Faculty Focus Special Report Philosophy of Teaching Statements

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

May 2009

A MAGNA PUBLICATION

Philosophy of TeachingStatements: Examples and Tipson How to Write a Teaching

Philosophy Statement

2Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com

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

For most educators, writing a philosophy of teaching statement is a daunting task. Surethey can motivate the most lackadaisical of students, juggle a seemingly endless list of re-sponsibilities, make theory and applications of gas chromatography come alive forstudents, all the while finding time to offer a few words of encouragement to a homesickfreshman. 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 increasingnumber of higher education institutions are now requiring a philosophy of teachingstatement from job applicants as well. For beginning instructors, putting their philosophyinto 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 helpthem land their first teaching job.

This Faculty Focus special report is designed to take the mystery out of writing teachingphilosophy statements, and includes both examples and how-to articles written byeducators 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 isalmost 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 whenyou see it!”

Mary BartContent ManagerFaculty Focus


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


Writing a philosophy ofteaching and learningstatement isn’t meant to be

easy. Self-reflection can be awkward,and the teaching and learning envi-ronment evokes feelings and emotionsthat don’t necessarily translate wellinto words. Nevertheless, creating aphilosophy of teaching and learningstatement is ultimately both person-ally and professionally rewarding, andis therefore well worth the effort.Expressing your philosophy of

teaching and learning in print servestwo main purposes:1.It presents a capsule summary ofyour understanding of the valueand purpose of teaching andlearning to current and prospec-tive employers, students, and col-leagues; and

2.It encourages deep self-reflectionthat in turn enhances your abilityto contribute positively to yourlearning community.

Statements generally proceed in oneof two directions. They are either:• subject- or discipline-specific (aphilosophy of teaching history orof teaching physics), and focusedon practical, specialized strate-gies; or

• broader statements of generalaims and ideas, focused more onyour students themselves than onwhat they’re learning in theclassroom.

Neither approach is necessarilybetter, but one of them generally suitseach teacher more than the other.Single-discipline instructors, forexample, are more likely to thinkabout teaching and learning in thecontext of their field. Teachers whosework crosses traditional academicboundaries more regularly, or whocombine theoretical study with publicpolicy analysis, might be more apt totake a broader view.Having determined which approach

fits you best, the next issue toconsider is style. Teaching andlearning philosophies generally comein two forms:1.Some are constructed as a seriesof personal paragraphs, drawingattention to the teacher’s ownthoughts, feelings, knowledge,and values. They tend to includepersonal anecdotes and examples,and are inevitably written in thefirst person. This style is themore common of the two, partic-ularly in subject-specific state-ments.

2.Other teachers write moreformally, listing – perhapsthrough a series of bullets – a setof ideas and opinions that formthe basis of the author’s under-standing of the teaching andlearning process. This approachwill likely resonate more in task-oriented disciplines and individu-als who tend to emphasizeaccuracy and specificity.

Again, neither approach is inher-ently superior: the key is to find theone that better reflects who you areand what you believe in. Teacherswhose greatest pleasure comes frominspiring their students’ creativeabilities are more likely to presenttheir philosophy in a less structuredmanner. Just like they encouragetheir students not to feel constrictedby popular standards or expectations,their prose should flow freely andnaturally.Other teachers, whose excellence is

based on their organizational abilities,their clarity inside and outside of theclassroom, and the transparency oftheir attitudes and beliefs, often preferthe uniformity and imposed disciplineof a series of bulleted or numberedthoughts and ideas.Regardless, an effective philosophy

of teaching and learning should aimto answer the following questions:• why do I teach?• what does good teaching mean tome?

• what does effective learning meanto me?

• do I have a particular teachingstyle or approach? If so, howwould I describe it?

• what makes me unique as ateacher?

• what do I expect from mystudents?

• what can my students expectfrom me?

• what do I do to continue toimprove?

These questions are in no particularorder, and are not exclusive. Subjectspecific teaching philosophies, forexample, will almost certainly answeradditional questions such as:• why am I so passionate about mydiscipline?

• what strategies make teaching

How to Write a Philosophy ofTeaching and Learning Statement

By Adam Chapnick, PhD

PAGE 5�

5

and learning in my disciplinecome to life?

• how do effective teaching andlearning in my discipline con-tribute to society?

Most 21st century teaching philoso-phies will also at least mention theauthor’s approach to diversity in theclassroom (defined broadly ornarrowly) as well as the role ofacademic technology in the teachingand learning process. In the contem-porary educational environment, it isdifficult to imagine a classroom – realor virtual – that does not have to takethese two factors into consideration.The standard length of a teaching

and learning philosophy is 250-750

words but, ideally, you should aim todevelop a version that can fit on asingle page. Keeping in mind that oneof the purposes of creating astatement of teaching and learningphilosophy is to explain yourself to aprospective employer, it makes senseto have an iteration of your statementthat adheres to the same basic rulesas the standard resume (1 or 2 pages,depending on your degree of special-ization or expertise).It is therefore fairly common for

aspiring teachers to create twoversions of their philosophies:• one that is as long as it takes forthem to express themselves com-fortably; and

• another that can be included inapplications that stipulate wordand space limitations.

Similarly, some find it easier todevelop two entirely separate state-ments:• one that is discipline-specific; and• another that is broader andperhaps more abstract.

There is no style that suitseveryone, but there is almost certainlyone that will make you more comfort-able. And while there is no measura-ble way to know when you have got it‘right,’ in my experience, you willknow it when you see it!

Dr. Adam Chapnick is an assistant

professor and deputy director of

education at Canadian Forces College.

�

Ibelieve that success – whetherpersonal or professional – isgenerated from three critical

building blocks: knowledge, criticalthinking, and curiosity. Thesebuilding blocks have an enduring,cyclical relationship; knowledge helpsus to understand the world around usas well as ourselves, critical thinkinggives us the ability to incorporateknowledge and apply it endlessly, andcuriosity, which is the result ofrealizing the limitations of currentknowledge, drives us to acquire addi-tional knowledge.I see my role as a teacher as one of

transferring a fundamental knowledgeof course content to students whilecultivating their critical thinking skillsthrough the application of theory andconcepts to current health-, economic-, and industry-related issues.Through this application, areas thatare void of knowledge will ultimatelyemerge. As a teacher, I will strive toinstill a sense of curiosity in mystudents that will challenge them tofill this void, whether for themselvesor for all of us. I will do this byserving as a role model in the sensethat I too am searching for knowledge– for me, for them and for the future.

