Shelley L.

Smith PhD Instructional Development

Services
Writing a Philosophy of Teaching Statement

What is a philosophy of teaching statement?

Aphilosophyofteachingstatementisanarrativethatincludes
o Yourconceptionofteachingandlearning
o Adescriptionofhowyouteach
o Justificationforwhyyouteachthatway
Thestatementcan
o Demonstratethatyouhavebeenreflectiveandpurposefulaboutyourteaching
o Communicateyourgoalsasaninstructorandyourcorrespondingactionsintheclassroom
o Provideanopportunitytopointtoandtietogethertheothersectionsofyourportfolio

What is the purpose of developing a philosophy of teaching?

Facultyandgraduateteachingassistantsareincreasinglybeingaskedtoarticulatetheirphilosophyof
teaching.Thisrequestmaybeinconjunctionwiththesubmissionofateachingportfolioforseeking
academicpositions,orasaregularcomponentoftheportfolioordossierforpromotionandtenure.
Philosophyofteachingstatementsarealsorequestedofcandidatesforteachingawardsorgrant
applications.
Whydoteachersneedtoarticulatetheirphilosophyofteaching?Whatpurposesdoesaphilosophyof
teachingserve?Ithasbeenrecognizedbymanyteachersthattheprocessofidentifyingapersonal
philosophyofteachingandcontinuouslyexamining,testifying,andverifyingthisphilosophythrough
teachingcanleadtochangeofteachingbehaviorsandultimatelyfosterprofessionalandpersonalgrowth.
Inhisbook,TheSkillfulTeacher(1990),StephenBrookfieldpointsoutthatthedevelopmentofa
teachingphilosophycanbeusedforseveralpurposes:
Personalpurpose:...adistinctiveorganizingvisionaclearpictureofwhyyouaredoingwhatyouare
doingthatyoucancallupatpointsofcrisisiscrucialtoyourpersonalsanityandmorale.(p.16)
Pedagogicalpurpose:Teachingisaboutmakingsomekindofdentintheworldsothattheworldisdifferent
thanitwasbeforeyoupracticedyourcraft.Knowingclearlywhatkindofdentyouwanttomakeinthe
worldmeansthatyoumustcontinuallyaskyourselfthemostfundamentalevaluativequestionsofallWhat
effectamIhavingonstudentsandontheirlearning?(pp.1819)
GailGoodyearandDouglasAllchin,intheirstudyofthefunctionsofastatementofteachingphilosophy
(GoodyearandAllchin,1998),identifyanotherpurpose:
Inpreparingastatementofteachingphilosophy,professorsassessandexaminethemselvesto
articulatethegoalstheywishtoachieveinteaching....Aclearvisionofateachingphilosophy
providesstability,continuity,andlongtermguidance....Awelldefinedphilosophycanhelpthem
remainfocusedontheirteachinggoalsandtoappreciatethepersonalandprofessionalrewardsof
teaching.(pp.1067)

Sample Statements
#1: Biology (Anonymous)
TeachingallowsmetofulfillwhatIbelievetobeafundamentalresponsibilityofbiologists:to
communicateinformationtothepublicsotheycanmakeinformeddecisionsregardingtheenvironment.
Therearebasicbiologicalprinciplesthatshouldbeunderstoodbycollegeeducatedcitizens.Amongthese
aretheprocessofevolutionandabasicunderstandingofgenetics,theinterdependenceofbiological
systems,levelsoforganizationinbiology,basichumananatomyandphysiology,andthebasicsof
scientificdecisionmaking.Ialsowantstudentstoappreciateandvaluebiologicaldiversityandtoleave

