PhilosophyofTeaching Statements:ExamplesandTips ...

Philosophy of Teaching
Statements: Examples and Tips

on How to Write a Teaching
Philosophy Statement

May 2009

A MAGNA PUBLICATION

Effective Group Work Strategies for the College Classroom. • www.FacultyFocus.com

Philosophy of Teaching Statements: Examples and Tips
on How to Write a Teaching Philosophy Statement

For most educators, writing a philosophy of teaching statement is a daunting task. Sure
they can motivate the most lackadaisical of students, juggle a seemingly endless list of re-
sponsibilities, make theory and applications of gas chromatography come alive for
students, all the while finding time to offer a few words of encouragement to a homesick
freshman. But articulating their teaching philosophy? It’s enough to give even English pro-
fessors a case of writer’s block.

Traditionally part of the teaching portfolio in the tenure review process, an increasing
number of higher education institutions are now requiring a philosophy of teaching
statement from job applicants as well. For beginning instructors, putting their philosophy
into words is particularly challenging. For one thing they aren’t even sure they have a phi-
losophy yet. Then there’s the added pressure of writing one that’s good enough to help
them land their first teaching job.

This Faculty Focus special report is designed to take the mystery out of writing teaching
philosophy statements, and includes both examples and how-to articles written by
educators from various disciplines and at various stages of their professional careers.
Some of the articles you will find in the report include:

• How to Write a Philosophy of Teaching and Learning Statement
• A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity
• My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality
• Writing the “Syllabus Version” of Your Philosophy of Teaching
• My Philosophy of Teaching: Make Learning Fun

As contributor Adam Chapnick writes, “There is no style that suits everyone, but there is
almost certainly one that will make you more comfortable. And while there is no measur-
able way to know when you have got it ‘right,’ in my experience, you will know it when
you see it!”

Mary Bart
Content Manager

Faculty Focus

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
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Table of Contents

How to Write a Philosophy of Teaching and Learning Statement ................................................................................4
A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity ............................................................5
My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality ................................................6
Teaching Philosophy and Assumptions ......................................................................................................................8
Writing the “Syllabus Version” of Your Philosophy of Teaching ..................................................................................9
Education as Becoming: A Philosophy of Teaching ....................................................................................................11
A Nurse Educator’s Philosophy of Teaching ..............................................................................................................12
Teaching and Advising Philosophy and Style ............................................................................................................13
My Teaching Philosophy: Make Learning Fun ..........................................................................................................15
Teaching Philosophy Statements Prepared by Faculty Candidates ..............................................................................16
Writing a Teaching Philosophy Statement: Why, What and How ..............................................................................17

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

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How to Write a Philosophy of Again, neither approach is inher-
Teaching and Learning Statement ently superior: the key is to find the
one that better reflects who you are
By Adam Chapnick, PhD and what you believe in. Teachers
whose greatest pleasure comes from
Writing a philosophy of Neither approach is necessarily inspiring their students’ creative
teaching and learning better, but one of them generally suits abilities are more likely to present
statement isn’t meant to be each teacher more than the other. their philosophy in a less structured
easy. Self-reflection can be awkward, Single-discipline instructors, for manner. Just like they encourage
and the teaching and learning envi- example, are more likely to think their students not to feel constricted
ronment evokes feelings and emotions about teaching and learning in the by popular standards or expectations,
that don’t necessarily translate well context of their field. Teachers whose their prose should flow freely and
into words. Nevertheless, creating a work crosses traditional academic naturally.
philosophy of teaching and learning boundaries more regularly, or who
statement is ultimately both person- combine theoretical study with public Other teachers, whose excellence is
ally and professionally rewarding, and policy analysis, might be more apt to based on their organizational abilities,
is therefore well worth the effort. take a broader view. their clarity inside and outside of the
classroom, and the transparency of
Expressing your philosophy of Having determined which approach their attitudes and beliefs, often prefer
teaching and learning in print serves fits you best, the next issue to the uniformity and imposed discipline
two main purposes: consider is style. Teaching and of a series of bulleted or numbered
learning philosophies generally come thoughts and ideas.
1.It presents a capsule summary of in two forms:
your understanding of the value Regardless, an effective philosophy
and purpose of teaching and 1.Some are constructed as a series of teaching and learning should aim
learning to current and prospec- of personal paragraphs, drawing to answer the following questions:
tive employers, students, and col- attention to the teacher’s own
leagues; and thoughts, feelings, knowledge, • why do I teach?
and values. They tend to include • what does good teaching mean to
2.It encourages deep self-reflection personal anecdotes and examples,
that in turn enhances your ability and are inevitably written in the me?
to contribute positively to your first person. This style is the • what does effective learning mean
learning community. more common of the two, partic-
ularly in subject-specific state- to me?
Statements generally proceed in one ments. • do I have a particular teaching
of two directions. They are either:
2.Other teachers write more style or approach? If so, how
• subject- or discipline-specific (a formally, listing – perhaps would I describe it?
philosophy of teaching history or through a series of bullets – a set • what makes me unique as a
of teaching physics), and focused of ideas and opinions that form teacher?
on practical, specialized strate- the basis of the author’s under- • what do I expect from my
gies; or standing of the teaching and students?
learning process. This approach • what can my students expect
• broader statements of general will likely resonate more in task- from me?
aims and ideas, focused more on oriented disciplines and individu- • what do I do to continue to
your students themselves than on als who tend to emphasize improve?
what they’re learning in the accuracy and specificity.
classroom. These questions are in no particular
order, and are not exclusive. Subject
specific teaching philosophies, for
example, will almost certainly answer
additional questions such as:

• why am I so passionate about my
discipline?