I will demonstrate my own criticalthinking skills and share my curiosityfor the unexplained or unexamined. Iwill value the individual backgroundsand experiences of my students, andencourage them to teach me as Iteach them.I expect that my students will have

a variety of levels of desire forlearning. I will strive to nurture anenvironment that will encourage themto seek areas that excite them, for Ibelieve that true learning occurs bestwhen it is most meaningful. I willexpect my students to understand and

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

A Teaching Philosophy Built on Knowledge,Critical Thinking and Curiosity

By Susan Judd Casciani

PAGE 6�

FROM PAGE 4

6

utilize their rights for a qualityeducation, and to fulfill their responsi-bilities to themselves, to me and toeach other in our collective efforts tolearn and discover.My ultimate goal in teaching is to

provide requisite knowledge,encourage and develop criticalthinking skills, and stimulate naturalcuriosity that will guide students intheir efforts of pursuing success. Byaccomplishing this, I will satisfy theneed within myself to somehow makea difference.

Susan Judd Casciani is a clinical

assistant professor and program

director of the Health Care

Management Program at Towson

University. �

My philosophy of teachingcan better be described as aphilosophy of learning. In

order to be an effective instructor, Imust focus on student learning andadjust my teaching strategies inresponse to the pace and depth ofstudent understanding. I viewteaching as an interaction between aninstructor and a student; thus, theimpact of this interaction on learning,rather than my activities as an in-structor, is of primary importance.Approaching teaching as a scholarlyactivity with continual evaluationsand adjustments allows me tomaintain a focus on student learningand continually improve my instruc-tion. By utilizing flexible teachingstrategies, rather than strictadherence to a particular teachingstyle, I am able to adjust my instruc-tion to match the abilities and preex-isting knowledge that each studentbrings to the classroom. Thus, myprimary role as an instructor is tocreate interactions which fosterinterest and understanding for indi-vidual students.This approach to learning empha-

sizes a cognitive developmental per-spective. As highlighted by develop-mental theorists, students learn bestby actively exploring their environ-ments. This type of “trial-and-error”learning can then be fostered byhaving a support structure in place tofacilitate understanding. The self-paced nature of exploratory learningrelies on the notion that effectivelearning environments activelyengage students with the materialand promote meaningful associationsbetween new material and informa-tion already known. As an instructor,it is my responsibility to helpstudents generate their own contextfor meaning through the applicationof new material to their everydaylives.Reflecting upon the dynamic inter-

action between pedagogy and person-ality, my teaching style is bestdescribed as applied, mastery instruc-tion. While the specific learning goalsof a course are dependent upon thenature of the course, the educationlevel of the students, the purpose ofthe course within the department,and the relationship between the

course and related courses, I havethree overarching goals for anycourse that I teach: 1) to fostercritical thinking so that students maybecome effective consumers of psy-chological information, 2) to promotemastery of course content, and 3) toencourage application of coursematerials to real-world contexts.Since most students, including psy-

chology majors, will not become psy-chologists, it is important to teachstudents information that is relevantto their lives and their futures. Themedia is full of psychologically-basedinformation; my goal as a psychologyinstructor is to teach students how tocritically examine this information,make decisions about itsaccuracy/relevance, and utilize theinformation in their own lives. Forexample, after a recent universityshooting rampage, my IntroductoryPsychology class spent a considerableamount of time locating information(TV, magazines, newspapers,websites, etc.) about the shootingsand examining how this event, and


PAGE 7�

FROM PAGE 5

My Teaching Philosophy: A Dynamic InteractionBetween Pedagogy and Personality

By B. Jean Mandernach, PhD

7

the information surrounding it, canbe interpreted in light of psychologi-cal theories (parenting styles, adoles-cent development, group decisionmaking, stereotypes, personality,stress, etc.). This type of active,applied learning has several advan-tages: 1) it allows students to activelyengage with the material whichpromotes general interest in psychol-ogy; 2) it assists students in develop-ing critical thinking skills; 3) itpromotes a deeper understanding ofhow theories are utilized in a real-world context; and 4) it enhancesretention of material through activeprocessing and the interrelationshipof information.My second broad goal as an in-

structor is to promote mastery of thecourse material. While there is a con-siderable amount of research con-cerning the educational benefits ofmastery instruction, mastery learningis not often utilized due to theincreased time and effort required forthis type of instruction. I feel that asan instructor, it is my responsibilityto determine exactly what I expectstudents to understand after complet-ing my course, then to facilitatestudent learning so that every studentreaches this level. This perspectiveimplies that I can articulate myspecific learning goals, develop as-sessments that effectively measurethese goals, and have a supportstructure in place to help studentsreach this level of understanding. Inaddition, mastery learning requiresflexibility in instruction as differentstudents will master the material atdifferent rates, and different studentswill require different types of assis-tance (examples, demonstrations, ac-tivities, case studies, etc.) to fosterlearning.In order to create a classroom that

promotes mastery, application, and

critical thinking, it is important to in-corporate a variety of specificteaching strategies that help directthe learning process yet allowstudents the freedom of activelearning. Advances in instructionaltechnology have allowed me to movemany of the basic instructional tasksout of the classroom so that valuableclass time is available for more inte-grated, applied learning. Specifically,I use web-based resources in order toadminister study questions prior to

class and provide tutorials/discussionquestions. In this way, students canuse study questions to ensure thatthey understand (and havecompleted) the readings, and I canuse the results of the study questionsto identify aspects of the readingsthat students are having difficultieswith. I can then tailor class time totarget areas of confusion and spendless time reviewing easily understoodtopics. Providing the discussionquestions in advance via the weballows students to think more in-depth about selected topics and to beprepared to actively participate inclass discussions.

In addition to providing preparationmaterials, testing is also administeredvia the web. The web-based formatallows students to easily review pasttests and study questions. I also liketo use web-based discussion threadsto promote critical thinking and inter-active learning. Through discussionthreads, students (or the instructor)can pose questions/comments towhich others can respond. Whilethese web-based resources do notprovide any unique teaching opportu-nity that cannot be imitated in theclassroom, they allow many activitiesto be completed outside of regularclass time so that limited class timecan be dedicated to more advancedactivities. Further, web-basedresources are invaluable for connect-ing the instructor to individualstudents in a large lecture class.Students who would not voicequestions in a large lecture settingmay be more likely to expressconcerns via email or participation inan online discussion.In summary, teaching at this level

puts me in the unique position ofworking with college students whoare in the last stage of their formaleducation. Thus, before they ventureinto the “real world,” my goal is toensure students have a basic under-standing of psychological conceptsand theories so that they may applythis information to their own livesand become effective, criticalconsumers of psychologicalinformation.

