaching philosophy statement, including:

Conceptualization of Learning

• How does learning take place?
• Based on my observation and experience, what do I think happens during a learning episode?

Conceptualization of Teaching

• How do I facilitate learning?
• What are my assumptions about teaching?
• Why do I teach the way I do?
• How do I motivate, challenge, or support students?
• How do I deal with students who struggle?
• How do I vary my approach?

Goals for Students

• As a result of learning, what do I expect my students to know, do, or value (in their careers and future lives)? Why?
• What does my teaching philosophy mean for my students?

Implementation and Assessment

• How are my conceptions of teaching and learning transformed into instructional strategies?
• What are the consequences of my instructional strategies?
• How do I know my teaching is effective?
• What data do I use to gauge my effectiveness?

Your Future as a Successful University Teacher (Personal Growth Plan)

• What goals have I set for myself as teacher?
• How will I accomplish these goals?
• What are some present challenges to overcome in order to achieve my goals?
• How have I developed?
• What evidence do I have that can demonstrate my development?
• What has changed over time in my assumptions and actions?
• How have I met goals that I set in the past?

Examples of Approaches to Writing Your Teaching Philosophy

Adapted from Reflections (Spring 2000) by Mike Atkinson

There are numerous approaches you can take when writing your teaching philosophy. Let's examine several of these by looking at the reflective statements from some of Western's award-winning teachers. These should not be considered as mutually exclusive strategies. In fact, many instructors use a variety of these styles.

Focus on the Purpose of Teaching

This approach presents a general statement about what you see as the "job" of a university instructor. You might consider what the instructor ideally should do in the classroom. How does this help the student to develop? Remember to keep your comments focused and to the point.

"My responsibility as a teacher is to create an environment where students are empowered to think critically and creatively, to learn to seek resources to achieve their learning goals, to develop as self-evaluators, and to receive constructive feedback about their work. I am very cognizant of the need for undergraduate students to acquire specific knowledge while they develop the attitudes and skills that are essential to professional practice in nursing." (Carroll Iwasiw) "Teaching in a professional faculty, I am constantly mindful of the need to ensure that the theory I discuss is presented in a context that is meaningful to my students. Most of my students are mature students, for whom relevance of subject matter to their chosen careers is highly valued. Most of my graduate students have had substantial experience as teachers and administrators and are looking for theory to explain, if not outright solve, the problems they encounter in practice." (Greg Dickinson) "The primary challenge I have faced is related to the fact that my field--Restoration and eighteenth-century literature--seems remote to most students. My job, I believe, is to make the field come alive for the classes I teach, to demonstrate its centrality in the culture of the late twentieth century, and to instil a love for works that might initially appear intimidating in their neoclassicism or vexing in their satiric density." (Alison Conway) "Teachers provide a catalyst for learning by making information understandable and applicable to students. A teacher must have an intense passion for teaching. An effective teacher also has the will and the ability to show emotion, realizing that genuine emotions not only reveal his or her character, but also are an effective and personal means of communication. And not least, a teacher must know the importance of being humble." (F. P. H. Chan)

Personal Reflection

Here, the individual outlines how and why he or she entered the profession of academia. This may be quite specific ("My father was a customs officer and I became intensely interested in people's ability to lie") or very general ("For as long as I can remember, I have been interested in helping students to learn"). Some questions for you to consider: Why did you become a university instructor? Who were your role models? What attracted you to your specific area of study?

"I chose to study French when I entered university because of an intense interest in language and languages, which I developed in my first year of secondary school. In my teaching, I start from the assumption that each student either has a similar fascination already and that my task is to help her follow it further, or that she has the potential to be as fascinated as I am, and that my job is to help her develop that enthusiasm for the subject matter." (Jeff Tennant)

Citing Specific Tactics

In this approach, the instructor discusses specific examples of things she or he has done in the classroom. The focus here is not so much on a listing of activities as it is on a demonstration of pedagogical approach.