• what strategies make teaching

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FROM PAGE 4 words but, ideally, you should aim to Similarly, some find it easier to
develop a version that can fit on a develop two entirely separate state-
and learning in my discipline single page. Keeping in mind that one ments:
come to life? of the purposes of creating a
• how do effective teaching and statement of teaching and learning • one that is discipline-specific; and
learning in my discipline con- philosophy is to explain yourself to a • another that is broader and
tribute to society? prospective employer, it makes sense
to have an iteration of your statement perhaps more abstract.
Most 21st century teaching philoso- that adheres to the same basic rules
phies will also at least mention the as the standard resume (1 or 2 pages, There is no style that suits
author’s approach to diversity in the depending on your degree of special- everyone, but there is almost certainly
classroom (defined broadly or ization or expertise). one that will make you more comfort-
narrowly) as well as the role of able. And while there is no measura-
academic technology in the teaching It is therefore fairly common for ble way to know when you have got it
and learning process. In the contem- aspiring teachers to create two ‘right,’ in my experience, you will
porary educational environment, it is versions of their philosophies: know it when you see it!
difficult to imagine a classroom – real
or virtual – that does not have to take • one that is as long as it takes for Dr. Adam Chapnick is an assistant
these two factors into consideration. them to express themselves com- professor and deputy director of
fortably; and education at Canadian Forces College.
The standard length of a teaching G
and learning philosophy is 250-750 • another that can be included in
applications that stipulate word
and space limitations.

A Teaching Philosophy Built on Knowledge,
Critical Thinking and Curiosity

By Susan Judd Casciani

Ibelieve that success – whether transferring a fundamental knowledge I will demonstrate my own critical
personal or professional – is of course content to students while thinking skills and share my curiosity
generated from three critical cultivating their critical thinking skills for the unexplained or unexamined. I
building blocks: knowledge, critical through the application of theory and will value the individual backgrounds
thinking, and curiosity. These concepts to current health-, economic- and experiences of my students, and
building blocks have an enduring, , and industry-related issues. encourage them to teach me as I
cyclical relationship; knowledge helps Through this application, areas that teach them.
us to understand the world around us are void of knowledge will ultimately
as well as ourselves, critical thinking emerge. As a teacher, I will strive to I expect that my students will have
gives us the ability to incorporate instill a sense of curiosity in my a variety of levels of desire for
knowledge and apply it endlessly, and students that will challenge them to learning. I will strive to nurture an
curiosity, which is the result of fill this void, whether for themselves environment that will encourage them
realizing the limitations of current or for all of us. I will do this by to seek areas that excite them, for I
knowledge, drives us to acquire addi- serving as a role model in the sense believe that true learning occurs best
tional knowledge. that I too am searching for knowledge when it is most meaningful. I will
– for me, for them and for the future. expect my students to understand and
I see my role as a teacher as one of
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FROM PAGE 5 provide requisite knowledge, Susan Judd Casciani is a clinical
encourage and develop critical assistant professor and program
utilize their rights for a quality thinking skills, and stimulate natural director of the Health Care
education, and to fulfill their responsi- curiosity that will guide students in Management Program at Towson
bilities to themselves, to me and to their efforts of pursuing success. By University. G
each other in our collective efforts to accomplishing this, I will satisfy the
learn and discover. need within myself to somehow make
a difference.
My ultimate goal in teaching is to

My Teaching Philosophy: A Dynamic Interaction
Between Pedagogy and Personality

By B. Jean Mandernach, PhD

My philosophy of teaching sizes a cognitive developmental per- course and related courses, I have
can better be described as a spective. As highlighted by develop- three overarching goals for any
philosophy of learning. In mental theorists, students learn best course that I teach: 1) to foster
order to be an effective instructor, I by actively exploring their environ- critical thinking so that students may
must focus on student learning and ments. This type of “trial-and-error” become effective consumers of psy-
adjust my teaching strategies in learning can then be fostered by chological information, 2) to promote
response to the pace and depth of having a support structure in place to mastery of course content, and 3) to
student understanding. I view facilitate understanding. The self- encourage application of course
teaching as an interaction between an paced nature of exploratory learning materials to real-world contexts.
instructor and a student; thus, the relies on the notion that effective
impact of this interaction on learning, learning environments actively Since most students, including psy-
rather than my activities as an in- engage students with the material chology majors, will not become psy-
structor, is of primary importance. and promote meaningful associations chologists, it is important to teach
Approaching teaching as a scholarly between new material and informa- students information that is relevant
activity with continual evaluations tion already known. As an instructor, to their lives and their futures. The
and adjustments allows me to it is my responsibility to help media is full of psychologically-based
maintain a focus on student learning students generate their own context information; my goal as a psychology
and continually improve my instruc- for meaning through the application instructor is to teach students how to
tion. By utilizing flexible teaching of new material to their everyday critically examine this information,
strategies, rather than strict lives. make decisions about its
adherence to a particular teaching accuracy/relevance, and utilize the
style, I am able to adjust my instruc- Reflecting upon the dynamic inter- information in their own lives. For
tion to match the abilities and preex- action between pedagogy and person- example, after a recent university
isting knowledge that each student ality, my teaching style is best shooting rampage, my Introductory
brings to the classroom. Thus, my described as applied, mastery instruc- Psychology class spent a considerable
primary role as an instructor is to tion. While the specific learning goals amount of time locating information
create interactions which foster of a course are dependent upon the (TV, magazines, newspapers,
interest and understanding for indi- nature of the course, the education websites, etc.) about the shootings
vidual students. level of the students, the purpose of and examining how this event, and
the course within the department,
This approach to learning empha- and the relationship between the PAGE 7