10/18/07 1
 Shelley L. Smith PhD Instructional Development
Services
myclasswithanincreasedsenseofstewardshipfortheearth.Ihaveseveralobjectivesasaneducatorin
additiontoteachingthesebasicprinciples.
Objective1:Studentsshouldunderstandtherelevanceofbiologytotheirlives.Iemphasizerelevanceby
discussingcurrenteventspertinenttobiology,byaskingstudentstosharetheirknowledgeofthesubject,
andbydiscussinghowIhavefoundtheknowledgeuseful.Forexample,Isharemybrother'sstruggle
withHodgkin'sdiseasewhenteachingstudentsaboutthelymphsystem.Asaprofessor,Iwantstudentsto
haveinputintothecoursecontentsothattheissuesweaddressarerelevanttothem.Independentresearch
projectsareonemeanstoaccomplishthisgoalbecausetheyallowstudentstochoosethesubjectmatterin
whichtheyaremostinterested.
Objective2:Studentsshouldknowwheretofindinformation,howtoevaluatethatinformation,andhow
tomakeaninformeddecisionbasedontheirunderstandingoftheissues.Toencourageexcellentlibrary
skills,Idevelopedanannotatedbibliographyexerciseforananimalbehaviorclass.Thisexercisegives
studentstheopportunitytoinvestigateatopicinwhichtheyareinterested,teachesthemhowtolocate
andreadprimaryjournalarticles,andchallengesthemtosynthesizeandevaluatetheinformationthey
find.Ialsodevelopedalaboratoryexerciseonhumanpopulationgrowthforanecologyclassthatrequires
studentstocriticallyevaluatepredictionsofpopulationgrowthmodelsandtodiscusstheimplicationsof
theirfindings.
Objective3:Studentsshouldunderstandthatbiologicalissuesareinterconnectedwitheconomics,
politics,history,andcultureandshouldbeaddressedincontext.OnetoolIusetoreinforcethisisrole
playing.IhelpeddevelopanecologylabinwhichstudentswatchavideooftheYellowstonefires,then
areassignedrolesandareaskedtoreachaconsensusonfirepolicyintheNationalParks.Rolesinclude
tourists,localbusinesspeople,ranchers,congressionalrepresentatives,biologists,parkservice
employees,andothers.Thisactivitydemonstratesthecomplexityoftheissue,showsthevalueof
multiplepointsofview,andteachesskillsofdebateandpersuasion.Teachingbiologyaspartofaliberal
artscurriculumisanidealsettinginwhichtostresstheinterrelationshipsbetweendisciplines.
Objective4:Studentsshouldbeactivelyengagedinthelearningprocess.Ihavetakencourseworkin
cooperativeandactivelearningtechniquesandIincorporatethesetechniquesintomyteaching.For
example,Ihavecreatedamodelofmitosisbyhavinggeneralbiologystudentsactaschromosomesand
walkthroughtheprocessesofDNAreplicationandcelldivision.Ifindstudentslearnandretainthe
materialmoreeffectivelywiththeseactivities.Commentsfromstudentevaluationssupportthisview:
Ienjoyedthelabswheretheclassparticipatedinsettinguptheexample,i.e.chromosomedivision.
Thesemodelstendtoreallystickwithme.Thevisualteaching,suchasmeiosis,mitosis,etc.were
extremelyhelpful.Itwasmademuchmoreclearthaninthelabmanual.