"Even in large lectures of a few hundred I attempt to invite at least minimal participation, for example, through 'You Be the Judge' exercises. In smaller settings I employ debates, role-playing, dialoguing, and mock trials or hearings--techniques that require students to 'sift through the evidence,' enabling them to adopt various perspectives and make defensible arguments for them." (Greg Dickinson)

"Let me start by saying that I find the term 'philosophy' to be rather too pretentious for my approach to teaching. However there are several things that I do in an attempt to be as effective as possible in the time available. I try to be organized so that both the student and I know what is coming, where we have been and what is expected. I also work hard at getting the students involved individually in the lectures and keeping them up to date in the course material. I try to know everyone's name and I ask lots of questions in class. On a weekly basis, I hand out short problem sets and we hold sessions in which student volunteers present the answers on the board to the rest of the class. The vetting of the problem sets can be quite time consuming, but I am convinced that it is one of the most effective things that I do". (D. H. Hunter)

The Larger Picture

An instructor may want to set a broad philosophical background for his or her own pedagogical approach. As always, this does not have to be a lengthy discussion of philosophical theory. Rather, the focus is on your own values and beliefs. Such statements tell the reader a great deal about your personal approach to teaching, interaction with students, your choice of instructional format, evaluation, and so on. Think about what values are the most central to your beliefs about education. Equality? Perseverance? Exploration? Whatever you choose, this is a good way to begin your statement of teaching philosophy.

"Teaching is one of the most important of all human activities with a potential for great good or harm. It is far more complex than most people realize and makes large professional and personal demands on the teacher. It repays the teacher's efforts many times over in terms of the gratification in being a part of the awakening and development of students". (W. Wayne Weston)

"My cognitive machinery is not designed for fine detail work. I think about and understand the world in broad strokes on large canvasses. In the classroom, my emphasis is always on the big picture because that is where I am most fluent. I tend to 'dig down' to the necessary level of organizational detail rather than 'build up' from all of the component bits and pieces. I am open with my students that they probably command more of the minutiae of the discipline than I--but I also warn them of the speed with which our knowledge of minutiae changes. I try to model a way of being intrigued by, and working with, knowledge rather than being chock-full of it." (Tom Haffie)

"My philosophy of teaching is less philosophy and more value-based. However, I do have some basic tenets that I hold dear to my pedagogical practice. My first premise sounds trite but is absolutely critical to what I do in class: I believe I teach students, not a subject. Of course, it is not completely true and I do teach a subject, but I am teaching students about a subject. I have long admired the question, 'What is worth knowing? and try my best to remind myself of that question when I prepare for classes. Its corollary is equally important, 'How do you go about getting to know what is worth knowing?' For both questions, the issues of HOW to teach and HOW to learn are critical. Teaching to me is about process first, content second." (Don Morrow)

"The encounter between teacher and student is an honoured tradition in which one passes on parcels of knowledge to the other. Particularly in the university environment, it involves more than the dissemination of detailed information: the myriad of facts are only kindling used to fuel the desire to imagine, to reason, and to think." (F. P. H. Chan)

Identification of Goals

We have a variety of goals in mind whenever we teach a class. Some of these are broad and quite loosely defined ("I want my students to gain an appreciation for chamber music.") Others may be very specific and could reasonably be thought of as instructional objectives ("By the end of this course, students will be able to identify correctly all of the major structures in the human nervous system and will be able to suggest the likely cause of any neurological disorder when presented with a hypothetical scenario"). Whatever your goals, it is useful to set them out clearly. In this way, you (and your students) can know whether or not the goals have been achieved. "The following are the general goals I set for myself in the courses I teach:

To encourage students to make the subject matter their own. In the case of language courses, this involves encouraging them to make use of French every chance they get, both inside and outside the classroom. To help students make progress in the learning of their second language by giving them the means to identify and correct their errors. To encourage students to challenge their common sense assumptions about language by analyzing it from a rigorous scientific viewpoint.

To help students, through the study of sociolinguistics, to recognize sources of social and ethnic prejudice in beliefs people have about language and about differences between groups of people based on their language and use of language.

To establish with students a cordial relationship between learner and teacher based on mutual respect rather than one based on authority. To be available to students for assistance with their work when they need it. To this end I encourage students to make an appointment to see me if they are unable to come by during my regularly scheduled office hours." (Jeff Tennant)