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FROM PAGE 6 critical thinking, it is important to in- In addition to providing preparation
corporate a variety of specific materials, testing is also administered
the information surrounding it, can teaching strategies that help direct via the web. The web-based format
be interpreted in light of psychologi- the learning process yet allow allows students to easily review past
cal theories (parenting styles, adoles- students the freedom of active tests and study questions. I also like
cent development, group decision learning. Advances in instructional to use web-based discussion threads
making, stereotypes, personality, technology have allowed me to move to promote critical thinking and inter-
stress, etc.). This type of active, many of the basic instructional tasks active learning. Through discussion
applied learning has several advan- out of the classroom so that valuable threads, students (or the instructor)
tages: 1) it allows students to actively class time is available for more inte- can pose questions/comments to
engage with the material which grated, applied learning. Specifically, which others can respond. While
promotes general interest in psychol- I use web-based resources in order to these web-based resources do not
ogy; 2) it assists students in develop- administer study questions prior to provide any unique teaching opportu-
ing critical thinking skills; 3) it nity that cannot be imitated in the
promotes a deeper understanding of I feel that as an instructor, it is classroom, they allow many activities
how theories are utilized in a real- to be completed outside of regular
world context; and 4) it enhances my responsibility to determine class time so that limited class time
retention of material through active can be dedicated to more advanced
processing and the interrelationship exactly what I expect students activities. Further, web-based
of information. resources are invaluable for connect-
to understand after completing ing the instructor to individual
My second broad goal as an in- students in a large lecture class.
structor is to promote mastery of the my course, then to facilitate Students who would not voice
course material. While there is a con- questions in a large lecture setting
siderable amount of research con- student learning so that every may be more likely to express
cerning the educational benefits of concerns via email or participation in
mastery instruction, mastery learning student reaches this level. an online discussion.
is not often utilized due to the
increased time and effort required for class and provide tutorials/discussion In summary, teaching at this level
this type of instruction. I feel that as questions. In this way, students can puts me in the unique position of
an instructor, it is my responsibility use study questions to ensure that working with college students who
to determine exactly what I expect they understand (and have are in the last stage of their formal
students to understand after complet- completed) the readings, and I can education. Thus, before they venture
ing my course, then to facilitate use the results of the study questions into the “real world,” my goal is to
student learning so that every student to identify aspects of the readings ensure students have a basic under-
reaches this level. This perspective that students are having difficulties standing of psychological concepts
implies that I can articulate my with. I can then tailor class time to and theories so that they may apply
specific learning goals, develop as- target areas of confusion and spend this information to their own lives
sessments that effectively measure less time reviewing easily understood and become effective, critical
these goals, and have a support topics. Providing the discussion consumers of psychological
structure in place to help students questions in advance via the web information.
reach this level of understanding. In allows students to think more in-
addition, mastery learning requires depth about selected topics and to be B. Jean Mandernach is an
flexibility in instruction as different prepared to actively participate in
students will master the material at class discussions. associate professor of psychology and
different rates, and different students
will require different types of assis- research associate for the Center for
tance (examples, demonstrations, ac-
tivities, case studies, etc.) to foster Excellence in Teaching and Learning
learning.
at Park University. G
In order to create a classroom that
promotes mastery, application, and

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Teaching Philosophy and 6.Effective teaching requires flexibil-
Assumptions ity. Teachers must try to make
themselves available to meet
By Adam Chapnick, PhD with students and explore their
concerns both inside and outside
Teaching combines knowledge, and assessment. They develop of the classroom. Students are
skill, passion, and compassion. lessons and evaluate student more likely to require assistance
I believe: progress with the diversity of when assignments are due, and
student learning styles and back- teachers should endeavor as best
1.Students are people. They are grounds in mind. they can to schedule academic
proud, confident, eager to learn, and personal commitments
but also insecure. They respond 5.Students learn best when they are accordingly.
to people who make them feel aware of not only what is
listened to and respected; people required of them, but also what is 7.Teaching can always be
who challenge them and inspire fair to require from their teachers. improved. Professional develop-
them to question; people who ment – remaining abreast of ped-
reward their successes and Preparation and enthusiasm agogical advancements in the
encourage them to improve. field, taking advantage of
are cornerstones of effective changes in academic technology,
2.Teachers are role models both in promoting the importance of
the classroom and in the teaching. They are teaching in the community, and
community. Students look up to maintaining a research program
teachers whom they respect, and contagious and inspire which expands the depth and
good teachers take pride in breadth of knowledge of the
learning from their students. success. Successful teachers teaching subject matter – is
crucial to an instructor’s long
3.Preparation and enthusiasm are are committed and dedicated term effectiveness. Academic
cornerstones of effective teaching. colleagues, teaching assistants,
They are contagious and inspire to improving themselves and and student evaluations are all
success. Successful teachers are invaluable sources of assistance.
committed and dedicated to their students.
improving themselves and their Dr. Adam Chapnick is an assistant
students. Just as students must meet strict
analytical and temporal expecta- professor and deputy director of
4.Good teachers always try to be tions, teachers should mark thor-
fair. They do not ask from their oughly and return assignments education at Canadian Forces
students that which they would promptly. Feedback should be
not ask from themselves. They detailed, and means of improve- College. G
communicate high, yet realistic ment should be outlined specifi-
and achievable expectations, and cally. Students should be
then encourage students to over- congratulated for their achieve-
achieve. They recognize that ments, and shown how to learn
students learn in different ways from their mistakes.
and respond differently to a
variety of forms of instruction

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
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Writing the “Syllabus classes. Despite the fact that you typically don’t craft your
Version” of Your philosophy of teaching with a student audience in mind,
Philosophy of Teaching there is value in creating a modified, “syllabus version,” of
your teaching philosophy.
By B. Jean Mandernach, PhD
In contrast to the one-to-two page, theoretically-driven,
Every teacher has a philosophy of teaching…whether fully-justified, rationally-supported philosophy of teaching
they know it or not. Simply put, a philosophy of that is geared toward your academic peers, the “syllabus
teaching is your conceptualization of the teaching version” of your teaching philosophy is a condensed de-
and learning process. While some people have very explicit scription that highlights the key components of your
and clear teaching philosophies, others have invested less personal philosophy with a particular emphasis on the im-
time in formulating a concrete picture of their position on plications of your philosophy for your students. Students
the teaching-learning dynamic. don’t need- or want- to know the evolution of your concep-
tualization of teaching, nor are they highly invested in un-
Despite the fact that you typically don’t craft derstanding the nuances of why you select particular
instructional strategies or the theoretical underpinnings of
your philosophy of teaching with a student your pedagogical endeavors. Rather, they need to know
your perspective on your role as the teacher and how this
audience in mind, there is value in creating a translates into your expectations for your students.