Ihavealsotakentheinitiativetogetstudentsintothefieldinclassesthatdonotincludelaboratory
exercises;forexample,byvolunteeringtomeetwithanimalbehaviorstudentsonweekendstoobserve
animalsandconductshortexperiments.Inpart,mycommitmenttoactivelearningcomesfrommy
experiencesasanundergraduateatEarlhamCollege.Biologyprofessorstaughtinvestigatoryratherthan
"cookbook"laboratoryexercisesandencouragedustodesignourownresearchprojects.Theresearch
skillsIdevelopedinthoselabshavebeeninvaluableinmygraduatestudiesandIwillcontinueto
emphasizethemtomystudents.
Objective5:Racialdiversityandgenderbalanceshouldbeencouragedinallareasofscience.Greater
diversitywillbringfreshinsightintoourinvestigationofscientificproblemsandwilldemonstratethat
scienceisinclusiveratherthanexclusive.Formymaster'sresearchinenvironmentaleducation,Iaskeda
raciallyandprofessionallydiversepanelofenvironmentaleducatorstoreevaluateaninfluentialmodelof
environmentaleducation.Thechangessuggestedbythepanel,suchasincorporatingmulticultural
perspectivesintoenvironmentaleducation,areapplicabletoencouraginggreaterdiversityinbiology
educationaswell.Asanoutgrowthofthisproject,Iamcoeditingamonographonmulticultural
10/18/07 2
 Shelley L. Smith PhD Instructional Development
Services
environmentaleducationfortheNorthAmericanAssociationforEnvironmentalEducation.Ihavealso
beenactiveintheUniversityofMinnesota'ssummerprogramtoencourageminorityundergraduatesto
conductresearchinbiology.Thisprogramallowsstudentstoconducttheirownresearchoncritical
questionssuchaswhethercertaindrugsareeffectiveincontrollingcornealtransplantrejectionandonthe
mechanismoftumordevelopmentinovariancancer.
Objective6:Weshouldreachouttoelementaryandsecondaryschoolstudentstoencourageinterestin
scienceandmathearlyinthestudents'development.Thisisespeciallyimportantforwomenand
minoritieswhoaretraditionallyunderrepresentedinthesefields.Towardthisend,Ihavevisitedlocal
schoolstotalkaboutmyresearchandledprogramsonbatsandecologyforschoolgroupsatHancock
FieldStationinOregon.Mygoalsistointroducestudentstobasicbiologicalprinciplesbyarousingtheir
curiosityaboutthenaturalworld.Discussingcooperativefoodsharinginvampirebatsseemstobe
especiallyeffectiveinachievingthisgoal!Ialsowantstudentstoseethatthestereotypical"scientist"ina
labcoatcarryingbeakersofboilingsolutionsdoesnotaccuratelyreflectthediversenatureofthefield.
MycommitmenttoeducationcanbeseenintheworkIhavedonetoprovideopportunitiesforgraduate
studentsandothereducatorstoimprovetheirteachingskills.Currently,Iamaneducationspecialistfor
theTeachingOpportunityProgramforDoctoralStudents,aprogramdesignedtogivedoctoralstudents
throughouttheUniversityofMinnesotatrainingandexperienceinteachingsothattheywillbemore
effectivefacultymembers.IdevelopedandcoordinatedCollegeBiologyTeaching,aUniversitycourse
thatbringstogethergraduatestudents,universityfaculty,highschoolteachers,andcommunitycollege
instructorstoimprovethequalityofbiologyteaching.Theintegratednatureofthecourseallowsnew
teacherstolearnfromthosewithmoreteachingexperiencewhileintroducingeveryonetoinnovative
approachestobiologyeducation.Inaddition,thecourseallowsparticipantstolearnaboutbiology
educationandbiologicalresearchatotherinstitutions.IalsoleadworkshopssponsoredbytheTeaching
AssistantDevelopmentProgramonlaboratoryteachingskillsforgraduatestudents.Alloftheseactivities
helpdevelopmyownteachingskillsandenablemetoimprovethequalityofbiologyeducationfor
others.IamexcitedaboutbeingpartofafacultythatsupportsandencouragesinnovativeteachingandI
lookforwardtotheopportunitytoshareteachingstrategies.

#3 Earth Sciences (Elizabeth C.)

Anearthsciencescourseshouldtransformastudentsperspectiveontheirplanet.Iliketocreateafeeling
ofwonderattheprocessesthatcreatedthemountains,atmosphere,oceans,andpeoplefromstardust.I
wantstudentstoseetheirplaceinthevastscaleofgeologicaltimeandrevealtheEarthandsisterplanets
asanaturallaboratory,inwhichancientandmodernprocessescanbestudied.Curiosityandwonder
drivescientificdiscovery.Tappingintothosedrivesformsthebasisformyteachingobjectives:
o Tohelpstudentsdevelopascientistsmind.Studentsshouldappreciatetheevolutionof
scientificthoughtandactivelyparticipateinthatevolution.
o Toprovideeffectivementoringandindoingso,helppreparethenextgenerationofscientists.
Takingasciencecoursehasinherentvalueforanundergraduate,bothformajorsandnonmajors.
Studentsbecomescienceliterate,learnproblemsolvingtechniques,developanalyticalandquantitative
skills,participateinthescientificprocess,andlearntoconstructandlucidlypresentanargument.These
skillsarevaluableinindustry,consultingandmanagement,andthepublicpolicyarena.Their
developmentshouldbethefocusofcourseworkinbothintroductoryandupperlevelclasses.
DevelopmentofthescientistsmindTheguidingprincipleforallaspectsofmyinstructionisthe
notionthatdoingscienceismoreimportantthancontentdriveninstruction.IdeallyIwouldstructure
anycourse,whetheritbeanintroductorycourseoraseniorthesis,aroundsolvingspecificscientific
problemsthroughactivestudentinquiryanddirectparticipationinthescientificprocessofproblem
identification,hypothesisformulation,experimentationorobservation(datacollection),resultanalysis
andsynthesis,hypothesisrevisionandcommunicationofresults.Coursecontentistheninquirydriven