Examples of Teaching Philosophy Statements

• Nanda Dimitrov:  Teaching Philosophy – Intercultural Communication
• Gavan Watson:  Statement of Teaching Philosophy
• Eric Anderson, 2014 Teaching Excellence Award Winner – General Education (CHSS)
• Yoosun Chung, 2012 Teaching Excellence Award Winner – Teaching with Technology (CEHD)
• Gregory Grimsby, 2014 Teaching Excellence Award Winner (CVPA)
• Christopher Hamner, 2013 Teaching Excellence Award Winner (CHSS)
• Jeff Offutt, 2013 Teaching Excellence Award Winner – Teaching with Technology (VSE)
• Michael Summers, 2014 Teaching Excellence Award Winner (COS)
• Sample Teaching Philosophy Statements from past University of Calgary Teaching Award recipients, including graduate teaching assistants
• Sample Teaching Philosophies organized by field of study from graduate students at the University of Michigan

Information for registrants in the Western Certificate in University Teaching and Learning

A teaching philosophy is part of the Teaching Dossier that you will submit for the Certificate . It should be:

A succinct, clearly reasoned statement of your personal beliefs about teaching and how these have influenced your choice of teaching methods, i.e., an explanation of why you do what you do...maximum length 2 pages (Required)

If you are an inexperienced teacher you can discuss what you would do, rather than what you have done with respect to classroom teaching.

The Teaching Dossier is a highly personal document that reflects your unique approach to teaching and student learning . We recommend that you review samples of dossiers and philosophy statements to develop a clear understanding of their structure and organization.  However, if you find yourself drawing from the ideas of others when developing your statement, please consult " How not to plagiarise " and, where in doubt, cite sources appropriately.

If a dossier or philosophy statement that you submit in support of the Certificate is deemed to have been plagiarised in any way, you will have to wait a minimum of six months before you are able to submit revised (and wholly original) documents and receive the Certificate.

CTL Programs

The following programs periodically have workshops on writing teaching philosophy statements:

Faculty Mentor Program   Future Prof Series (FPS)

Further Reading

• 4 Steps to a Memorable Teaching Philosophy (Chronicle of Higher Education)
• Teaching Philosophies and Teaching Dossiers Guide (Taylor Institute for Teaching and Learning, University of Calgary)
• Exploring Your Teaching Philosophy: Sample Exercises (Centre for Teaching Excellence, University of Waterloo)

If you need individual assistance in writing a teaching philosophy statement, please contact one of our educational developers .

Chism, N. V. N. (1997-98). Developing a philosophy of teaching statement. Essays on teaching excellence: Toward the best in the academy, 9 (3). Retrieved from: http://podnetwork.org/content/uploads/V9-N3-Chism.pdf

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Philosophy of Education Statement: Everything You Need to Know

• Philosophical Foundations of Education

This refers to a written description of what is considered to be the best educational approach. It’s a reflective and purposeful essay about a prospective teacher’s teaching beliefs and practices. This individual narrative also includes solid examples of the ways in which the author enacts these beliefs and practices in the classroom.

A philosophy of education statement should comprise an introduction, body, and conclusion. However, there’re specific components that the author needs to include in the statement. These include:

Introduction: This should be the thesis statement where the authors discuss their general beliefs about education and ideals in relation to teaching. One should consider what the pupils will have learned once they depart the class, after having been guided by the person’s teaching philosophy and strategies.

Body: In this section of the statement, the authors should discuss what they see as the ideal classroom environment and how it makes them better teachers , facilitates parent/child interactions, and addresses student needs. This section should also discuss how they’ll facilitate age-appropriate learning and how they’ll involve students in the assessment process. The authors should explain how they’ll put their educational ideals into practice. They should clearly state their goals and objectives for students . This helps the reader understand how their teaching philosophy will play out in the classroom.

Conclusion: In this part, authors should talk about their goals as teachers, how they’ve been able to meet them in the past, and how they can build on those to meet future challenges. They should focus on their personal approach to classroom management and pedagogy and how they wish to advance their careers to support education further. While the authors don’t need to use an official citation style, they should cite their sources.

There’s no right or wrong method to write a philosophy of education statement. However, authors should follow some general rules when writing such a statement.

Keeping it brief: The statement shouldn’t be more than one to two pages.

Using present tense: Authors should write the statement in present tense and in the first person.

Avoiding jargon: Authors should use everyday, common language and not technical terms.

Creating a vivid portrait: Authors should try to write the statement in a way that helps the readers take a mental peek into their classrooms.

Additionally, it’s important to talk about the authors’ personal experiences and beliefs. Authors should also ensure the statement is original and truly describes the philosophy and methods they’ll employ in teaching.

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Philosophy of teaching statement.