modified, “syllabus version,” of your teaching With this in mind, how do you modify your philosophy of
teaching for inclusion in the syllabus?
philosophy.
1) Start by crafting your “complete” philosophy of teaching.
There are many reasons to articulate your philosophy of
teaching, some reasons driven by external requirements There are a number of ways to go about conceptualiz-
and others by the personal or pedagogical value inherent in ing and creating your personal philosophy of teaching;
reflecting on your approach to teaching. You may be asked see Chism (1998) or Goodyear and Allchin (1998) for
to prepare your teaching philosophy as a component of popular models. In addition, the Internet is filled with
your application for an academic position, as supportive guidelines and recommendations for writing an
documentation in your portfolio for promotion/tenure con- effective philosophy of teaching; see
sideration, or as a portion of an application for teaching • http://ftad.osu.edu/portfolio/philosophy/
awards/grants (Montell, 2003). Alternatively, you may elect Philosophy.html,
to articulate your philosophy of teaching as a reflective • http://www.cofc.edu/~cetl/Essays/
activity to clarify your role as a teacher, examine the rela- DevelopingaPhilosophyofTeaching.html,
tionship between your theoretical approach to teaching and • http://chronicle.com/jobs/news/2003/03/
your classroom practices, or highlight personal instructional 2003032702c.htm,
and educational goals (Brookfield, 1990; Goodyear & • http://www.celt.iastate.edu/teaching/
Allchin, 1998). philosophy.html or
• http://www.lll.hawaii.edu/sltcc/tipps/
But, beyond personal insight or academic requirements, philosophy.html for detailed information about how to
there is another reason – an equally, if not more, important write a teaching philosophy- and what to avoid when
reason – to articulate your philosophy of teaching: to doing so.
provide guidance and direction to the students in your 2) Reflect on your philosophy by asking yourself “What

does this mean for my students?” As you review your
teaching philosophy, focus on the implications for
students. In three or four sentences, summarize the key
components of your philosophy as it applies to your
classroom and/or the expected interactions between
you and your students. In essence, the “syllabus
version” of your philosophy of teaching starts by ex-
plaining to the students your general view on
teaching/learning and your rationale for structuring
their educational experience in the manner that you do.

PAGE 10

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FROM PAGE 9 Chism, N. V. N. (1998). Developing a philosophy of
teaching statement. Essays on Teaching Excellence 9 (3),
3) Clearly define your role in the classroom and the 1-2. Professional and Organizational Development Network
learning process. In one or two sentences, define for in Higher Education.
your students how you will approach learning activi-
ties and what behaviors they can expect from you in Goodyear, G. E. & Allchin, D. (1998) Statement of
relation to your philosophy. teaching philosophy. To Improve the Academy 17, 103-22.
Stillwater, OK: New Forums Press.
4) Highlight your expectations for your students in
relation to your philosophy of teaching. In one or two Montell, G. (2003, March 27). What's Your Philosophy
sentences, describe the behaviors you expect from on Teaching, and Does it Matter? Chronicle of Higher
your students as it relates to your approach to their ed- Education. Retrieved February 26, 2009 from
ucational experience. Be concrete and explicit so that http://chronicle.com/jobs/news/2003/03/
your expectations serve as a guide to direct student 2003032701c.htm.
activity in the course.
B. Jean Mandernach is an associate professor of psychol-
The key in crafting the “syllabus version” of your philos-
ophy is not to try to capture or convey the complexities ogy and research associate for the Center for Excellence in
surrounding your philosophy of the teaching-learning in- Teaching and Learning at Park University. G
teraction. Rather, you should strive to maintain a student
focus and integrate only the aspects of your philosophy Student-centered Statement of Teaching
that are central for the learner. With this in mind, keep the Philosophy
following considerations in mind when adapting your phi-
losophy of teaching for inclusion in the syllabus: My philosophy of teaching can better be
described as a philosophy of learning. So,
• Be brief, clear, and concise. Students cannot benefit what does this mean for you? I consider this
from a teaching philosophy that they do not read or course to be an equal collaboration between you and
that they do not understand. me. As such, it is my responsibility to be an effective
instructor; this means that it is my job to monitor
• Utilize student-centered language. Write the “syllabus your learning and adjust my teaching strategies in
version” of your teaching philosophy in a manner that response to the pace and depth of your understand-
talks to the student rather than about them. ing. But as, with all successful collaborations, my in-
volvement is only half of the equation; in order for
• Avoid using pedagogical jargon. Again, students can’t this to be a valuable educational experience, you
benefit from a philosophy that they don’t understand; must be an effective student. What you will gain from
utilize language relevant to the student population. this course depends upon your investment in
learning. Learning relies upon the interaction between
• Adjust the “syllabus version” to be relevant to each you, me and the course material; thus, it is your in-
vestment in this interaction that will drive your
class. While your philosophy of teaching is stable, mastery of course material.
your expectations of students in relation to your phi-
losophy may change according to class level, course As we progress through this course, I will utilize a
content or student characteristics; it is important to range of instructional strategies to target the abilities
adjust the “syllabus version” of your teaching philoso- and preexisting knowledge that each of you brings to
phy accordingly. the classroom. I will strive to create interactions
which foster interest and understanding for each of
Because teaching philosophies are often composed to you. In exchange, I expect you to invest full effort in
meet institutional requirements for tenure and promotion, all learning activities, engage in the course material
or as part of the job search process, they rarely reflect a and apply yourself to a deeper understanding of
student audience. Revising your teaching philosophy into a course material. G
“syllabus version” is an ideal way to test our theory-driven
proclamations about teaching against the realities of
classroom teaching. [Editor’s note: see sidebar for an
example of a syllabus version.]

References:

Brookfield, S. (1990). The skillful teacher. San Francisco:
Jossey-Bass.

