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

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

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

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For most educators, writing a philosophy of teaching statement is a daunting, even unpleasant, task. Sure they can motivate the most lackadaisical of students, juggle a seemingly endless list of responsibilities, 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 when it comes to articulating their teaching philosophy … suddenly they’re unsure where to even start.

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

When you download Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement, you will find inspiration and advice from articles like these:

• 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
• A Nurse Educator’s Philosophy of Teaching
• Teaching Philosophy and Assumptions
• Education as Becoming: A Philosophy of Teaching
• Writing a Teaching Philosophy Statement: Why, What and How

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

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Philosophy of teaching statements come in many styles and formats. And, 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 measurable way to know when you have got it ‘right,’ in my experience, you will know it when you see it!” This report will get you started.

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Faculty Focus contains a wealth of valuable material – not just about teaching philosophy statements, but all of the issues that are important today’s faculty and administrators. It’s packed with ideas, best practices, and other information you can use right away on the topics that impact your students, your school and your work, including:

• Teaching and Learning
• Instructional Design
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• Educational Assessment
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Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement is the perfect resource whether you’re writing your first statement or looking to revisit the one you penned years ago.

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

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Robert Ehrlich and Stanley Zoltek (reference below) are strongly in favor of telling students when they are wrong. Their context is science, but the points they make apply to other kinds of knowledge as well. They think that instructors ought to “destigmatize” wrong answers. Mistakes are an inevitable part of learning. They recommend encouraging students to be less afraid of asking “stupid” questions, quoting noted physician Alvan Feinstein, “Ask stupid questions. If you don’t ask, you remain stupid.”

They think that putting students under some pressure, while it may undercut their confidence at the moment, in the long run benefits their learning and prepares them for the future. In the world of work, employers have to tell employees when they are mistaken. College classrooms are safer places where students can learn how to handle negative feedback so that it doesn’t traumatize or humiliate them.

Always praising answers puts instructors in the awkward position of having to respond to wrong responses indirectly or vaguely. This may result in “considerable student confusion over where the truth lies, or even the misguided belief that correct answers in science may be a matter of opinion.” (p. 10)

Finally, they make the point that not using corrective feedback in the classroom is actually a condescending way to respond to students. If a colleague makes a mistake or says something foolish, he or she would quickly be corrected by other colleagues. It’s something expected among equals.

Erlich and Zoltek do understand that how wrong answers are handled is crucial. They make two points: “First, telling students they are wrong must be done in a noninsulting and nonpersonal manner.” (p. It is the answer that is wrong, not the student. “Second, it is not enough to tell students that they are wrong; they must also be told which aspects of their answers are correct, and which aspects are incorrect.” (p. They hold that corrective feedback is not the same as negative feedback. The correction may include many additions, like “Jim, that answer is not correct, but you’re on the right track.” “That answer is close, but not quite right.” “That’s a wrong answer, Susan, but you’ve made a common mistake that all of us can learn from.”

They summarize their case for calling wrong answers wrong with this observation: “If you succeed in creating a class environment in which everyone is treated with mutual respect, and being wrong is okay, you should find that students are less fearful of being wrong, and more apt to contribute to class discussion. In this case, students will also be apt to analyze your comments more carefully and may on occasion have the pleasure of correcting you the next time you are wrong!” (p. 10)

Reference: Ehrlich, R., and Zoltek, S. (2006). It’s wrong not to tell students when they’re wrong. Journal of College Science Teaching, 35(4), 8–10.