The process of identifying a personal philosophy of teaching and continuously examining, articulating, verifying, and refining this philosophy through teaching can lead to change of teaching behaviors and, ultimately, foster professional and personal growth.

A philosophy of teaching statement is a narrative that includes:

• A personal vision for teaching and learning.
• A description of teaching strategies or approaches implemented.
• Justification for those strategies, focusing on evidence-based practice.

An effective teaching philosophy demonstrates that an instructor is reflective and purposeful about teaching, communicates instructional goals and corresponding actions in the classroom, and points to and weaves together themes, materials, and activities outlined in the other sections of the portfolio.

General Formatting Suggestions

There is no right or wrong way to write a philosophy statement , which is why it is so challenging for most people to write one.

A teaching philosophy is generally 1–2 pages, double-spaced, in length . For some purposes, an extended description is appropriate, but length should be determined by content and context.

Use present tense, in most cases.  Writing in first-person is most common.

Most statements avoid technical terms  and favor language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may be helpful to have a disciplinary peer review the statement to provide guidance on any discipline-specific jargon and issues to include or exclude.

Describe in detail teaching strategies and methods. It is not possible in many cases for a reader to observe instruction. By including very specific examples of teaching strategies, assignments, discussions, etc., the reader can visualize the learning context described and the exchanges between instructor and students.

Make the statement memorable and unique.  If the document is submitted as part of a job application, readers on the search committee are reviewing many statements. What sets this one apart? Often that is the extent to which it creates a vivid portrait of a person who is intentional about teaching practices and committed to their career.

“Own” your philosophy.  The use of declarative statements (such as, “students don’t learn through lecture,” or “the only way to teach is to use class discussion”) could be detrimental if reviewed by a search committee. Write about individual experiences and beliefs or focus on research that informs the teaching practice described to appear open to new and different ideas about teaching. Instructors often make choices as to the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times service-learning or active learning are most effective, for example.

The following samples are written by winners of the  Graduate Associate Teaching Award  at Ohio State, and are examples of various formats you may choose to use.

Tim Jensen – Department of English

Philosophy of Teaching Statement Tim Jensen Graduate Teaching Associate Department of English Winner of the 2010 Graduate Associate Teaching Award

As an instructor of rhetoric and composition courses, my aim is to motivate students to begin a personal exploration toward effective, ethical communication. This can only happen if they feel genuinely inspired by the improvement made within the short period of a quarter and confident in their ability to learn more—if they feel, in a word,  empowered . To these ends, I practice and continually refine pedagogical strategies that reveal how power, knowledge, and discourse are inextricably woven together with the arts of persuasion, more formally known as rhetoric. I anchor my pedagogy in three interrelated principles, outlined below around Latin maxims. These dictums are not mere flourishes; were you to take my class, you would hear them repeated regularly. Forming the foundation for specific teaching strategies and the constant evaluation of those methods, these principles never allow me to forget that the best teacher is one who adopts the perspective of a perpetual learner. To lead by example, then, I am always seeking to further my own skills in listening, collaboration, and application of knowledge to everyday practices.

Audi Alteram Partem

Like the development of any other skill, critical thinking requires practice, whereby repetitious acts form patterns that become easier to perform, eventually becoming natural, almost instinctual. I employ the strategy of  audi alteram partem — translated as “ hear the other side” —to cultivate this habit of critical inquiry and analytical thinking. For example, instead of qualifying and modifying a student’s comment in class discussion, I will simply respond with the phrase, often kick-starting a fast and loose version of the dialectical process: one student’s comment (thesis) is followed by a counter-perspective (antithesis), resulting in a new claim (synthesis) for the class to think about. Students soon see the pattern develop and try and beat the game, so to speak, by providing a counter-argument alongside their initial comment (“I know you’re probably gonna say that…”). As a methodology,  audi alteram partem  encourages the exploration of claims and their structures of reasoning and evidence, all in an organic, conversational manner. The positive effects of this strategy are consistently visible in students’ analytical essays, where evidence shows them grappling with arguments from a variety of perspectives. My larger goal, though, is to foster the natural trajectory of this thought pattern so that students go beyond small claims to examine larger cultural mores. One recent student email demonstrates this move: “Did you know that in China some pay their doctors only while they stay healthy?! Holy Audi Alteram Partem! Docs only get rich by  keeping  people from getting sick – we should drop that into health care reform!”