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
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Education as Becoming: simple: be accessible to students and
A Philosophy of Teaching treat them with respect. Accessibility
means being available not just during
By Ralph S. Stevens III, PhD class and office hours, but at any rea-
sonable time. I encourage them to call
In a lecture in my world literature horrible and disgust at the disgusting, me at home, and I promise them a
courses I talk to my students about pleasure at the pleasing and joy at response to email messages within 24
why we read literature. These things that are good. hours.
students are not taking the course
because they want to read Homer and This is why we read literature, I tell As important as being accessible is
Sophocles. They are taking it because them. We read to develop the imagina- being respectful. I make it a principle
we tell them they have to. World lit is tion, so as to recognize the nature of to avoid anything sarcastic, disparag-
a degree requirement. But why do we things and people. We read to develop ing or condescending in my communi-
require it? the affections, in learning to respond cation, and to be always courteous
to what we imagine. A work of litera- and encouraging. It is the best way to
My answer is based on a distinction ture invites us to enter and imagine a “lead out” the best in a person.
between education and training. world both strange and familiar. My
Training, I say, is learning to do. students have never known the char- Good communication is the founda-
Education is learning to become. Both acters, or been to the places, they read tion of instruction. Instruction itself is
are important, and each is part of about. They don’t know what it’s like student-centered. I once heard an ex-
what we call “a college education.” to be an epic hero like Odysseus. The perienced teacher say that learning
Together they are what I think of as world of the Trojan War is a strange begins with questions and “there is
teaching. one. But they can imagine what it knowledge in the room.” No one
would be like for a man to stand alone comes to a lesson without some
I am training my students when I on a strange island, as Odysseus does knowledge, and students who ask
teach them how to do things like at the nadir of his adventures, questions already have some grasp of
unpack a metaphor or identify the pleading for hospitality from a teenage what they are trying to learn. I try to
climax in the plot of a Greek tragedy; girl doing her laundry with her include in my each assignment
showing them how to use secondary friends. something that will elicit knowledge
sources in a documented essay, or and questions. When introducing a
how to resolve a paradox in a meta- This is education, the act of new work of literature, for example, I
physical poem. Successful teaching becoming whole people by developing ask students to discuss what it was
results in students being able to do the affections and the imagination. It like for them to read that work. I use
such things. is the other part of teaching. But threaded discussions in our course
training and education, are not platform, Blackboard, and make active
Education is different. I point out separate. Teaching as training brings participation a third of the course
that the word “education” comes from me into contact with, not a machine grade, with high standards for partici-
the Latin e-ducere, meaning “to lead to be programmed to do certain pation. I participate and am able to
out” and I say that for me this means things, but that whole person who is see, from students’ posts, what they
leading out the best in a student. Here, the concern of education. My teaching know (“there is knowledge in the
teaching means exciting the affections to do can be conducted so as to be room”) and what their questions are
and the imagination. It means leading learning to become, appealing to the (“learning begins with questions”).
out of a student not her inherent best in each of my students. What I learn from discussions then
ability to do something—that’s informs what I present in my lectures.
training—but her capacity to respond But how? I begin with communica-
to something so as to know the value tion as the foundation of good In these ways and others, I make the
it has, for her, for her community. teaching, because through effective student, rather than the subject
Education, by this definition, “leads communication I can reach the whole matter, the center of my teaching. The
out” the ability to feel horror at the person. The principles I follow are extent to which these methods
succeed is the extent to which I can
educate, leading out the best in my
students.

Ralph S. Stevens III, Ph.D. is an

associate professor of English at

Coppin State University. G

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

11

A Nurse Educator’s Philosophy ically analyze their actions, reflect on
of Teaching their own skill sets, and critique the
clinical decisions of others (Jeffries,
By Frostenia Milner 2007). Learning from these methods
are evaluated using multiple choice
….we learn from one another how survival with ever changing technolo- tests, debriefing, discussion and ob-
to be human by identifying ourselves gies and therapies. My teaching servation.
with others, finding their dilemmas in methods incorporate argument
ourselves. What we all learn from it is mapping to develop clarity of My teaching philosophy is in its
self-knowledge. The self we learn infancy. I will use humor to engage
about …is every self. IT is universal - I believe that education is a my students and include their
the human self. We learn to recognize feedback as I continue to learn and
ourselves in others… (It) keeps alive two-way proposition. The grow, for I want to live this
our common humanity and avoids philosophy.
reducing self or other to the moral student's part of the
status of object (Watson, 1985/1988, Frostenia Milner is clinical coordina-
pp. 59-60). proposition is to come to
tor at the School of Nursing, North
Iam a novice to baccalaureate class prepared to learn and Carolina A&T State University. G
nursing education. My goal is to
participate in preparing nursing my part is to create an
students to practice as generalist
within the health care social environ- interactive environment that
ment. It is my responsibility to create
a student-centered classroom that engages the student in the
fosters the practice of critical
thinking, the development of clinical learning process in and out
thinking, and life-long learning. The
classroom is where caring in nursing of the classroom.
is role modeled for the student.
Caring is demonstrated when there is reasoning based on supporting
acknowledgment that students come evidence and to come to a conclu-
to the classroom with a variety of ed- sion, which in the case of nursing is
ucational experiences, cultural back- the most appropriate clinical decision
grounds, and learning styles. I believe (Billings, 2008). Through this guided
that education is a two-way proposi- process the content to be taught is
tion. The student's part of the propo- discovered as the student works
sition is to come to class prepared to through the problem. I use problem-
learn and my part is to create an in- based learning which is a well estab-
teractive environment that engages lished strategy for developing critical
the student in the learning process in thinking (Rogal and Snider, 2008).
and out of the classroom. Case studies are used to simulate ex-
periences allowing the student to crit-
Nursing is a dynamic discipline.
Life-long learning is integral to

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
12

Teaching and Advising For me to be a complete teaching
Philosophy and Style professional, I must offer time for a
conversation in the hall. I need to be
By W. Stephen Damron in the classroom before class begins
and stick around after class is over.
For me, the most important part I try to read the level of understand- My office door needs to be open,
of teaching, advising, and ing they are achieving from my expla- with me inside as much as possible
mentoring students is caring. It nations and make adjustments or for students to stop by or call for my
all begins with caring for students even start over if necessary. Listening help, advice or whatever they need. I
and what becomes of them. They are owe them the time to read a resume
real people. They have needs and I have discovered through and offer constructive comments. I
wants, strengths and weaknesses, owe them the time to discuss career
likes and dislikes, hopes and dreams. the years that a very alternatives they may be wrestling
I am part of the hopes and dreams with, or personal problems they may
because I help them with the important thing I can do for bring to me. I owe my students the
education that they have factored time necessary to write the best
into their futures. That leap-of-faith my students (and myself) is lectures my skills will allow. I owe
on their part vests me with enormous them the time required to write a
interest in what becomes of them. It to share the real me, warts good, thoughtful, honest letter of rec-
makes me a better person, a better ommendation when they ask. I also
teacher, and a better mentor. As long and all, with them. How can owe them time in thought, thinking
as caring is there, I find I can dislike about how I might do my job better
them, be angry with them, hurt by I expect them to be honest and serve them more effectively.
them, perplexed, exasperated, put Good teaching is time consuming.
out, or just generally disgruntled with with me unless I am willing
them and still teach them. What I do I have discovered through the years
not feel I could ever do is be indiffer- to be honest with them? that a very important thing I can do
ent to them and still be effective. for my students (and myself) is to
Besides, caring for them has its is especially important in advising. share the real me, warts and all, with
perks. I find that when I care they Good advising depends on hearing them. Part of the reason for this is
care back, and I like that. what the advisee says, and that I feel they deserve to relate to a
sometimes what isn’t being said as person genuinely willing to expose
Listening is next to caring. The well. It depends on asking the right his feelings, values, and a distinctive
people I presume to teach deserve my questions and patience to wait for the viewpoint about his society and the
ear above all others except my wife real answer, not just the one that world. The other less noble reason is
and children. Even if that were not comes out first. Good listening also that students recognize when I try to
so, I simply could not teach without requires thinking about what I’ve fake it. How can I expect them to be
listening. The success of my heard before responding to it. honest with me unless I am willing to
classroom style depends on feedback be honest with them? What my
during class, after class, and on eval- As in so much of life, time on task students get is the real me. I never try
uations. Practicing a listening attitude is required. I owe my students my to hide a bad mood, or the fact that
is essential or that feedback will not time, which includes time spent with they’ve angered me, or hurt me, or
happen in a way that helps us. them and time spent on their behalf. failed to meet my expectations. If I
Listening also means listening to the am insecure about a lecture or class
non-verbal responses from the group. activity, I don’t try and fake it. I tell
them. I find they are more than
willing to forgive me a commonplace
lecture or activity if I don’t press on
as if it were good. Similarly, I tell
them if I feel they did a good job on