10/18/07 3
 Shelley L. Smith PhD Instructional Development
Services
studentslearnthecontentbecausetheyneedtoknowittosolveproblems.Acertainamountof
backgroundmustbecommunicatedinlecture,butlecturetoocanbeconductedusinganinquirybased
framework.
MentoringItisoftheutmostimportancethatstudentsreceiveadequatementoringintheundergraduate
years.Studentswhoshowaptitudefororinterestinscientificresearchmustbegiventhesupportand
resourcesnecessarytopursuethoseinterests.Animperativepartofteachinganysciencecourseismaking
thosestudentsawareofundergraduateresearchopportunitiesandfieldtrips.Instructorsmusthelp
studentsfindresources,bothpersonalandfinancial,thatallowstudentstoexploretheirownscientific
interestswheneverpossibleandcouncilthemontheiroptions.
Forme,thisisthemostrewardingaspectofteaching.Ienjoymentoringresearchprojects.Whenoriginal
researchunfoldsbeforetheeyesofanundergraduate,theysoar.Theyparticipateinscientificpursuitand
contributetohumankindsunderstandingoftheuniverse.Studentsfeelthatexcitementandcuriosityand
mayfindthemselvesdriventopassionateandconsumingpursuitofaproject.Nowtheymasterthe
equationsbecausetheyareusingthem;nowtheydelvedeeperintothetopicbecausetheyhaveaneedto
know.Thisisscienceeducation.

#4 Mathematics (Andrew K.)

TeachinginGeneral
Duringmyovertwentyyearsofmathteachingcareer,Itaughtalotofdifferentcoursestostudentswitha
broadrangeofneeds,knowledge,andculturalbackgrounds.Itaughtfreshmenclassesandhighlevel
Ph.D.classes.Ieventaughtacourseforuniversityprofessors,onusingcomputertechnologyin
mathematicaleducationattheMoscowStateUniversityintheeighties,whereeverybodyinmyclasswas
atleasttwiceofmyageatthattime.SeveralimportantgeneralprinciplesthatItrytouseinmyteaching
practicecanbeformulatedasfollows:
o Nomatterhowexperiencedateacheris,everynewclassandeverynewstudentposeachallenge.
Forexcellenceinteaching,thereisalwaysroomforimprovement.
o Ateacherhastoappealtodifferentlearningstyles,toofferavarietyofinstructionalexperiences,
andtokeepanopenmindtonewteachingtechniquestogiveeverystudenttheopportunityto
participatefullyandactivelyinthelearningprocess.
o Beingasuccessfulteacherdependsoncreatingalearningenvironmentwiththeopenexploration
ofideas,arelationshipinwhichstudentsfeelrespectedaswellaschallenged.Studentsshouldbe
encouragedtostretchthemselvesabitbeyondtheirlevelofcomfortandbegivenanopportunity
toleaveeveryclassfeelingthattheyhaveovercomeanewchallengesuccessfully.
o Teachingshouldbeanintegralcomponentofthecreationofnewknowledge,aninitialstep
towardcontinuingeducation,andfirstofall,selfeducation.
o Thoughstudentsatisfactionisimportantforbetterlearning,teachingespeciallyinmathematics
shouldnotbecomeapopularitycontest,orashow.Ateacherisresponsibletothesocietyin
general,andshouldresistthepressureofloweringacademicstandardsineducation.
TeachingofMathematics
"Theeasiestofsciences,afactwhichisobviousinthatnoone'sbrainrejectsit;forlaymenandpeople
whoareutterlyilliterateknowhowtocountandreckon."RogerBacon,12141294."Thesubjectin
whichweneverknowwhatwearetalkingabout,norwhetherwhatwearesayingistrue."Bertrand
Russell,18721970.
Asateacherofmathematics,Iliketotakeadvantageofthefactthatmathematicsisaveryspecialsubject:
o Mathematicsisanexcellentintellectualgamewherealltheplayerswin.
o Mathematicsisalsoamodelthatcanbeusedfordevelopingindependentandcriticalthinking.
o Mathematicscanbeseenasalanguagethatallowsustocommunicateideaspreciselybetween