Although it is rewarding to see class conversations quickly gain momentum and capture student interest, my use of  audi alteram partem  is primarily driven by a belief in the pedagogical principle of  critical   listening , by which we develop more quickly intellectually and socially by listening to multiple perspectives and logics. In short, I teach rhetoric—the art of persuasion—by teaching the art of listening. Because I am here to learn, too, I practice critical listening by soliciting informal feedback from students through brief emails that simply “touch-base,” scheduling multiple one-on-one conferences, and keeping an “open-door” policy, where I promise to meet with a student at their convenience, in terms of time and location, to the best of my ability. To be an effective instructor, I must listen attentively to students in order to discover their unique learning styles and the particular motivations guiding their education.

Docendo Discimus

To cultivate a thriving atmosphere for critical listening and intellectual exploration, all of my courses place great emphasis on the pedagogical principle of  docendo discimus —the idea that “ we learn from teaching .” To draw on the diversity of insights and experiences of students, it is my responsibility to create an environment where we can all teach each other. My strategies for doing so have taken several years to develop (and are still evolving), perhaps because they are counter-intuitive at first glance: to animate the self-discovered, self-appropriated learning that can truly influence individual behavior, I emphasize the class as   community ; to generate a respectful, supportive, and enthusiastic atmosphere, I  disperse  authority rather than consolidate it. This means, of course, that participants must leave behind the passive role of “student” and adopt a more active orientation that highlights responsibility and accountability. Enacting this principle is more challenging than retaining the traditional roles of student/teacher, but I have found that the results are always worth it.

For example, I recently asked those in my section of ENG 276 (Introduction to Rhetoric) if they would like to include a peer-evaluation component in their first project, and the majority voted in its favor. From there we radically democratized the entire process: in one class session we surveyed sample assignments using a variety of rubrics, exploring the value of different terminologies and evaluative frameworks. Then, with the help of a detailed online survey I designed, they submitted responses on those elements they found most productive, why so, and how they would like to see the peer evaluation integrated. (This particular group chose to have five individual peer reviews be averaged together in determining 20% of their final grade using a holistic, comment-heavy rubric.)  Docendo discismus  in action, then, looks like this: students actively, voluntarily choose to become teachers, explore options as a community, and democratically determine the language and structure of their own learning process. This is just one example among many energizing, ever-evolving attempts to empower students by encouraging them to perceive themselves as valuable teachers. There are smaller instances, such as calling for volunteers to lead discussion, and more involved cases, like having former students visit a current class to talk about how they succeeded at a particular project— without  me in the room to moderate or influence. Though it may seem paradoxical, I have discovered through trial and error that the best way for students to cultivate a sense of ownership in their education is through the radical sharing of knowledge.

Non Scholae Sed Vitae Discimus

At the core of my pedagogical philosophy is the principle, “ we learn not for school, but for life .” To awaken students to the persuasive forces at work on their attitudes and behaviors is to awaken them to their responsibilities as citizens, friends, family members, and principled human beings. The experience of working with several hundred students, however, has significantly altered my approach to communicating the value and importance of a heightened rhetorical consciousness.

Over the past three and a half years, I have moved away from a top-down method of inculcation, where I repeatedly, explicitly declare the importance of rhetorical education, to a  bottom-up, micro approach . Using this strategy I focus on seemingly banal, everyday occurrences in a casual tone and exploratory atmosphere. For instance, I will often use the first few minutes of class to nonchalantly describe a random encounter which brought to mind a previous class discussion or reading, encouraging others to help me  pull it apart and think through it. It only takes a few class sessions before students seek to supplant my examples with their own, which I encourage. The conversations that follow, which often have that infectious tenor of “class hasn’t  really  started yet,” are as light-hearted as they are incisive. Only after allowing this to continue for several weeks will I begin to explicitly drive home the importance of sensitizing ourselves and others to surrounding rhetorical forces. Consistently evaluating my teaching methods has led me to this approach, which I find favorable for a variety of reasons: it creates a database of examples I can use to ground theoretical principles using familiar contexts; it tacitly encourages students to look to their own lives for examples of rhetoric; and it carves out a space where students have the opportunity to learn within a context framed by their own concrete experiences.

I have discovered that the most effective route for making my courses valuable and practical to everyday experience is my communication with students throughout the composition process. Because of the importance of feedback, I have selected a representative example for the instructional materials section, where I elaborate my approach to positive, practical feedback.