PAGE 14

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13

FROM PAGE 13 should feel empowered by the respect room come alive with excitement
and honesty with which I deal with over the topic by the simple willing-
an exam or if they especially pleased them during the disagreement. ness to share her own enthusiasm. It
me in a day’s discussion session. I occurred to me that not only were the
am human too and they need to Learning is serious business and I intricacies of the topic at hand indeed
know that. There is freedom in just do my best to convey that attitude interesting but so was the entire topic
being me that helps teaching and with my actions. I establish policies of mineral nutrition. My enthusiasm
learning to happen. There is an in my class that I feel actively for the topic persists to this day.
honesty that becomes a part of one- promote responsibility and I run a What a gift! I try to give others that
on-one relationships that can be tight ship in my classroom. My same gift.
achieved no other way. students and I have such little time
As a teacher, it is my job to
I owe it to my students to challenge As a teacher, it is my job to stimulate and encourage thinking
them. That commitment is rooted rather than to provide answers and
deeply in my own experiences. As my stimulate and encourage resolve problems. It is my obligation
life has progressed, I have become in- to give students professional compe-
creasingly aware that the people who thinking rather than to tency, energy, demand of excellence,
have held me to higher standards are and fair treatment. It is my job to
the ones I hold in increasingly higher provide answers and resolve touch lives and challenge them to
regard. In my own teaching, I prefer learn how to use their inherent capa-
respect in the long term than to problems. bilities and their knowledge base to
always have their fond regard in the resolve problems for themselves. To
short term, and thus I challenge together that there is no time to do this, I have to ask questions they
them. If there is one thing that prac- waste with disruptive behaviors or must work hard to answer. The great
ticing this craft has taught me, it is busy work. However, learning is best pay off in that is when they ask
that I rarely get more by asking for accomplished when enjoyed, so I questions I must work hard to
less. Thus, my courses are rigorous keep my classroom atmosphere light answer.
and demanding. I consider myself a with humor and by encouraging
lifelong learner and promote that student participation. I also explain I am not a man of many or varied
attitude with my students. People the rules up front and stick to them. I causes. I simply believe that the only
need to learn the value of reading, have found that I can ask and receive hope for mankind and our world is
writing, and reflective thought. They a great deal from students if I am for as many of us as possible to know
also need to practice. I provide op- open, fair in what I expect, and as much as possible about that world
portunities. I feel that is a responsibil- equitable in my treatment of them. and ourselves. Helping with the
ity to them, my colleagues, and to knowing is what I do. I teach.
society. I try always to convey a sense of
wonder and adventure about W. Stephen Damron is a professor
I hope I leave my students stronger learning. When I was in graduate
after they interact with me. Students school, I took Mineral Nutrition from and teaching coordinator in the
should leave my class with the basis Dr. Jane Savage. Mineral nutrition
for a new perspective or with a had never been one of my favorite Animal Science Department at
question to mull or a curiosity to topics until then. One day while
satisfy. An advisee should leave my reviewing a journal article in class Dr. Oklahoma State University. G
office with confidence that together Savage commented, “I think this is so
we are charting the path he/she interesting!” Earth shaking commen-
wants, or at least making progress tary it was not. Yet, I will never forget
toward finding a path. A student that statement or that wonderful lady
looking for a new major should feel and teacher. It was not what she said
he/she has an honest and fairly but the fact that we all knew she
presented picture of my discipline meant what she said. She made the
and thus be enabled to make such an
important decision. Even a student
with whom I am in disagreement