10/18/07 4
 Shelley L. Smith PhD Instructional Development
Services
ourselves.
o Finally,mathematicsisatoolusedinnaturalsciencesand,thus,arequireddisciplineformany
students.
Onlythelatterisusuallyknownformostofthestudentswhooftenseemathematicsjustasaboring
collectionofdefinitions,theorems,andproofsthattheyhavetomemorize.Itis,unfortunately,veryhard
totrytoshowtherealbeautyofmathematicsintheframeworkofmostexistingcoursesastheyare
designedtofeedstudentswithoftenmorefactsthananyonecouldswallow.Justcoveringtherequired
materialusuallytakesabitmoretimethanisavailable.Anotherproblemisthatmathematicsasa
languagecanbequitetechnical,andtoformulatesomethingmeaningful,onehastospendyearslearning
rulesofthemathematicalgrammarfirst.Whenplayingapiano,oneneedstopracticescalesforyears
beforeplayingmusic,andthepianocourseisnotrequiredforeverystudent!
Iconsidermathematicstobeachallengingsubjecttoteachright,whichmakesitespeciallyattractivefor
me.Itrytouseeverypossibilitytoexposestudentstotheexcitingworldofmathematics,oftenimplicitly,
sotheymaynotevennoticeitatfirst.Mymaingoalistohelpstudentstobecomeindependent
mathematicalthinkers,capableofapproaching,framing,andsolvingproblemsontheirown.Iattempt
makingmyclassroomtobeanengagingplace,wherethereismorediscussionthanlecture,andwhere
studentsalwaysfeelfreetocontributeandaskquestions.Ithinkthatstudentsparticipationiscrucialfor
learningmathematics.Inhighlevelgraduatecourses,Isometimesevenaskstudentstoprepareandgive
lecturesinsteadofme.Fromtimetotime,Itrytobemathematicallyprovocative,anddonotmissan
opportunity,ifclasstimeallows,totrytoprovethat2+2=5andtoletstudentsfindamistakeinmy
arguments,ifthereisone.
TeachingStyleandMethods
Ipreparemyclassesthoroughly,butIliketoimprovisewheneverpossible.Iwanttobeinterrupted
duringmylectures;andIgiveextrapointsforgoodquestionsandcommentsfromstudents.Iopeneach
sessionwithabriefreminderoftheprevioussession'smaterialandanoutlineoftheday'stopic,andI
typicallyconcludewithasummaryofkeypoints.Thereisaspecialsessionforreviewbeforeeverymajor
test.Iusuallyspeakclearly,loudly,andslowly,butenthusiastically.Studentsareencouragedtolearn
fromeachotherastheirgradesarenotcurved,thus,studentsarenotcompetingwiththeirclassmates.In
someclasses,Igivegroupprojectsandhomework.Whenpossible,Idistributesolutionstohomework
problems,quizzes,andtests.Toreducestudents'anxietyabouttests,Imakeoldexamsavailableonthe
Web,andoftengivepracticetests.Iusuallygiveatestonprerequisitesduringthefirstweekofthe
course.Idonotconsidermemorizationtobethemostimportantinmathcourses;allmytestsareopen
book/notes.Assignmentsandprojectsarenaturallyintegratedintomycourses.Ispendtimeexplaining
theassignmentsandsolvingsimilarproblemsinclassforfurtherdiscussion.
GradingPolicy
Igenerallyfollowthecommonpracticeofthedepartmentandtraditionsonspecificcourses.Gradesare
mostlybasedonevaluationofcontentlearning.Atthesametime,Ialsoimplementedseveralideasinmy
classesthatseemtobenotverytypical:
o Gradesarenevercurved,thus,thereisnolimitofhigh/lowgrades.
o Iusemultiplechoicetestsandavoidgivingpartialcreditsinlowlevelundergraduatecourses.
Byenforcingtheserules,Itrytotakemyshareofresponsibilityinthefightagainstthegradeinflation,
whichbecameanevidentprobleminrecentyears.
Mypolicyonretakingtestsisuniqueinthedepartment.Everystudenthasaopportunitytoretakeevery
test;however,thegradecangodownintheprocessifthestudentisnotwellprepared.Ikeepstudents
fullyinformedoftheirprogressduringthesemester,alwaysannouncefinalgradesbeforetheendofthe
semester,andgiveeverystudentalastchancetoimprovethefinalgradeduringtheweekoffinals.
TeachingandTechnology