In outlining the pedagogical principles that guide my teaching style and strategies, I aim to show how these maxims constitute a powerful frame for viewing the world. I teach by these principles because of my ardent conviction that they provide a path for bettering oneself and one’s community.

Glené Mynhardt – Department of Biology

Philosophy of Teaching Statement Glené Mynhardt Graduate Teaching Associate Department of Biology Winner of the 2010 Graduate Associate Teaching Award

I spent the first thirteen years of my life in South Africa. Growing up in one of the most beautiful and species diverse countries stimulated a natural desire for me to want to study biology. When my family moved to the States, I remember having to make several cultural adjustments. Many were changes on a personal level, but becoming familiar with new ways of learning was especially challenging. High school was relatively easy for me, but being a college student required much more effort. Despite a strong desire to learn, and a passion for biology, the typical lecture setting at the very populous institutions where I gained most of my educational experiences was not ideal. During my sophomore year in college I sought something outside of coursework to test whether I was really cut out for biology. I began volunteering as an undergraduate research assistant in an insect systematics laboratory, and began sorting through large jars of insects that were stored in ethanol. The amazing diversity of insects found in one jar was so fascinating that I would spend around eight hours sorting through these samples. My time in the lab allowed me to get involved in field work, learn different sampling techniques, and become familiar with how data were processed. I finally got to  experience  the dynamic, fun nature of science! Learning had become so much more, because science wasn’t just an isolated subject in a textbook – it meant using real processes to study real phenomena.

I have established two primary philosophies as a teacher: to get students to think about science as a process, and to individualize their learning experiences, the former of which I learned as a student myself, and the latter of which became evident as an effective teaching strategy.

Progressing through graduate school allowed me to define learning as a personal process of growth. Being able to ask questions and actually attempt to answer those questions was extremely motivating. The same ideas flowed into my classrooms, where I urge my students to think about very basic questions they have, and to begin questioning all those “facts” in the textbook. It was only after I had begun teaching at The Ohio State University that I became acutely aware of my initial failures as an undergraduate student. I realized the interactive, intellectually stimulating classroom environment was lacking in most of the courses I took. I learned about my own potential, but only after I had already experienced years of education! Because of this, I have made an effort to be not only a mentor, but a teacher in learning, by providing my students with opportunities to learn in ways they are most likely to benefit from. Since the first moments as a teacher, I realized how precious the time was with my students, and how I wished to help them find their love for biology, just as I did, by being involved and invested in more hands-on methods of learning. Just like me, most of my students already know that they like biology, but I want them to begin understanding the  process  of scientific thinking rather than learning definitions without context to real data. In order to achieve this, I continually aim to involve students by using a variety of methods in all of the classes I teach.

Involving and motivating students presents its challenges, but my goal of  individualizing  learning creates an open and comfortable classroom environment where students can feel free to ask questions, make mistakes, and challenge themselves. It is by breaking down the barriers to learning that students can face their own misconceptions. My background as a struggling undergraduate has given me a great measure of sensitivity to each student’s learning process. I firmly believe that students enter the classroom with expectations to learn and advance their knowledge, which I assessed in my own classroom one term by asking two of my 30-student honors labs to write down their personal definition of “learning.” I was not surprised to see that all of them carried the same underlying message, that learning is  the process of gaining new knowledge or perspectives that change the way we think about the world . In order to keep students motivated, I have found that it becomes imperative to be a creative teacher, by utilizing various active learning methods like group discussions, peer teaching or presentations, and “muddy points” cards, the latter of which allows students to write down what they think they don’t clearly understand. Students rarely admit that they don’t know anything, so using methods that allow them to bring their misconceptions or misunderstandings to light provides an opportunity for me to determine whether my teaching is effective. Another tool that I find equally effective in the classroom is to establish rapport with my students by making it a point to get to know my students, not just by name, but by asking them to think about their personal goals as potential future scientists. I also ask them to rate biology on a scale from one to ten to gauge the level of enthusiasm and perception students have for science. Based on this information, I am able to get to know my students and approach them in different ways to personalize their learning. This is reflected positively in my evaluations, where students always feel that they can approach me, ask questions, or even challenge their own thinking. In addition, several of my previous students loved my biology courses so much that they now teach as undergraduate teaching assistants, and several have pursued graduate school to further explore their interests.

