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Integrated School of Montessori

Integrated School of Montessori

Teaching Philosophy Statement


May 22, 2013
What is a Teaching Philosophy Statement?

A philosophical framework of
your personal approach
to teaching and the rationale
behind what guides your practice
What is a Teaching Philosophy Statement?

What has an impact on you


as an educator
and how does it influence
your teaching
What is a Teaching Philosophy Statement?

It may be written for


a variety of purposes:
promotional, pedagogical,
personal, political,
reflective or professional.
Teaching Philosophy Statement

It should achieve the following:

• Provide evidence of your sincerely-held beliefs


• Codify your pedagogical thinking at a particular
time
• Examine your teaching practices
• Monitor your development as a teacher
How long should it be?

This depends on the


purpose of your statement
but ideally no longer than
1-2 pages (400-800 words)
What is the purpose of my
Statement and who is the reader?
Like any piece of writing, your teaching philosophy
statement will change according to its purpose. If your
document is public, keep your primary reader in mind:
what does your reader know about you and your position?
What does he/she need to know? Always include any
specific information required by your reader; however,
don’t be tempted to make your statement read like a
curriculum vitae - a teaching philosophy statement is not a
utopian vision but a sincere personal expression situated
within the contextual reality in which you teach.
Provide evidence of your
sincerely-held beliefs
A teaching philosophy statement should provide
scholarly evidence of your sincerely held-beliefs.
Thus, avoid empty statements without backing them
up. (So if you say, “I run a learner-centered
classroom”, make sure you show how you do this.) It
is therefore important to give examples to illustrate
your beliefs – a teaching method, a particular
assessment that worked well, or an activity that
encourages learning.
Where do I begin?

Read some samples.


A good place to begin is to read some sample
documents written by other academic staff
members and teachers. Remember that every
statement is a personal view, and therefore
different. There are many examples on the
web, of varying quality, but it’s worth
browsing.
Example 1 Teaching Philosophy

By their very nature, people are inquisitive. The goal of education


should be to encourage seeking answers, as it is in this way that we
advance. I seek to facilitate this advancement of knowledge, and the
main theme of my teaching philosophy is reasoned thought.

Whether in the classroom or in meeting groups of the general public,


my goal is to encourage thinking in rational ways, so that this can be
applied in other, unfamiliar situations. I particularly emphasize
learning to think about trends and directions (e.g. increasing this will
decrease that), rather than rote memorization of facts.
Example 1 Teaching Philosophy

In order to further encourage seeking answers to the questions around us, I try to
encourage the questions themselves. All teachers should do so, but it is difficult to
"allow the time" for this to take place, especially in a classroom setting. One way in
which I have done this is to design a course based on answering questions. This is the
Materials Science class that I have been developing since 1990. (Materials science
has been deemed one of the two most important topics in chemistry currently--the
other is biotechnology--but classes in materials sciences are extremely rare.) The
class is based on first asking the questions (why are materials coloured as they are?
how is heat stored? why is marble cold to the touch? etc.), and then developing the
principles to explain the concepts as needed. This is just the reverse of most physical
science classes where principles are presented and then a few examples are added at
the end.
Example 1 Teaching Philosophy

I am presently writing a textbook for this class. Judging from the interest in this
class when I spoke about it at a national chemistry meeting and interest in a
paper describing this class published in Canadian Chemical News, I expect that
the publication of this textbook will lead to development of similar classes at
many other institutions.

Another important element of my teaching philosophy is encouraging reasoned


written and oral work, especially in developing logical arguments. A major factor
of this is spending my time making suggestions, as students can only learn to
present their ideas more effectively if someone shows them how and why
modifications could be made to their natural style to make it clearer.
Example 1 Teaching Philosophy

Finally, I aim to encourage a sense of wonderment in the world


around us. Although I am a scientist and teach mostly science
students, this is not, in my mind, an exclusive club. We are all
scientists. We all wonder about the world around us. We must
continue to ask the "how?" and "why?" questions in order to
advance. Only if answers to these questions continue to come
(either from the teacher, or, better yet, through reasoned thought
on the part of the one asking), will the questions continue to flow.
Example 2 Statement of Teaching Style

I bring a lot of energy to my class. If I can't get excited about my subject, why should
my students?

Accounting is viewed by many as boring; there are right and wrong ways to approach
questions, and finite answers to many questions. Of course, it is far more than that as
accounting should be viewed as a complex language with many shades of gray that
necessitate complex judgement calls. I try to get beyond the procedures.