10/18/07 5
 Shelley L. Smith PhD Instructional Development
Services
Technologyisanessentialandintegratedpartofmyteaching.Itiscrucialforstudentstofeelcomfortable
withthetechnologiesthatarebecomingavailable;theyneedtoknowhowtouseanewtechnology
effectively,whatitslimitsare,andwhattodowhenthetechnologyfails.Iamquiteinterestedand
familiarwithrecentinnovations.Computersimulationsandnumericalexperimentsaretraditionalpartsof
manycoursesIteach.
AllmycoursematerialsareavailableontheInternetsince1994,includingsyllabi,homework
assignments,andtests.IcreatedinteractiveWebpageforseveralcourses,wherestudentscan
(anonymously)askquestionsandmaketheircommentslongbeforesuchtoolsasBlackboardwere
available.Inseveralrecentclasses,itwasrequiredthatallstudentspreparetheirprojectsreports
electronicallyandsubmitthemthroughtheInternet.Iencouragestudentstohelpmeindeveloping
Internetpagesformyclasses;andthereareseveralsuccessfulexamplesofsuchcollaborationonmy
teachingWebpages.
Atthesametime,Istronglyopposetheabuseoftechnology.Therearecoursesinmathematics,where
studentsneedtolearnhowtousetheirbrainratherthencalculators/computers.
TeachingandResearch
Iincorporateresearchactivitiesintomyregularteachingwheneverpossible.Inallmyhighlevelgraduate
classesstudentresearchprojectsarerequired.Inseveralcases,projectresultsobtainedbystudentsinmy
classesweresignificantenoughtobeincludedinmyjournalarticles.Scientificprogramswrittenby
studentsastheirclassassignmentsweremadepubliclyavailableontheInternet.

Entomology(JohnW.)
Teachingbiologycanbeaveryeasythingtodo.Allofusexperiencethescienceoflifeeveryday.An
appealingwaytoattractstudentstocomplextopicsisbyreferencetocurrenteventsandpopularnews
articles.Headlinesregardinganewvaccine,thesearchforlifeonMars,oranewdinosaurfossilcanall
makevariousbiologicalissuesbecomepartofthevibranteventsofastudent'sowndailyliferatherthan
thedrymaterialofassignedreading.Seeminglyabstractprinciplesbecomemorerealbyrecounting
pertinentpersonalexperiences.Abadcoldisasmuchamemorabledemonstrationofprinciplesof
epidemiologyandviralevolutionasitisareasontoskiplecture.Incorporatingstagepropsmakesclasses
moreinteractive.Whoisnotcuriousaboutaskullbrandishedfromthepodium,orafossilpassedthrough
theaudience?Themajordifficultyinteachingbiologycomesfromthenecessityofstrikingabalance
betweentheconnectionstopopularcultureandthegreatvolumeoftechnicalknowledgerequiredto
succeedinthescienceitself.
Ofcourse,itistoomuchtoexpectthatall,orevenamajorityofstudentswillabsorbthemostdifficult
materialadequatelythroughreadingandlecturealone.Thisiswhatofficehoursarefor.Encouraging
voluntaryattendanceatofficehours,andmakingspecialarrangementsforthosewhoseresponsibilities
conflictwithscheduledofficehours,isthebestwaytoensurethatstudentswhofeelsomehowunprepared
getthedirectiontheyneedtoproceedconfidently.Ateachershouldbefrankaboutwhatisrequired,and
whatisnotlikelytobeexaminedlater,becauseitshowsfairmindedness.Studentsshouldbeencouraged
todiscusspoorexamgradesinofficehoursbecauseeventhoughthereisonlyonewaytogetaverygood
grade,therearemanywaystoperformpoorly,andeveryonedeservesachancetoshowthathecando
better.Makeupsneednotbeanotherformalexam.Oftenaninformalconversationcanshowthata
studentknowsmorethanhedemonstratedatacertainhouronacertainday.Thisisagoodtimetolearn
studentsnamesandtoshowsincereinterestineachindividual.Itisparticularlyimportantinlargeclasses
thatstudentsfeeltheinstructorcaresaboutthem.Itishumannaturetotrytopleasethoseweadmire,and
studentswhofeelthatateacherisfair,approachable,andsincerewillusuallymakeamoredetermined
efforttoexcelintheirassignments.Casualvisitstothelaboratoryperiodsareanothergoodopportunity
forcontactoutsideformallecture,timetoshowstudentsthatprofessorstooarestudentsofbiology.
Inanyscience,certainfactsmustbelearned,butitisnotknowledgeofthefactsalonethatmakea
scientificmind.LikeanOlympicdivingcompetition,studyshouldincludeanopportunityforstudentsto
10/18/07 6
 Shelley L. Smith PhD Instructional Development
Services
performcertaincompulsoryskillsandalsotodemonstratetheirowncreativity.Myexaminationscover
thematerialeveryoneisexpectedtoknow(asadiverknowsthejackknife,thebackflip),andmyopen
book,takehomeproblemsallowstudentstodreamandstretch(aoneandahalfreversewithafulltwist).
Unliketheformalexams,problemsetshaveno"correct"answers,ratheritisthedemonstrationof
thinkingitselfthatisrewarded.Thisapproachallowscontroversialtopicstobeexaminedwithoutatestof
faith.InmyEvolutionclass,nooneisrequiredtobelieveinevolution.Questionsareposedinanon
confrontationalway("Explainhow,accordingtoDr.Wenzel,birdsevolvedfromdinosaurs...").Astudent
whousestheproblemsettoarguetheoppositeofwhatIthinkwillbeawardedfullpointsiftheargument
iswellconstructedandshowsaknowledgeofthebasicissues.Becausesomuchofscienceisbasedupon
skepticalinquiry,itwouldbeunscientifictoexaminestudentswithoutallowingthemtobeskepticalof
prevailingtheoryitself.
Oneofthemostrewardingaspectsofteachingistheopportunitytolearnfromthestudents.Itismost
unfortunateifaninstructoroverlooksthefactthatamongthehundredsoffacesheseeseverydayisa
worldofknowledgeandexperiencetotalingfarmorethanhisown.Mystudentsarenotonlymorevaried,
butalsomorerecentlytrainedthanIam,andIlearnfromthemthroughtheirquestions,observations,and
challenges,justastheylearnfrommethroughmylecturesandassignments.Inthebestofallpossible
Universities,thefacultyshouldgrowasfastasthestudentsdo.Ihopethatbymycontactwithsharp,
youngminds,myownmindandthoseIteachwillbekeptforeveryoung.
Thestudentbodyatabigstateschoolisdifferentfromthatatasmall,privatecollege.Withthechallenge
ofteachingmanystudentsofvariedbackgroundsandabilitiescomesoneofthemostgratifying
opportunities.Morethananythingelse,Ienjoyseeingthenontraditionalstudents(say,the28yearold
constructionworker,thesinglemother,thenewimmigrant)strivetobettertheirlives,andachievetheir
goalofusingeducationtoopennewdoorsfortheirfuture.Whenoneofmyformerstudentstellsme
abouthisorherrecentsuccessingettinganewjoboradmissiontoprofessionalschool,Ifeelfulfilled,
andespeciallysoifIknowthatthisstudentrealizeddreamsthatmighthavebeenbeyondreachifnotfor
themissionofinstitutionslikeOSU.

