This article first appeared in the Teaching Professor on December 10, 2018. © Magna Publications. All rights reserved. There’s a new book out called Activating a Teaching-Learning Philosophy.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Philosophy of Teaching
Before the pandemic, the work-life of a teacher involved a seesaw of competing, conflicting, and contradictory demands. Not surprisingly, a number of us wished we
How do you find your teaching philosophy? How do get to the core of your teaching beliefs and summarize it in a teaching philosophy statement?
As we begin teaching this fall semester, we continue to face unprecedented challenges due to the COVID-19 global pandemic. Many of us have been forced
This article is featured in the resource guide, Effective Online Teaching Strategies. The worldwide COVID-19 pandemic has caused a fast and radical shift across colleges
Teaching philosophy statements are now prepared for a variety of reasons: as part of a job application process; to be included in a promotion and tenure dossier; for a teaching award; or to foster reflection about how and why you teach. Regardless of purpose, the goal ought to be preparation of statements that reveal those beliefs and practices characteristic of an individual teacher. Writing teaching philosophy statements that accurately describe the instructional self isn’t easy, given that so many of us begin teaching careers with little training and continue them with episodic professional development. A set of resources can do much to assist the process and an impressive collection appears in the article referenced below.
Writing a philosophy of teaching statement can make even the most experienced educator feel intimidated. Motivate students? No problem. Juggle an endless list of responsibilities? Check. Make course content come alive? Done. But when it comes to putting their teaching philosophy to paper, it’s hard to even know where to start.
My philosophy of teaching can better be described as a philosophy of learning. In order to be an effective instructor, I must focus on student learning and adjust my teaching strategies in response to the pace and depth of student understanding. I view teaching as an interaction between an instructor and a student; thus, the impact of this interaction on learning, rather than my activities as an instructor, is of primary importance.