Getting students involved in learning often means being inventive with one’s teaching methods and has encouraged me to use various active learning techniques in the classroom, and presents another way to individualize my students’ learning experiences. Each class session includes the presentation of a basic concept, a real example of why the topic is relevant, and some challenging questions about how the topic applies to students’ lives. If students are learning about the structure and relative location of arteries and veins, I usually ask them why western societies wear wedding bands on the left ring finger. They are amazed to learn that some societies do so because the aorta branches directly to the left arm, which directly connects the left ring finger to the heart. They are able to make connections between structure and function, and make ties between science and culture. I have found that when students are presented with these linkages between science and “real life” they are able to question their personal beliefs in a scientific context. In other words, students are thinking like scientists and are being engaged on a personal level. In the example of the ring finger they are also able to think about anatomy and function as the underlying process, rather than memorizing the end-products of science. My goal is to have students leave the classroom with an attitude of inquiry, something I think is necessary to be a good scientist and a good citizen. Encouraging students to question what they know results in fruitful and revealing classroom discussions and has allowed me to identify common misconceptions. For example, most students know about the process of electron transport within the energy-providing mitochondria in a cell. I ask students to think about bacteria, which do not have mitochondria. How do bacterial cells achieve this process without mitochondria? By deconstructing larger concepts into smaller pieces, students become really successful in understanding how universal or unique biological “facts” are in different systems. Given my background as a struggling undergraduate, the way I teach has made me a more successful teacher, because I finally understand what it means to learn meaningfully.

The personal journey that I have taken as a teacher has extended beyond the classroom, into areas that I never imagined. I have had humbling opportunities to help other TAs with their teaching, which has been remarkably insightful and informative. My roles as a teaching fellow, orientation facilitator for the University Center for the Advancement of Teaching (UCAT), and as graduate UCAT consultant, have brought teaching to the forefront of my graduate career. The same qualities, which are meaningful to me as a teacher – making the classroom  process-driven  and individualized  – are echoed in my role as a mentor to other teachers. The classroom is a dynamic space, where each teacher can do the things he or she wishes to do. It is the place where another undergraduate student can struggle, fail, and learn how to excel.  It is the place where I started as a student, the place that could have taught me so much more than what I learned. Years after struggling as that student, I am a teacher, a mentor, and a researcher, but only because I found something meaningful that taught me something about biology and science. That is what I aim to create for my students.

James Collier – Department of Communication

Philosophy of Teaching Statement James Collier Graduate Teaching Associate Department of Communication Winner of the 2012 Graduate Associate Teaching Award 

More than anything, I want students to recognize my genuine passion for teaching and interest in them as individuals. I want my classes to be challenging but fair, valuable beyond their time at Ohio State, and fun. I am obligated to provide a high quality experience, and strive to be the teacher I want as a student. To accomplish this, I integrate things I have learned in my own classes, student evaluations and a variety of studies and books I have read about teaching on the university level.

First and foremost, I want to challenge students and push them out of their comfort zone. I tell them the first day: if school is not challenging, their investment of time and money is trivialized, to the detriment of their value to prospective employers. Being demanding yet fair is by far my most difficult task. There are always gifted, self-motivated students who will rise to any challenge I offer. What about those less driven, or less able? It says little of me if I set the bar high and then watch dispassionately as students sink or swim. That is not how I work. I implore them to make a consistent effort, with the promise I will provide support for anyone who demonstrates as much. Many of my students struggle early. I reassure them as a class, and privately: ‘Don’t panic, don’t quit; as we progress through the quarter, this will become more and more normal.’ This reassurance does not work like magic, but eventually it does take hold. My rules are simple: Don’t panic, don’t quit, come talk to me. I always find a way to reward effort. This includes extra credit opportunities, but never ‘free of charge.’ I trade points for knowledge. On my Carmen site, I post an entire section of additional readings of interest. Students know up front that at the end of the quarter, they can do additional reading and take a quiz. I credit any points they earn toward prior quiz grades, allowing them to make amends for earlier disappointments. Ultimately, most students trust me and buy into the system. My grades are relatively high; not because I give students anything. The grades are earned. In addition to challenging, I want my class to be interesting and fun.

