Writing a Teaching Philosophy Statement

Natasha Patrito Hannon

Teaching Support Centre

Feb 7, 2014

Philosophy is not a theory

but an activity.

Ludwig Wittgenstein

Definition

“A teaching philosophy statement is a systematic and critical rationale that focuses on the important components defining effective teaching and their impact on student learning in the post-secondary setting and is sensitive to contextual factors.”

Schonwetter, D.J., Sokal, L., Friesen, M., and Taylor, K.L. (2002). Teaching philosophies

reconsidered: A conceptual model for thedevelopment and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83-97.

Where does it fit? Can be a stand alone document

Is also a central component of the Teaching Dossier or Teaching Portfolio

Teaching Philosophy Statement

Teaching Responsibilities

Evidence of Teaching Effectiveness

Components of a Teaching Philosophy Statement

Definition of Teaching

Definition of Learning

View of Learner and Student Development

Student/Teacher Relationship

Teaching Methods

Impact on Learner

Innovative teaching approaches

A good teaching philosophy needs to address: How students typically learn in your discipline

Some typical learning objectives in your classroom and how you achieve these goals

How you approach teaching

How you engage and motivate students

Where do I start?

Think of a recent time when you felt like a successful teacher, mentor, or advisor

OR

Name three key attributes that students in your discipline need to develop in order to be successful

Describe it in 3-4 sentences

Write for 3 minutes – do not let your pen leave the page.

Dr. Natasha Patrito - Carpenter

METAPHOR CHARACTERISTICS CONNECTION TO T & L

• Labourer who works long

hours, craftsman

• Builds the ‘skeleton’ of a

home

• Their work is essential, but

disappears beneath brick &

drywall

• I put a great deal of time

and energy into all aspects

of my teaching

• Lay out the key concepts of

subject matter, but allow

students to ‘decorate’

• Teacher is not central figure

in classroom, students must

take ownership of learning

Where do I start?

Metaphor

Food Network ™ Chef

METAPHOR CHARACTERISTICS CONNECTION TO T & L

• Appreciates creativity and

experimenting with new

flavour combinations

• Takes simple ingredients

and combines them to

create edible works of art

• Inspires others to cook with

their passion for food

• Tries new teaching and

active learning strategies to

enhance student

engagement

• Stresses the ‘big picture’ &

interconnections between

factual content

• Passion of instructor

inspires students to delve

deeply into the discipline

Where do I start?

Review what you wrote. Now write a response to one or more

of the following questions (3 minutes)

What does your answer indicate about your perspectives on: ... the role of the teacher? ... the role of the student? ... what needs to be learned in your class? ... how to teach your subject matter? ... how to teach competencies such as communication/critical thinking/ problem-solving? ... your own or your students' learning styles?

A good teaching philosophy…

Combines your BELIEFS about teaching with your actual PRACTICE and helps you set GOALS for the future

Overall philosophy “Students are at the core of all my teaching, and the

joy I receive from my career comes from helping them learn. I believe in the innate desire of all people to grow and become better at whatever they do, and my job is to figure out where my students are, where they’re heading, and to help them get there.”

Donald Gallehr, English Professor, George Mason University

http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_Gallehr.pdf

Teaching Practice: How do you act on your beliefs?

“From my perspective, much of a scientist’s skill lies in his or her ability to ask questions. Thought-provoking questions will inevitably lead students and, in the same way, scientists, to discovery. To that end, I create assessments that require students to ask meaningful questions. Among the most effective is an assignment whereby first year students interview an ‘expert’ in some facet of chemistry to determine…”

Chemistry Professor

Natasha Patrito Hannon, Teaching Support Centre © 2007

Be specific

“One example of a teaching strategy I employed that accomplished several objectives is an assignment I called an illness narrative. For this assignment, students interviewed individuals with a chronic disease to gain an appreciation for the human element, and not just the clinical components of pathophysiology.”

Nursing Professor http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_

Anon.pdf

Impact of the example: “The student comment that, ‘This was the best way to learn

about the disease and how to integrate the person and the disease and not just focus on the disease,’ reflects both the intent of the assignment and the prevailing evaluation of the assignment by my students. For me, the highlight of developing and teaching this course has been the many comments by students that they no longer fear pathophysiology, and they actually understand how it impacts their nursing care.”

Nursing Professor

http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_ Anon.pdf

Revise your teaching philosophy

Does it include your beliefs and values about teaching?

What is your motivation in teaching?

Under what conditions do you learn and others learn?

What outcomes do you expect from my teaching?

What student-teacher interactions do you strive for?

Think about how you might fill in any missing information

Other Questions Can you identify your discipline from it?

Does it include teaching methods you use?

Why do you select particular assignments/experiences for your students ?

Did you include examples of innovative assignments?

Philosophy is not a theory

but an activity.

Ludwig Wittgenstein

References Schoenwetter, Taylor, Sokal & Friesen (2003). Teaching

Philosophies Reconsidered: A Conceptual Model for the Development and Evaluation of Teaching Philosophy Statements. International Journal for Academic Development, 7 , 83-97.

Goddyear, G.E. & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan(ED), To Improve the Academy. Stillwater, OK: New Forum Press and the Professional and Organizational Development Network in

Higher Education, p. 103-122.