B. Jean Mandernach is an

associate professor of psychology and

research associate for the Center for

Excellence in Teaching and Learning

at Park University. �


FROM PAGE 6

I feel that as an instructor, it is

my responsibility to determine

exactly what I expect students

to understand after completing

my course, then to facilitate

student learning so that every

student reaches this level.

8

Teaching combines knowledge,skill, passion, and compassion.I believe:

1.Students are people. They areproud, confident, eager to learn,but also insecure. They respondto people who make them feellistened to and respected; peoplewho challenge them and inspirethem to question; people whoreward their successes andencourage them to improve.

2.Teachers are role models both inthe classroom and in thecommunity. Students look up toteachers whom they respect, andgood teachers take pride inlearning from their students.

3.Preparation and enthusiasm arecornerstones of effective teaching.They are contagious and inspiresuccess. Successful teachers arecommitted and dedicated toimproving themselves and theirstudents.

4.Good teachers always try to befair. They do not ask from theirstudents that which they wouldnot ask from themselves. Theycommunicate high, yet realisticand achievable expectations, andthen encourage students to over-achieve. They recognize thatstudents learn in different waysand respond differently to avariety of forms of instruction

and assessment. They developlessons and evaluate studentprogress with the diversity ofstudent learning styles and back-grounds in mind.

5.Students learn best when they areaware of not only what isrequired of them, but also what isfair to require from their teachers.

Just as students must meet strictanalytical and temporal expecta-tions, teachers should mark thor-oughly and return assignmentspromptly. Feedback should bedetailed, and means of improve-ment should be outlined specifi-cally. Students should becongratulated for their achieve-ments, and shown how to learnfrom their mistakes.

6.Effective teaching requires flexibil-ity. Teachers must try to makethemselves available to meetwith students and explore theirconcerns both inside and outsideof the classroom. Students aremore likely to require assistancewhen assignments are due, andteachers should endeavor as bestthey can to schedule academicand personal commitmentsaccordingly.

7.Teaching can always beimproved. Professional develop-ment – remaining abreast of ped-agogical advancements in thefield, taking advantage ofchanges in academic technology,promoting the importance ofteaching in the community, andmaintaining a research programwhich expands the depth andbreadth of knowledge of theteaching subject matter – iscrucial to an instructor’s longterm effectiveness. Academiccolleagues, teaching assistants,and student evaluations are allinvaluable sources of assistance.

Dr. Adam Chapnick is an assistant

professor and deputy director of

education at Canadian Forces

College. �


Teaching Philosophy andAssumptions

By Adam Chapnick, PhD

Preparation and enthusiasm

are cornerstones of effective

teaching. They are

contagious and inspire

success. Successful teachers

are committed and dedicated

to improving themselves and

their students.

9

Every teacher has a philosophy of teaching…whetherthey know it or not. Simply put, a philosophy ofteaching is your conceptualization of the teaching

and learning process. While some people have very explicitand clear teaching philosophies, others have invested lesstime in formulating a concrete picture of their position onthe teaching-learning dynamic.

There are many reasons to articulate your philosophy ofteaching, some reasons driven by external requirementsand others by the personal or pedagogical value inherent inreflecting on your approach to teaching. You may be askedto prepare your teaching philosophy as a component ofyour application for an academic position, as supportivedocumentation in your portfolio for promotion/tenure con-sideration, or as a portion of an application for teachingawards/grants (Montell, 2003). Alternatively, you may electto articulate your philosophy of teaching as a reflectiveactivity to clarify your role as a teacher, examine the rela-tionship between your theoretical approach to teaching andyour classroom practices, or highlight personal instructionaland educational goals (Brookfield, 1990; Goodyear &Allchin, 1998).But, beyond personal insight or academic requirements,

there is another reason – an equally, if not more, importantreason – to articulate your philosophy of teaching: toprovide guidance and direction to the students in your

classes. Despite the fact that you typically don’t craft yourphilosophy of teaching with a student audience in mind,there is value in creating a modified, “syllabus version,” ofyour teaching philosophy.In contrast to the one-to-two page, theoretically-driven,

fully-justified, rationally-supported philosophy of teachingthat is geared toward your academic peers, the “syllabusversion” of your teaching philosophy is a condensed de-scription that highlights the key components of yourpersonal philosophy with a particular emphasis on the im-plications of your philosophy for your students. Studentsdon’t need- or want- to know the evolution of your concep-tualization of teaching, nor are they highly invested in un-derstanding the nuances of why you select particularinstructional strategies or the theoretical underpinnings ofyour pedagogical endeavors. Rather, they need to knowyour perspective on your role as the teacher and how thistranslates into your expectations for your students.With this in mind, how do you modify your philosophy of

teaching for inclusion in the syllabus?1) Start by crafting your “complete” philosophy of teaching.

There are a number of ways to go about conceptualiz-ing and creating your personal philosophy of teaching;see Chism (1998) or Goodyear and Allchin (1998) forpopular models. In addition, the Internet is filled withguidelines and recommendations for writing aneffective philosophy of teaching; see• http://ftad.osu.edu/portfolio/philosophy/Philosophy.html,• http://www.cofc.edu/~cetl/Essays/DevelopingaPhilosophyofTeaching.html,• http://chronicle.com/jobs/news/2003/03/2003032702c.htm,• http://www.celt.iastate.edu/teaching/philosophy.html or• http://www.lll.hawaii.edu/sltcc/tipps/philosophy.html for detailed information about how towrite a teaching philosophy- and what to avoid whendoing so.

2) Reflect on your philosophy by asking yourself “What

does this mean for my students?” As you review yourteaching philosophy, focus on the implications forstudents. In three or four sentences, summarize the keycomponents of your philosophy as it applies to yourclassroom and/or the expected interactions betweenyou and your students. In essence, the “syllabusversion” of your philosophy of teaching starts by ex-plaining to the students your general view onteaching/learning and your rationale for structuringtheir educational experience in the manner that you do.