The major course I teach at Dalhousie is a required course in the commerce program,
and many non-accounting-oriented students must take this course. The course
involves computer work, and many non-computer-oriented students must take this
course. I work to make this course not just survivable, but interesting as well.
Example 2 Statement of Teaching Style

There are a number of things I try to accomplish for my students:


1. A positive atmosphere. Students are called upon to discuss questions, but
mistakes are treated as opportunities to explore misconceptions, not as a
reflection of a student's abilities.
2. A window on the world. Almost any event you can link to the business world,
(The Exxon Valdez, the collapse of Olympia and York, etc.), has accounting
implications. Examples such as these are used to remind the students that
accounting is the language of business, and the events that must be described
are, at times, quite dramatic.
3. Fair playing field. I go to some lengths (individualizing computer assignments,
etc.) to ensure that students know that there is no easy way out.
4. Access to a caring individual. No, I don't know all their names. But when I am
teaching 190+ undergraduates, I work with my office door open, and I am
available to help.
Example 2 Statement of Teaching Style

5. Computer troubleshooting. Many students give up on computer


exercises in total frustration when they reach an impasse. I try to be
available, both in scheduled lab times and in impromptu "walk arounds"
through the labs, to ensure that students learn from the computer
exercises.
6. Empowerment. I believe that anyone can do well in accounting if they
are willing to spend the time at it. Some pick it up quickly, some need to
spend more time. If I provide any value added, it is in encouraging all
my students to be interested enough in the subject to invest more time.
Then, I try to make sure they spend their time productively.
7. Respect. Students work hard, earn their grades, and are entitled to their
opinions. My task is to facilitate their learning process.
What content can I include in my Teaching
Philosophy Statement?
• Above all, a Teaching Philosophy is a personal
statement and as such must avoid cliché. The hub of
the statement should show what you believe about
teaching, and how you apply those beliefs.
• There are many guiding questions that can be
included in a teaching philosophy statement.
Because of length restrictions, it is not advisable to
squeeze too much information into your statement.
However, reflecting on some questions below may
help you in beginning to articulate your approaches:
Some guiding questions
• What do I believe about teaching?
• What do I believe about learning? Why? How is that played out in my
classroom?
• What are my goals as a teacher?
• What demonstrates my desire to grow as a teacher?
• What do I still struggle with in terms of teaching and student learning?
• What motivates me to learn about this subject?
• What are the opportunities and constraints under which I learn and others
learn?
• What do I expect to be the outcomes of my teaching?
• What is the student-teacher relationship I strive to achieve?
• How do I know when I have taught successfully?
Some guiding questions
• What habits, attitudes, or methods mark my most successful teaching
achievements?
• What values do I impart to my students?
• Has my approach to teaching changed?
• What role do my students play in the classroom (listeners? Co-discoverers? Peer
teachers?)
• What have I learned about myself as a teacher?
• What excites me about my discipline?
• How has my research influenced my teaching?
• What does teaching mean to me (coaching, leading, guiding, telling, showing,
mentoring?)
• What teaching practices do I use and prefer (lecture, lead discussions, guide
problem solving, provide demonstrations?)
• What are my plans for developing or improving my teaching?
Chism’s Five Components

1. Conceptualization of learning
2. Conceptualization of teaching
3. Goals for students
4. Implementation of the philosophy
5. Professional growth plan
Chism’s Five Components

In summary, these are the main questions Chism suggests to answer in


a statement:
• How do people learn?
• How do I facilitate that learning?
• What goals do I have for my students?
• Why do I teach the way that I do?
• What do I do to implement these ideas about teaching and learning
in the classroom?
• Are these things working? Do my students meet the goals?
Remember to edit your document:
Like any written document, it is important to proofread for style
and to edit for content and clarity. A good idea is to circle
those words that reveal your teaching values and gauge:
• Are these really important to you?
• Have you measured their effectiveness?
• Should you work for greater clarity, by giving examples?

A final exercise is to think about what a reader will remember


the most about this teaching philosophy statement? Is this
what you want them to remember?
Remember to edit your document:

Finally, remember teaching philosophy


statement is a dynamic document, and one
that will change and grow as your academic
development does. As such it’s never really
finished; rather it is a document that you will
return to again and again as you reflect on
your teaching.
References

• Writing a Teaching Philosophy Statement


Dr. Ciara O’Farrell CAPSL Trinity College Dublin

• Chism, 1998), “Developing a Philosophy of Teaching Statement,” Essays on Teaching


Excellence 9 (3), 1-2. Professional and Organizational Development Network in Higher
Education.

• Goodyear, G. E. & Allchin, D. (1998) Statement of teaching philosophy. To Improve the


Academy 17, 103-22. Stillwater, OK: New Forums Press.

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