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
14

My Teaching Philosophy: dynamic confident speakers when
Make Learning Fun they have named behaviors to
perform. The focus is on a concept,
By David E. E. Sloane, PhD behaviors to fulfill the concept, and
the experience of executing the
My teaching philosophy is drill exercise, and "own" them ab- concept, with its simple keywords, in
that all learning experiences solutely. various situations. Focusing on
should be fun and exciting, holistic/atomistic goal setting and
and if they aren't, the teaching I build larger skills and concepts achievement is also a skill that gener-
modality needs to seek and adapt around keywords. I ask my students alizes to all areas of life–which is
new strategies, whether game to chant them when we review the what I urge them to remember. By
playing, behaviors, model test cases, material, and I ask a random student the end of the course, each student
or lecture-discussion combinations to explain one or another–always can provide six holistic concepts
that shake up the lecture model. simply, always citing simple organized into 40-50 or more
Then, the learning process should be behaviors. By the end of a given atomistic behaviors and tell which
narrowed down to specific behaviors course in Business Writing, Technical ones they will use, and why. Giving
which can be demystified, easily Writing, or Advanced Public students de-mystified behaviors at
practiced, easily replicated, and, at Speaking, students have explained the center of the course gives them so
base, subject to easy memorization and chanted many times. The drilling much to do positively and actively
around key words. I have organized is fun, as well, because they can that they don't have time for stage
an online Mark Twain course around shout. Yes, I have a noisy classroom, fright or other negatives.
four words beginning with E, for but they remember the associated
example. Everybody starts from the skills and techniques, and they have It's fair to ask if this can be gener-
same reference point to document, il- to say them until they can say them alized. Yes. Students use a book and
lustrate, or argue. with assurance. Learning gets to be a index cards. First, they bring three
little like cheerleading. It works for cards with a sentence from the
My classroom is a nutty place, es- them, so it works for me. reading. Any sentence is correct! This
pecially in the speaking and writing is process. The next day I ask another
courses I am thinking about here. My biggest target is students student to explain the first student's
Every nutty thing I do is intended to achieving both holistic organization sentence. I look for volunteers, then I
help students recall the connected and behavioral mastery of the ask fail-safe questions to model the
ideas or behaviors. I circulate a candy atomistic individual skills. An explanation behavior. Everyone’s
bowl while I’m talking; chocolate is example from a speaking course sense of idea-sentences grows.
an added retrieval cue, and a real at- might be helpful. The course is built Building through a course like this,
mosphere-relaxer. They remember around six rules. Rule 1 is "Control students amass hundreds of index
what we were talking about when Your Environment." This allows me cards; they are allowed to use them
they remember the chocolate. I sing to introduce the theories of Maslow on tests. The reward is attractive. It
the prepositions to "Yankee Doodle," about self actualization and relate highly motivates especially those
accompanied by my banjo. They beg them to a speaking environment. The students who are "lost" but yearning
for more–who wants to hear more atomistic behaviors develop into a list for a key to getting good grades. They
about prepositions!? What it boils of 15 specific actions each student willingly do the hard work of taking
down to is fitting specific knowledge, can do–control the temperature, intense notes on their reading
behaviors, and actions around key or- move desks and chairs, make a because they know there is a pay-
ganizing ideas, and I make them easy seating chart, greet entering audience back. By repetition, students get to
to remember and fun to play with. members individually, and so on. pick better and better sentences,
We often repeat the keywords as a Fearful undergraduates and often making more than three cards. I
withdrawn graduate students become eliminate the mystery factor and the
guessing factor, and reward plain sys-
tematic hard work.

In English literature courses, I try
to do the same. My students get a

PAGE 16

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

15

FROM PAGE 15 poems. I am applying ideas of study may be mysteries–wonderful
Josephine Miles and Kenneth Burke, ones–but the procedures they apply
worksheet that identifies a wide but I am adding the sense that a should be simple and easily
number of minor forms in poetry. poem is a machine like a motorcycle, performed, not mysterious. I love
Before we talk about "meaning," and they can take it apart in much teaching like this.
where the untestable generalities the same way as mechanics work on
flourish, we count nouns, verbs, and an engine. David E.E. Sloane, PhD., is a
adjectives to see if the poem is professor of English and Education at
concrete, emotional, or active, since For me, teaching is about what the the University of New Haven. G
these traits correlate with eras and students take away with them that
modes of English poetry, we learn to they can always bring back as a
discover mechanical things about simple behavior. The things they

Teaching Philosophy Statements Prepared by
Faculty Candidates

By Maryellen Weimer

Typically, teaching philosophy of the philosophy statement and of include references so that the
statements are prepared as part teaching itself is reinforced when candidate can demonstrate a
of promotion and tenure candidates are asked to discuss them knowledge of literature relevant to
dossiers or for teaching awards. with those conducting the interview. college-level teaching and learning.
However, increasingly they are being The philosophy statement should
requested by those interviewing for As for what a new faculty member show that the candidate is interested
open faculty positions. The article should put in the teaching philoso- in teaching and expects to grow and
referenced below documents the phy statement being used as part of develop further as a teacher.
extent to which that is happening in an application packet, the author
one discipline. makes a number of recommenda- Teaching continues to be an
tions. Along with ideas about how important part of virtually all
What should faculty reviewers look students learn, those activities that academic positions. As the author
for in a teaching philosophy the candidate believes promote points out, search committees often
statement of a candidate? What learning, some recognition of varia- are more comfortable assessing the
should those applying for academic tions in approaches to learning, and a research history and potential of can-
positions put in a teaching philoso- discussion of factors related to didates than they are evaluating what
phy statement? The author of this learning should be included. Also kind of teacher the candidate will be.
article suggests models of teaching important is the kind of feedback that Careful analysis of a teaching philos-
and learning. Of learning, he writes, will be provided to students, and ophy statement, coupled with follow-
“Candidates should demonstrate how their learning will be assessed. up questions on its content, can
knowledge of models of how Content that relates to teaching, provide much revealing information
students learn, how best to including expectations for students, about a candidate’s potential. To
encourage learning, and how to preferred learning environments, ensure that all candidates start from
assess whether learning has favored instructional methods, and the same place, it is appropriate to
occurred.” (p. 336) It is equally the nature of relationships with provide a list of areas that review
important that candidates be able to students that foster learning, should committees would like the teaching
discuss how they would apply their be discussed. philosophy statement to address. This
written philosophy in different
teaching situations. The importance The author recommends that PAGE 17
teaching philosophy statements

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
16

FROM PAGE 16 show a candidate that it takes Purposes and organizational
teaching seriously, one of the best structure. Journal of Chemical
article proposes a structure and a times to convey that message is Education, 85 (3), 336-339.
series of questions that can be used during the interview process.
as a starting place. It also contains a Reprinted from The Teaching
link to a sample philosophy Reference: Eierman, R.J. (2008). Professor, May 2008. G
statement that follows the proposed The teaching philosophy statement:
structure. If an institution wants to