Writing the “SyllabusVersion” of YourPhilosophy of Teaching

By B. Jean Mandernach, PhD

Despite the fact that you typically don’t craft

your philosophy of teaching with a student

audience in mind, there is value in creating a

modified, “syllabus version,” of your teaching

philosophy.

PAGE 10�


3) Clearly define your role in the classroom and thelearning process. In one or two sentences, define foryour students how you will approach learning activi-ties and what behaviors they can expect from you inrelation to your philosophy.

4) Highlight your expectations for your students inrelation to your philosophy of teaching. In one or twosentences, describe the behaviors you expect fromyour students as it relates to your approach to their ed-ucational experience. Be concrete and explicit so thatyour expectations serve as a guide to direct studentactivity in the course.

The key in crafting the “syllabus version” of your philos-ophy is not to try to capture or convey the complexitiessurrounding your philosophy of the teaching-learning in-teraction. Rather, you should strive to maintain a studentfocus and integrate only the aspects of your philosophythat are central for the learner. With this in mind, keep thefollowing considerations in mind when adapting your phi-losophy of teaching for inclusion in the syllabus:• Be brief, clear, and concise. Students cannot benefitfrom a teaching philosophy that they do not read orthat they do not understand.

• Utilize student-centered language. Write the “syllabusversion” of your teaching philosophy in a manner thattalks to the student rather than about them.

• Avoid using pedagogical jargon. Again, students can’tbenefit from a philosophy that they don’t understand;utilize language relevant to the student population.

• Adjust the “syllabus version” to be relevant to each

class. While your philosophy of teaching is stable,your expectations of students in relation to your phi-losophy may change according to class level, coursecontent or student characteristics; it is important toadjust the “syllabus version” of your teaching philoso-phy accordingly.

Because teaching philosophies are often composed tomeet institutional requirements for tenure and promotion,or as part of the job search process, they rarely reflect astudent audience. Revising your teaching philosophy into a“syllabus version” is an ideal way to test our theory-drivenproclamations about teaching against the realities ofclassroom teaching. [Editor’s note: see sidebar for anexample of a syllabus version.]

References:Brookfield, S. (1990). The skillful teacher. San Francisco:

Jossey-Bass.

Chism, N. V. N. (1998). Developing a philosophy ofteaching statement. Essays on Teaching Excellence 9 (3),1-2. Professional and Organizational Development Networkin Higher Education.Goodyear, G. E. & Allchin, D. (1998) Statement of

teaching philosophy. To Improve the Academy 17, 103-22.Stillwater, OK: New Forums Press.Montell, G. (2003, March 27). What's Your Philosophy

on Teaching, and Does it Matter? Chronicle of HigherEducation. Retrieved February 26, 2009 fromhttp://chronicle.com/jobs/news/2003/03/2003032701c.htm.

B. Jean Mandernach is an associate professor of psychol-

ogy and research associate for the Center for Excellence in

Teaching and Learning at Park University. �

FROM PAGE 9

Student-centered Statement of TeachingPhilosophy

My philosophy of teaching can better bedescribed as a philosophy of learning. So,what does this mean for you? I consider this

course to be an equal collaboration between you andme. As such, it is my responsibility to be an effectiveinstructor; this means that it is my job to monitoryour learning and adjust my teaching strategies inresponse to the pace and depth of your understand-ing. But as, with all successful collaborations, my in-volvement is only half of the equation; in order forthis to be a valuable educational experience, youmust be an effective student. What you will gain fromthis course depends upon your investment inlearning. Learning relies upon the interaction betweenyou, me and the course material; thus, it is your in-vestment in this interaction that will drive yourmastery of course material.As we progress through this course, I will utilize a

range of instructional strategies to target the abilitiesand preexisting knowledge that each of you brings tothe classroom. I will strive to create interactionswhich foster interest and understanding for each ofyou. In exchange, I expect you to invest full effort inall learning activities, engage in the course materialand apply yourself to a deeper understanding ofcourse material. �


In a lecture in my world literaturecourses I talk to my students aboutwhy we read literature. These

students are not taking the coursebecause they want to read Homer andSophocles. They are taking it becausewe tell them they have to. World lit isa degree requirement. But why do werequire it?My answer is based on a distinction

between education and training.Training, I say, is learning to do.Education is learning to become. Bothare important, and each is part ofwhat we call “a college education.”Together they are what I think of asteaching.I am training my students when I

teach them how to do things likeunpack a metaphor or identify theclimax in the plot of a Greek tragedy;showing them how to use secondarysources in a documented essay, orhow to resolve a paradox in a meta-physical poem. Successful teachingresults in students being able to dosuch things.Education is different. I point out

that the word “education” comes fromthe Latin e-ducere, meaning “to leadout” and I say that for me this meansleading out the best in a student. Here,teaching means exciting the affectionsand the imagination. It means leadingout of a student not her inherentability to do something—that’straining—but her capacity to respondto something so as to know the valueit has, for her, for her community.Education, by this definition, “leadsout” the ability to feel horror at the

horrible and disgust at the disgusting,pleasure at the pleasing and joy atthings that are good.This is why we read literature, I tell

them. We read to develop the imagina-tion, so as to recognize the nature ofthings and people. We read to developthe affections, in learning to respondto what we imagine. A work of litera-ture invites us to enter and imagine aworld both strange and familiar. Mystudents have never known the char-acters, or been to the places, they readabout. They don’t know what it’s liketo be an epic hero like Odysseus. Theworld of the Trojan War is a strangeone. But they can imagine what itwould be like for a man to stand aloneon a strange island, as Odysseus doesat the nadir of his adventures,pleading for hospitality from a teenagegirl doing her laundry with herfriends.This is education, the act of

becoming whole people by developingthe affections and the imagination. Itis the other part of teaching. Buttraining and education, are notseparate. Teaching as training bringsme into contact with, not a machineto be programmed to do certainthings, but that whole person who isthe concern of education. My teachingto do can be conducted so as to belearning to become, appealing to thebest in each of my students.But how? I begin with communica-

tion as the foundation of goodteaching, because through effectivecommunication I can reach the wholeperson. The principles I follow are

simple: be accessible to students andtreat them with respect. Accessibilitymeans being available not just duringclass and office hours, but at any rea-sonable time. I encourage them to callme at home, and I promise them aresponse to email messages within 24hours.As important as being accessible is