Drafting a Teaching Philosophy Statement

General formatting suggestions

Thereisnorequiredcontentorsetformat.Thereisnorightorwrongwaytowriteaphilosophy
statement,whichiswhyitissochallengingformostpeopletowriteone.Youmaydecidetowritein
prose,usefamousquotes,createvisuals,useaquestion/answerformat,etc.
Itisgenerally12pagesinlength.Forsomepurposes,anextendeddescriptionisappropriate,butlength
shouldsuitthecontext.
Usepresenttense,inmostcases.Writinginfirstpersonismostcommonandistheeasiestforyour
audiencetoread.
Moststatementsavoidtechnicaltermsandfavorlanguageandconceptsthatcanbebroadly
appreciated.Ageneralruleisthatthestatementshouldbewrittenwiththeaudienceinmind.Itmaybe
helpfultohavesomeonefromyourfieldreadyourstatementandgiveyousomeguidanceonany
disciplinespecificjargonandissuestoincludeorexclude.
Includeteachingstrategiesandmethodstohelppeopleseeyouintheclassroom.Itisnotpossible
inmanycasesforyourreadertocometoyourclasstoactuallywatchyouteach.Byincludingvery
specificexamplesofteachingstrategies,assignments,discussions,etc,youareabletoletyourreadertake
amentalpeekintoyourclassroom.Helpthemtovisualizewhatyoudointheclassroomandthe
exchangebetweenyouandyourstudents.Forexample,canyourreaderspictureintheirmindsthe
learningenvironmentyoucreateforyourstudents?