My methodology entails heavy reading (approximately 100 pages per class period) and abbreviated lectures (approximately 30 minutes). Research demonstrates that reading improves vocabulary and language use, which improves writing skills – all of which improve public speaking skills. All are premium job skills. I adopted shorter lectures based on student feedback. Students find interaction and discussion more interesting. To ensure that students read with a sense of purpose, every class begins with a brief quiz. We review the answers in class, and as we do, I expand on the content and add detail by referencing other sources. This tends to spur interest and further discussion as we walk through the quiz. In addition, I allow students to ‘negotiate’ with me. In other words, I allow them to ask if what they put is sufficiently accurate. Sometimes I say no, sometimes I give half credit, and sometimes what they write is not at all what I was looking for, but I am so impressed with the level of detail they absorbed, I give them full credit. This is one of the most enjoyable aspects of the class because, while the heavy reading and daily quizzes can seem daunting, students quickly realize that they are empowered to make their case and earn credit. This is my way of acknowledging that creating each quiz is not an exact science, nor are the items I select the definitive aspects of the reading. The give-and-take of these exchanges inevitably leads to laughter, inside jokes related to prior quizzes, and mutual respect between us. The level of enjoyment these ‘negotiations’ generate is most notable at the end of the quarter when I offer the extra credit quizzes in my office. Students arrive sporadically over the course of two hours, take the quiz and leave due to time constraints. Almost all of them say something to the effect of ‘this is not as much fun without the negotiations; I miss that.’ To hear this is priceless because many of these students struggled a bit throughout the quarter, and to hear them lament the fun being over is truly amazing. In addition to being interesting and fun, I want to be organized and responsive. This manifests itself in three ways: 1) daily game plans; 2) e-mail response and personal meetings; and 3) immediate grading.

During the last 5 minutes of each class, I review the up-coming readings. I tell them why we are covering this material and how it connects to prior readings and our larger plan moving forward. I provide a general guideline to what they should focus on, and what they can gloss over. By articulating these connections, I help them organize their thoughts and synthesize the readings. It also alleviates the sensation of being pounded by wave after wave of readings. As mentioned earlier, I know that a certain portion of the class will struggle early on. I allow for time to meet with students after class, am very diligent about responding to e-mails quickly, and devote 4 office hours per week for personal consultations. Students always know that I am there for them. Without question, the organizational aspect that students most appreciate is my quick and detailed grading. Quiz grades are posted by late afternoon. Rather than extensive papers at mid-term and final, students write 5 papers between 600-700 words in length at a time of their choosing – giving them freedom to manage their time. I grade and return these papers with detailed comments the same night they are submitted. To earn their participation points, they post 10 opinion paragraphs between 200-230 words in length on our Carmen discussion forum. I read and post these grades the same night. The final component of the class entails a group presentation where each student presents a media sample related to the current content and poses discussion questions to their classmates. These grades are also posted immediately, along with my comments. All told, students know their grade in real-time, where they stand, and why. This is a show of respect and organization they really appreciate.

Self-improvement  I have done many things to further my development. Last fall, I shadowed one of our full professors for an entire quarter, and wrote a 1500 word essay about my observations for class credit. I wanted to pursue the teaching specialization minor but realized I could not fit the class requirements into my other class and teaching schedule, as well as pursue all my research projects. Nonetheless I learned a lot by watching a seasoned veteran for ten weeks. Last October, I conducted a two hour workshop for new graduate students who were scheduled to begin teaching later in the year. This was mutually beneficial because the preparation and subsequent discussion forced me to reflect on my own teaching, triggering new ideas. Upon request, I have served as a guest lecturer in six undergraduate Comm classes. I was also invited to give a two hour lecture on the political history of the Middle East and Central Asia for graduating Air Force ROTC cadets. This opportunity came because a former student recommended me to his superiors. I am currently writing and producing a series of television shows with a group of students majoring in television production. I work directly with their advisors to ensure the project warrants class credit. I am also helping a former student on his undergraduate thesis project. He has enlisted my help in acquiring sources, and also for editing the paper. I also make an effort to read books and studies that examine teaching on the university level. These include Academically Adrift: Limited Learning on College Campuses, by Richard Arum and Josipa Roksa; one study by the Association of American Colleges and Universities, and one by the American Council of Trustees and Alumni. All told, my passion for teaching leads to opportunities to teach more, which enhances my skills and creates further opportunities. I am never ‘good enough’ and am always seeking opportunities to hone my skills and contribute to others, including fellow graduate students.

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