being respectful. I make it a principleto avoid anything sarcastic, disparag-ing or condescending in my communi-cation, and to be always courteousand encouraging. It is the best way to“lead out” the best in a person.Good communication is the founda-

tion of instruction. Instruction itself isstudent-centered. I once heard an ex-perienced teacher say that learningbegins with questions and “there isknowledge in the room.” No onecomes to a lesson without someknowledge, and students who askquestions already have some grasp ofwhat they are trying to learn. I try toinclude in my each assignmentsomething that will elicit knowledgeand questions. When introducing anew work of literature, for example, Iask students to discuss what it waslike for them to read that work. I usethreaded discussions in our courseplatform, Blackboard, and make activeparticipation a third of the coursegrade, with high standards for partici-pation. I participate and am able tosee, from students’ posts, what theyknow (“there is knowledge in theroom”) and what their questions are(“learning begins with questions”).What I learn from discussions theninforms what I present in my lectures.In these ways and others, I make the

student, rather than the subjectmatter, the center of my teaching. Theextent to which these methodssucceed is the extent to which I caneducate, leading out the best in mystudents.

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

associate professor of English at

Coppin State University. �

Education as Becoming:A Philosophy of Teaching

By Ralph S. Stevens III, PhD

….we learn from one another howto be human by identifying ourselveswith others, finding their dilemmas inourselves. What we all learn from it isself-knowledge. The self we learnabout …is every self. IT is universal -the human self. We learn to recognizeourselves in others… (It) keeps aliveour common humanity and avoidsreducing self or other to the moralstatus of object (Watson, 1985/1988,pp. 59-60).

Iam a novice to baccalaureatenursing education. My goal is toparticipate in preparing nursing

students to practice as generalistwithin the health care social environ-ment. It is my responsibility to createa student-centered classroom thatfosters the practice of criticalthinking, the development of clinicalthinking, and life-long learning. Theclassroom is where caring in nursingis role modeled for the student.Caring is demonstrated when there isacknowledgment that students cometo the classroom with a variety of ed-ucational experiences, cultural back-grounds, and learning styles. I believethat education is a two-way proposi-tion. The student's part of the propo-sition is to come to class prepared tolearn and my part is to create an in-teractive environment that engagesthe student in the learning process inand out of the classroom.Nursing is a dynamic discipline.

Life-long learning is integral to

survival with ever changing technolo-gies and therapies. My teachingmethods incorporate argumentmapping to develop clarity of

reasoning based on supportingevidence and to come to a conclu-sion, which in the case of nursing isthe most appropriate clinical decision(Billings, 2008). Through this guidedprocess the content to be taught isdiscovered as the student worksthrough the problem. I use problem-based learning which is a well estab-lished strategy for developing criticalthinking (Rogal and Snider, 2008).Case studies are used to simulate ex-periences allowing the student to crit-

ically analyze their actions, reflect ontheir own skill sets, and critique theclinical decisions of others (Jeffries,2007). Learning from these methodsare evaluated using multiple choicetests, debriefing, discussion and ob-servation.My teaching philosophy is in its

infancy. I will use humor to engagemy students and include theirfeedback as I continue to learn andgrow, for I want to live thisphilosophy.

Frostenia Milner is clinical coordina-

tor at the School of Nursing, North

Carolina A&T State University. �


A Nurse Educator’s Philosophyof Teaching

By Frostenia Milner

I believe that education is a

two-way proposition. The

student's part of the

proposition is to come to

class prepared to learn and

my part is to create an

interactive environment that

engages the student in the

learning process in and out

of the classroom.

13

For me, the most important partof teaching, advising, andmentoring students is caring. It

all begins with caring for studentsand what becomes of them. They arereal people. They have needs andwants, strengths and weaknesses,likes and dislikes, hopes and dreams.I am part of the hopes and dreamsbecause I help them with theeducation that they have factoredinto their futures. That leap-of-faithon their part vests me with enormousinterest in what becomes of them. Itmakes me a better person, a betterteacher, and a better mentor. As longas caring is there, I find I can dislikethem, be angry with them, hurt bythem, perplexed, exasperated, putout, or just generally disgruntled withthem and still teach them. What I donot feel I could ever do is be indiffer-ent to them and still be effective.Besides, caring for them has itsperks. I find that when I care theycare back, and I like that.Listening is next to caring. The

people I presume to teach deserve myear above all others except my wifeand children. Even if that were notso, I simply could not teach withoutlistening. The success of myclassroom style depends on feedbackduring class, after class, and on eval-uations. Practicing a listening attitudeis essential or that feedback will nothappen in a way that helps us.Listening also means listening to thenon-verbal responses from the group.

I try to read the level of understand-ing they are achieving from my expla-nations and make adjustments oreven start over if necessary. Listening

is especially important in advising.Good advising depends on hearingwhat the advisee says, andsometimes what isn’t being said aswell. It depends on asking the rightquestions and patience to wait for thereal answer, not just the one thatcomes out first. Good listening alsorequires thinking about what I’veheard before responding to it.As in so much of life, time on task

is required. I owe my students mytime, which includes time spent withthem and time spent on their behalf.

For me to be a complete teachingprofessional, I must offer time for aconversation in the hall. I need to bein the classroom before class beginsand stick around after class is over.My office door needs to be open,with me inside as much as possiblefor students to stop by or call for myhelp, advice or whatever they need. Iowe them the time to read a resumeand offer constructive comments. Iowe them the time to discuss careeralternatives they may be wrestlingwith, or personal problems they maybring to me. I owe my students thetime necessary to write the bestlectures my skills will allow. I owethem the time required to write agood, thoughtful, honest letter of rec-ommendation when they ask. I alsoowe them time in thought, thinkingabout how I might do my job betterand serve them more effectively.Good teaching is time consuming.I have discovered through the years

that a very important thing I can dofor my students (and myself) is toshare the real me, warts and all, withthem. Part of the reason for this isthat I feel they deserve to relate to aperson genuinely willing to exposehis feelings, values, and a distinctiveviewpoint about his society and theworld. The other less noble reason isthat students recognize when I try tofake it. How can I expect them to behonest with me unless I am willing tobe honest with them? What mystudents get is the real me. I never tryto hide a bad mood, or the fact thatthey’ve angered me, or hurt me, orfailed to meet my expectations. If Iam insecure about a lecture or classactivity, I don’t try and fake it. I tellthem. I find they are more thanwilling to forgive me a commonplacelecture or activity if I don’t press onas if it were good. Similarly, I tellthem if I feel they did a good job on


Teaching and AdvisingPhilosophy and Style

By W. Stephen Damron

PAGE 14�

I have discovered through

the years that a very

important thing I can do for

my students (and myself) is

to share the real me, warts

and all, with them. How can

I expect them to be honest

with me unless I am willing

to be honest with them?