Writing a Teaching Philosophy Statement:
Why, What and How

By P. N. Ramani, PhD

Most teachers applying for A teaching philosophy Key elements
academic positions in
colleges and universities are statement is a kind of personal A teaching philosophy statement
often asked to submit a statement that usually includes:
explains their teaching philosophy. "mission statement" for anyone
People responsible for selecting and • Your goals and values – your
recruiting teachers, however, are who is committed to teaching. personal values as a teacher and
divided in their opinions about why goals for your students,
such a statement is required or how it It demonstrates that you are
is used (Montell, 2003). • Your description of how you teach
reflective and purposeful about – the approaches and methods
While some institutions use the (unique to you and specific to
statement to weed out those who are your teaching, and helps to your discipline) you use to
not committed to teaching as a achieve those objectives,
vocation and also those who may be communicate your goals as a
good researchers but poor teachers, • Your assumptions about teaching
most candidates consider the require- teacher and your corresponding and learning – your justification
ment as a potential stumbling block in for why you teach the way you
their job search. The statement is actions in the classroom. teach, and
sometimes seen as a way of letting
the applicants know about the impor- discussing coherently what they do in • Your discussion of how you
tance of sound teaching principles the classroom and why. intend to measure through self
and practices. In other words, the in- and student assessment your ef-
stitution would expect to have an in- Content fectiveness vis-à-vis the objectives
dication of whether the candidate has and methods you have outlined.
thought seriously about teaching and A teaching philosophy statement is
learning. (Montell, 2003). a kind of personal "mission The statement may describe how
statement" for anyone who is you want to make a difference in the
Even if academics do not agree on committed to teaching. It demon- lives of your students and your path
the importance of a teaching strates that you are reflective and pur- to professional improvement (Chism,
statement in the hiring or tenure poseful about your teaching, and 1998; Haugen, 1998; Mihram &
process, every practising teacher helps to communicate your goals as a Anderson, 2004).
should be able to write a statement teacher and your corresponding
actions in the classroom. PAGE 18

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

17

FROM PAGE 17 include in, or exclude from, your ideas about teaching and learning.
statement. (http://ftad.osu.edu)
Benefits Use metaphors
Key questions to ask of
A well articulated teaching philoso- yourself In describing your concept of the
phy statement offers several benefits teaching-learning process, you may
to the teacher, at both personal and As a first step towards developing a use metaphors, such as "container-re-
professional levels. At the personal teaching philosophy statement, ceptacle or vessel", "journey-guide",
level, it helps preserve "your personal Chism (1998) suggests asking oneself "master-disciple", "filling station",
sanity and morale" as it helps clarify some basic questions, such as the "coach", "gardener", or "choreogra-
to yourself why you are doing what following. The answers to these may pher", as a way of articulating your
you are doing (Brookfield, 1990, p. be incorporated in your teaching phi- ideas. Your readers will have a
16). losophy statement. clearer understanding of how you see
your role vis-à-vis your students in
At the professional level, as • What are my concepts or views the teaching-learning process
mentioned before, it helps you to on how people (like my students) (Grasha, 1996). Metaphors also help
discuss coherently what you do in learn and how can I facilitate that demonstrate your understanding of
the classroom and why you do it in learning? the purpose of education and the role
that way. It helps you to be clear of a teacher in the educational
about the effect you are having "on • What goals do I have for my process.
students and their learning" students and why?
(Brookfield, 1990, pp. 18-19). It also Make it memorable and unique
sets the benchmark for measuring the • How do I transform my concepts
appropriateness of your instructional about teaching and learning and A teaching philosophy statement
methods, the scope of your activities goals for my students into should set you apart from others. It
in and out of the classroom, the as- classroom practices? should create a vivid impression of
sessment of student learning, and the one who demonstrates clear thinking,
effectiveness of your teaching. • How do I know that my unique teaching practices, and com-
classroom practices are effective? mitment to the vocation of teaching.
Moreover, the statement "provides By including specific examples of
stability, continuity, and long-term By including specific examples teaching strategies and techniques,
guidance" and helps you "remain your statement will help your readers
focused on teaching goals and to ap- of teaching strategies and visualize the rich learning environ-
preciate the personal and professional ment you want to create for your
rewards of teaching." (Goodyear and techniques, your statement students.
Allchin, 1998, pp. 106-7) It can thus
lead to a change in your teaching will help your readers visualize Key questions others will ask
behaviors and ultimately foster pro- in reviewing
fessional and personal growth. the rich learning environment
• Are the concepts and views
Developing a teaching you want to create for your presented clearly and lucidly?
philosophy statement
students. • Does the approach to teaching
There is no one formula or a set and learning demonstrate reflec-
format for writing a teaching philoso- Own your teaching philosophy tive thinking and careful
phy statement. You may use a planning or flexibility when ap-
question/answer format or use This is your teaching philosophy, propriate?
visuals and quotes. It is generally 1-2 not someone else's. You will have a
pages long and written in first- sense of "ownership" of the teaching • Does it address fully the institu-
person, mostly using the present philosophy statement by writing tional context of teaching and
tense. It is written in a language that about your own beliefs and experi- learning, and scholarly research
can be easily understood by the ences. It is better to avoid dogmatic in the field?
readers. You may seek guidance from statements, such as "students learn
someone in your field on the disci- effectively only through group work" • Does the statement show
pline-specific jargon and issues to or "the best way to teach is through awareness of the conventions
the problem-based learning method". and expectations of the disci-
In this way, you appear open to other pline?

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
18

FROM PAGE 18 Organizational Development Network Does it Matter? The Chronicle of
in Higher Education. Higher Education (Chronicle Careers),
• Is the statement modest or March 27, 2003.
ambitious? (Mihram & Anderson, Goodyear, G. E. & Allchin, D.
2004; (1998). Statement of teaching philoso- Stating a Teaching Philosophy
phy. To Improve the Academy 17, 103- (2007). Last Modified: 30 November
http://www.usc.edu/programs/cet/ 22. Stillwater, OK: New Forums Press. 2007.
resources/teaching_philosophy/)
Grasha, A. F. (1996). Teaching with University of Southern California,
Conclusion style: A practical guide to enhancing Center for Teaching and Excellence
learning by understanding teaching website. http://www.usc.edu/
A teaching philosophy statement is and learning styles. Pittsburgh, PA: programs/cet/resources/
a living document that evolves over Alliance Publishers. teaching_philosophy/
time. It need not be comprehensive,
but should be interesting to read. It Haugen, Lee (1998). Writing a Dr. P. N. Ramani, a professor of
should essentially state what you Teaching Philosophy Statement. English, is currently Quality Assurance
actually believe in and practice. Center for Teaching Excellence, Iowa Officer, QA Department, at the
State University, March 1998; Last Ministry of Manpower in the Sultanate
References update: January 6, 2009. of Oman. G

Brookfield, S. (1990). The skillful Mihram, Danielle & Anderson,
teacher. San Francisco: Jossey-Bass. Lawford (2004). Stating Your Teaching
Philosophy. PowerPoint Presentation,
Chism, N. V. N. (1998). Developing University of Southern California,
a philosophy of teaching statement. October 20, 2004.

Essays on Teaching Excellence 9 Montell, Gabriela (2003). What's
(3), 1-2. professional and Your Philosophy on Teaching, and

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

19

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