10/18/07 7
 Shelley L. Smith PhD Instructional Development
Services
Makeitmemorableandunique.Ifyouaresubmittingthisdocumentaspartofajobapplication,
rememberthatyourreadersonthesearchcommitteeareseeingmanyofthesedocuments.Whatisgoing
tosetyouapart?Whataboutyouaretheygoingtoremember?Whatbringsateachingphilosophytolife
istheextenttowhichitcreatesavividportraitofapersonwhoisintentionalaboutteachingpracticesand
committedtohis/hercareer.
Ownyourphilosophy.Theuseofdeclarativestatements(suchasstudentsdontlearnthrough
lectureortheonlywaytoteachistouseclassdiscussion")couldbepotentiallydetrimentalifyouare
submittingthisdocumenttoasearchcommittee.Youdonotwanttoappearasifyouhaveallofthe
answersandyoudontwanttooffendyourreaders.Bywritingaboutyourexperiencesandyourbeliefs,
youownthosestatementsandappearmoreopentonewanddifferentideasaboutteaching.Evenin
yourownexperience,youmakechoicesastothebestteachingmethodsfordifferentcoursesandcontent:
sometimeslectureismostappropriate;othertimesyoumayuseservicelearning,forexample.
Ateachingphilosophystatementisnotonlyaselfreflectivestatementofyourbeliefsaboutteaching;itis
alsoastatementabouthowyouputyourbeliefsintopracticebydiscussingconcreteexamplesofwhatyou
willdo(oranticipatedoing)intheclassroom.

WhendevelopingyourTeachingphilosophy,considerthefollowingquestions:
Whatdoyouthink"goodteaching"is?
Whatresonateswithyourexperienceasastudent?
Ifyouhavetaught,whatresonateswithyourexperienceasateacher?
Howdoeswhatyoubelieveaboutgoodteachingenhance,resonatewithorflowfromthebasic
content,theoryandskillsthatarerequiredinyourdiscipline?
Whatdoesgoodteachinglooklikeinpractice,i.e.,w

Thismaybethemostdifficultstatementyouwilleverwrite.Beginbyjottingdownideasaboutwhoyou
areasateacher.Consideroverallbeliefsyouhaveaboutteachingandlearning.Connectthesebeliefswith
concreteactionsyouhavetakenorexpecttotakeindeveloping,teachingandassessingaclassroom
course.Collectexamplesofyouractionsalongwithyoursenseofstudentresponse.Organizeyour
thinkingintoanoutlineofideasandexamples.Considertheaudienceforwhomyouwillwritethe
statement.Writeaninitialdraft.Showittoacolleagueforfeedback.Putthedraftawayforafewdays
andbeginthewholeprocessagain.Itmaytakedays,weeks,oryearstobefullysatisfiedwithyour
statement.Andthensomethingaboutyouasateacherwillchangerequiringthatyoubeginyetagain.

Questions to get you started:

Tostartconsideransweringthefollowingquestions:
Whatdoyoufundamentallybelieveabouthowpeoplelearn?
Whatdoyouthink"goodteaching",i.e.,teachingthatpromoteslearningis?
Whatresonateswithyourexperienceasastudent?
Ifyouhavetaught,whatresonateswithyourexperienceasateacher?
Howdoesthisconnecttoyourbasicbeliefsaboutlearning?
Howdoeswhatyoubelieveaboutgoodteachingenhance,resonatewith,orflowfromthebasic
content,theoryandskillsrequiredforlearninginyourdiscipline?
Whatdoesgoodteachinglooklikeinpractice,i.e.,whatdoyoudoinandoutoftheclassroomto
makeithappen?
Howwouldyourstudentsdescribeyourteaching?
Howdoyouassessstudentlearning?
Howdoyouassessyourteachingeffectiveness?
Howhaveyoumodifiedyourteachinginresponsetostudentfeedback?
Howdoyouputyourphilosophyofteachingintopractice?
10/18/07 8
 Shelley L. Smith PhD Instructional Development
Services
Whatmetaphorwouldbestdescribeyourteaching?

EXERCISE: Drafting a Teaching Philosophy

Thefollowingdiagramrepresentstheconnectionsyoushouldthinkaboutmakingandtheorderyouin
whichtheycouldbeaddressed.
1. Personal Beliefs about Teaching and
Learning

Teaching
Philosoph
2. Teaching and y 3. How You Put Your
Learning in Your Philosophy into
Discipline Practice

Spend some time brainstorming elements for the top of your triangle:
1. What do you think constitutes good teaching?
2. What knowledge, skills and learning tasks are central to your discipline?
3. What teaching practices would help students to achieve these learning goals?

10/18/07 9