14

an exam or if they especially pleasedme in a day’s discussion session. Iam human too and they need toknow that. There is freedom in justbeing me that helps teaching andlearning to happen. There is anhonesty that becomes a part of one-on-one relationships that can beachieved no other way.I owe it to my students to challenge

them. That commitment is rooteddeeply in my own experiences. As mylife has progressed, I have become in-creasingly aware that the people whohave held me to higher standards arethe ones I hold in increasingly higherregard. In my own teaching, I preferrespect in the long term than toalways have their fond regard in theshort term, and thus I challengethem. If there is one thing that prac-ticing this craft has taught me, it isthat I rarely get more by asking forless. Thus, my courses are rigorousand demanding. I consider myself alifelong learner and promote thatattitude with my students. Peopleneed to learn the value of reading,writing, and reflective thought. Theyalso need to practice. I provide op-portunities. I feel that is a responsibil-ity to them, my colleagues, and tosociety.I hope I leave my students stronger

after they interact with me. Studentsshould leave my class with the basisfor a new perspective or with aquestion to mull or a curiosity tosatisfy. An advisee should leave myoffice with confidence that togetherwe are charting the path he/shewants, or at least making progresstoward finding a path. A studentlooking for a new major should feelhe/she has an honest and fairlypresented picture of my disciplineand thus be enabled to make such animportant decision. Even a studentwith whom I am in disagreement

should feel empowered by the respectand honesty with which I deal withthem during the disagreement.Learning is serious business and I

do my best to convey that attitudewith my actions. I establish policiesin my class that I feel activelypromote responsibility and I run atight ship in my classroom. Mystudents and I have such little time

together that there is no time towaste with disruptive behaviors orbusy work. However, learning is bestaccomplished when enjoyed, so Ikeep my classroom atmosphere lightwith humor and by encouragingstudent participation. I also explainthe rules up front and stick to them. Ihave found that I can ask and receivea great deal from students if I amopen, fair in what I expect, andequitable in my treatment of them.I try always to convey a sense of

wonder and adventure aboutlearning. When I was in graduateschool, I took Mineral Nutrition fromDr. Jane Savage. Mineral nutritionhad never been one of my favoritetopics until then. One day whilereviewing a journal article in class Dr.Savage commented, “I think this is sointeresting!” Earth shaking commen-tary it was not. Yet, I will never forgetthat statement or that wonderful ladyand teacher. It was not what she saidbut the fact that we all knew shemeant what she said. She made the

room come alive with excitementover the topic by the simple willing-ness to share her own enthusiasm. Itoccurred to me that not only were theintricacies of the topic at hand indeedinteresting but so was the entire topicof mineral nutrition. My enthusiasmfor the topic persists to this day.What a gift! I try to give others thatsame gift.As a teacher, it is my job to

stimulate and encourage thinkingrather than to provide answers andresolve problems. It is my obligationto give students professional compe-tency, energy, demand of excellence,and fair treatment. It is my job totouch lives and challenge them tolearn how to use their inherent capa-bilities and their knowledge base toresolve problems for themselves. Todo this, I have to ask questions theymust work hard to answer. The greatpay off in that is when they askquestions I must work hard toanswer.I am not a man of many or varied

causes. I simply believe that the onlyhope for mankind and our world isfor as many of us as possible to knowas much as possible about that worldand ourselves. Helping with theknowing is what I do. I teach.

W. Stephen Damron is a professor

and teaching coordinator in the

Animal Science Department at

Oklahoma State University. �


FROM PAGE 13

As a teacher, it is my job to

stimulate and encourage

thinking rather than to

provide answers and resolve

problems.

15

My teaching philosophy isthat all learning experiencesshould be fun and exciting,

and if they aren't, the teachingmodality needs to seek and adaptnew strategies, whether gameplaying, behaviors, model test cases,or lecture-discussion combinationsthat shake up the lecture model.Then, the learning process should benarrowed down to specific behaviorswhich can be demystified, easilypracticed, easily replicated, and, atbase, subject to easy memorizationaround key words. I have organizedan online Mark Twain course aroundfour words beginning with E, forexample. Everybody starts from thesame reference point to document, il-lustrate, or argue.My classroom is a nutty place, es-

pecially in the speaking and writingcourses I am thinking about here.Every nutty thing I do is intended tohelp students recall the connectedideas or behaviors. I circulate a candybowl while I’m talking; chocolate isan added retrieval cue, and a real at-mosphere-relaxer. They rememberwhat we were talking about whenthey remember the chocolate. I singthe prepositions to "Yankee Doodle,"accompanied by my banjo. They begfor more–who wants to hear moreabout prepositions!? What it boilsdown to is fitting specific knowledge,behaviors, and actions around key or-ganizing ideas, and I make them easyto remember and fun to play with.We often repeat the keywords as a

drill exercise, and "own" them ab-solutely.I build larger skills and concepts

around keywords. I ask my studentsto chant them when we review thematerial, and I ask a random studentto explain one or another–alwayssimply, always citing simplebehaviors. By the end of a givencourse in Business Writing, TechnicalWriting, or Advanced PublicSpeaking, students have explainedand chanted many times. The drillingis fun, as well, because they canshout. Yes, I have a noisy classroom,but they remember the associatedskills and techniques, and they haveto say them until they can say themwith assurance. Learning gets to be alittle like cheerleading. It works forthem, so it works for me.My biggest target is students

achieving both holistic organizationand behavioral mastery of theatomistic individual skills. Anexample from a speaking coursemight be helpful. The course is builtaround six rules. Rule 1 is "ControlYour Environment." This allows meto introduce the theories of Maslowabout self actualization and relatethem to a speaking environment. Theatomistic behaviors develop into a listof 15 specific actions each studentcan do–control the temperature,move desks and chairs, make aseating chart, greet entering audiencemembers individually, and so on.Fearful undergraduates andwithdrawn graduate students become

dynamic confident speakers whenthey have named behaviors toperform. The focus is on a concept,behaviors to fulfill the concept, andthe experience of executing theconcept, with its simple keywords, invarious situations. Focusing onholistic/atomistic goal setting andachievement is also a skill that gener-alizes to all areas of life–which iswhat I urge them to remember. Bythe end of the course, each studentcan provide six holistic conceptsorganized into 40-50 or moreatomistic behaviors and tell whichones they will use, and why. Givingstudents de-mystified behaviors atthe center of the course gives them somuch to do positively and activelythat they don't have time for stagefright or other negatives.It's fair to ask if this can be gener-

alized. Yes. Students use a book andindex cards. First, they bring threecards with a sentence from thereading. Any sentence is correct! Thisis process. The next day I ask anotherstudent to explain the first student'ssentence. I look for volunteers, then Iask fail-safe questions to model theexplanation behavior. Everyone’ssense of idea-sentences grows.Building through a course like this,students amass hundreds of indexcards; they are allowed to use themon tests. The reward is attractive. Ithighly motivates especially thosestudents who are "lost" but yearningfor a key to getting good grades. Theywillingly do the hard work of takingintense notes on their readingbecause they know there is a pay-back. By repetition, students get topick better and better sentences,often making more than three cards. Ieliminate the mystery factor and theguessing factor, and reward plain sys-tematic hard work.In English literature courses, I try

to do the same. My students get a


My Teaching Philosophy:Make Learning Fun

By David E. E. Sloane, PhD

PAGE 16�

16

worksheet that identifies a widenumber of minor forms in poetry.Before we talk about "meaning,"where the untestable generalitiesflourish, we count nouns, verbs, andadjectives to see if the poem isconcrete, emotional, or active, sincethese traits correlate with eras andmodes of English poetry, we learn todiscover mechanical things about

poems. I am applying ideas ofJosephine Miles and Kenneth Burke,but I am adding the sense that apoem is a machine like a motorcycle,and they can take it apart in muchthe same way as mechanics work onan engine.For me, teaching is about what the

students take away with them thatthey can always bring back as asimple behavior. The things they

study may be mysteries–wonderfulones–but the procedures they applyshould be simple and easilyperformed, not mysterious. I loveteaching like this.

David E.E. Sloane, PhD., is a

professor of English and Education at

the University of New Haven. �

Typically, teaching philosophystatements are prepared as partof promotion and tenure

dossiers or for teaching awards.However, increasingly they are beingrequested by those interviewing foropen faculty positions. The articlereferenced below documents theextent to which that is happening inone discipline.What should faculty reviewers look

for in a teaching philosophystatement of a candidate? Whatshould those applying for academicpositions put in a teaching philoso-phy statement? The author of thisarticle suggests models of teachingand learning. Of learning, he writes,“Candidates should demonstrateknowledge of models of howstudents learn, how best toencourage learning, and how toassess whether learning hasoccurred.” (p. 336) It is equallyimportant that candidates be able todiscuss how they would apply theirwritten philosophy in differentteaching situations. The importance

of the philosophy statement and ofteaching itself is reinforced whencandidates are asked to discuss themwith those conducting the interview.As for what a new faculty member

should put in the teaching philoso-phy statement being used as part ofan application packet, the authormakes a number of recommenda-tions. Along with ideas about howstudents learn, those activities thatthe candidate believes promotelearning, some recognition of varia-tions in approaches to learning, and adiscussion of factors related tolearning should be included. Alsoimportant is the kind of feedback thatwill be provided to students, andhow their learning will be assessed.Content that relates to teaching,including expectations for students,preferred learning environments,favored instructional methods, andthe nature of relationships withstudents that foster learning, shouldbe discussed.The author recommends that

teaching philosophy statements

include references so that thecandidate can demonstrate aknowledge of literature relevant tocollege-level teaching and learning.The philosophy statement shouldshow that the candidate is interestedin teaching and expects to grow anddevelop further as a teacher.Teaching continues to be an

important part of virtually allacademic positions. As the authorpoints out, search committees oftenare more comfortable assessing theresearch history and potential of can-didates than they are evaluating whatkind of teacher the candidate will be.Careful analysis of a teaching philos-ophy statement, coupled with follow-up questions on its content, canprovide much revealing informationabout a candidate’s potential. Toensure that all candidates start fromthe same place, it is appropriate toprovide a list of areas that reviewcommittees would like the teachingphilosophy statement to address. This


Teaching Philosophy Statements Prepared byFaculty Candidates

By Maryellen Weimer

PAGE 17�

FROM PAGE 15

17

article proposes a structure and aseries of questions that can be usedas a starting place. It also contains alink to a sample philosophystatement that follows the proposedstructure. If an institution wants to

show a candidate that it takesteaching seriously, one of the besttimes to convey that message isduring the interview process.

Reference: Eierman, R.J. (2008).The teaching philosophy statement:

Purposes and organizationalstructure. Journal of ChemicalEducation, 85 (3), 336-339.

Reprinted from The Teaching

Professor, May 2008. �

Most teachers applying foracademic positions incolleges and universities are

often asked to submit a statement thatexplains their teaching philosophy.People responsible for selecting andrecruiting teachers, however, aredivided in their opinions about whysuch a statement is required or how itis used (Montell, 2003).While some institutions use the

statement to weed out those who arenot committed to teaching as avocation and also those who may begood researchers but poor teachers,most candidates consider the require-ment as a potential stumbling block intheir job search. The statement issometimes seen as a way of lettingthe applicants know about the impor-tance of sound teaching principlesand practices. In other words, the in-stitution would expect to have an in-dication of whether the candidate hasthought seriously about teaching andlearning. (Montell, 2003).Even if academics do not agree on

the importance of a teachingstatement in the hiring or tenureprocess, every practising teachershould be able to write a statement

discussing coherently what they do inthe classroom and why.

ContentA teaching philosophy statement is

a kind of personal "missionstatement" for anyone who iscommitted to teaching. It demon-strates that you are reflective and pur-poseful about your teaching, andhelps to communicate your goals as ateacher and your correspondingactions in the classroom.

Key elementsA teaching philosophy statement

usually includes:• Your goals and values – yourpersonal values as a teacher andgoals for your students,

• Your description of how you teach– the approaches and methods(unique to you and specific toyour discipline) you use toachieve those objectives,

• Your assumptions about teachingand learning – your justificationfor why you teach the way youteach, and

• Your discussion of how youintend to measure through selfand student assessment your ef-fectiveness vis-à-vis the objectivesand methods you have outlined.

The statement may describe howyou want to make a difference in thelives of your students and your pathto professional improvement (Chism,1998; Haugen, 1998; Mihram &Anderson, 2004).


Writing a Teaching Philosophy Statement:Why, What and How

By P. N. Ramani, PhD

PAGE 18�

FROM PAGE 16

A teaching philosophy

statement is a kind of personal

"mission statement" for anyone

who is committed to teaching.

It demonstrates that you are

reflective and purposeful about

your teaching, and helps to

communicate your goals as a

teacher and your corresponding

actions in the classroom.

18

BenefitsA well articulated teaching philoso-

phy statement offers several benefitsto the teacher, at both personal andprofessional levels. At the personallevel, it helps preserve "your personalsanity and morale" as it helps clarifyto yourself why you are doing whatyou are doing (Brookfield, 1990, p.16).At the professional level, as

mentioned before, it helps you todiscuss coherently what you do inthe classroom and why you do it inthat way. It helps you to be clearabout the effect you are having "onstudents and their learning"(Brookfield, 1990, pp. 18-19). It alsosets the benchmark for measuring theappropriateness of your instructionalmethods, the scope of your activitiesin and out of the classroom, the as-sessment of student learning, and theeffectiveness of your teaching.Moreover, the statement "provides

stability, continuity, and long-termguidance" and helps you "remainfocused on teaching goals and to ap-preciate the personal and professionalrewards of teaching." (Goodyear andAllchin, 1998, pp. 106-7) It can thuslead to a change in your teachingbehaviors and ultimately foster pro-fessional and personal growth.

Developing a teachingphilosophy statementThere is no one formula or a set

format for writing a teaching philoso-phy statement. You may use aquestion/answer format or usevisuals and quotes. It is generally 1-2pages long and written in first-person, mostly using the presenttense. It is written in a language thatcan be easily understood by thereaders. You may seek guidance fromsomeone in your field on the disci-pline-specific jargon and issues to

include in, or exclude from, yourstatement. (http://ftad.osu.edu)

Key questions to ask ofyourselfAs a first step towards developing a

teaching philosophy statement,Chism (1998) suggests asking oneselfsome basic questions, such as thefollowing. The answers to these maybe incorporated in your teaching phi-losophy statement.• What are my concepts or viewson how people (like my students)learn and how can I facilitate thatlearning?

• What goals do I have for mystudents and why?

• How do I transform my conceptsabout teaching and learning andgoals for my students intoclassroom practices?

• How do I know that myclassroom practices are effective?

Own your teaching philosophyThis is your teaching philosophy,

not someone else's. You will have asense of "ownership" of the teachingphilosophy statement by writingabout your own beliefs and experi-ences. It is better to avoid dogmaticstatements, such as "students learneffectively only through group work"or "the best way to teach is throughthe problem-based learning method".In this way, you appear open to other

ideas about teaching and learning.

Use metaphorsIn describing your concept of the

teaching-learning process, you mayuse metaphors, such as "container-re-ceptacle or vessel", "journey-guide","master-disciple", "filling station","coach", "gardener", or "choreogra-pher", as a way of articulating yourideas. Your readers will have aclearer understanding of how you seeyour role vis-à-vis your students inthe teaching-learning process(Grasha, 1996). Metaphors also helpdemonstrate your understanding ofthe purpose of education and the roleof a teacher in the educationalprocess.

Make it memorable and uniqueA teaching philosophy statement

should set you apart from others. Itshould create a vivid impression ofone who demonstrates clear thinking,unique teaching practices, and com-mitment to the vocation of teaching.By including specific examples ofteaching strategies and techniques,your statement will help your readersvisualize the rich learning environ-ment you want to create for yourstudents.

Key questions others will askin reviewing• Are the concepts and viewspresented clearly and lucidly?

• Does the approach to teachingand learning demonstrate reflec-tive thinking and carefulplanning or flexibility when ap-propriate?

• Does it address fully the institu-tional context of teaching andlearning, and scholarly researchin the field?

• Does the statement showawareness of the conventionsand expectations of the disci-pline?


FROM PAGE 17

By including specific examples

of teaching strategies and

techniques, your statement

will help your readers visualize

the rich learning environment

you want to create for your

students.

19

• Is the statement modest orambitious? (Mihram & Anderson,2004;

http://www.usc.edu/programs/cet/resources/teaching_philosophy/)

ConclusionA teaching philosophy statement is

a living document that evolves overtime. It need not be comprehensive,but should be interesting to read. Itshould essentially state what youactually believe in and practice.

ReferencesBrookfield, S. (1990). The skillful

teacher. San Francisco: Jossey-Bass.Chism, N. V. N. (1998). Developing

a philosophy of teaching statement.

Essays on Teaching Excellence 9

(3), 1-2. professional and

Organizational Development Networkin Higher Education.Goodyear, G. E. & Allchin, D.

(1998). Statement of teaching philoso-phy. To Improve the Academy 17, 103-22. Stillwater, OK: New Forums Press.

Grasha, A. F. (1996). Teaching withstyle: A practical guide to enhancinglearning by understanding teachingand learning styles. Pittsburgh, PA:Alliance Publishers.Haugen, Lee (1998). Writing a

Teaching Philosophy Statement.Center for Teaching Excellence, IowaState University, March 1998; Lastupdate: January 6, 2009.Mihram, Danielle & Anderson,

Lawford (2004). Stating Your TeachingPhilosophy. PowerPoint Presentation,University of Southern California,October 20, 2004.Montell, Gabriela (2003). What's

Your Philosophy on Teaching, and

Does it Matter? The Chronicle ofHigher Education (Chronicle Careers),March 27, 2003.Stating a Teaching Philosophy

(2007). Last Modified: 30 November2007.University of Southern California,

Center for Teaching and Excellencewebsite. http://www.usc.edu/programs/cet/resources/teaching_philosophy/

Dr. P. N. Ramani, a professor ofEnglish, is currently Quality AssuranceOfficer, QA Department, at theMinistry of Manpower in the Sultanateof Oman. �


FROM PAGE 18

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