teaching philosophy statement essay

4 Teaching Philosophy Statement Examples

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A teaching philosophy statement, or an educational philosophy statement, is a brief essay that nearly all prospective teachers must write when applying for an academic position. The statement generally reflects on the writer's teaching beliefs and includes concrete examples of how those beliefs have informed the writer's teaching practices.

A well-crafted teaching statement gives a clear and unique portrait of the writer as a teacher. Teaching philosophy statements are important because a clear teaching philosophy can lead to a change in teaching behavior and foster professional and personal growth. As a result, it can also be effective for practicing teachers to conceptualize their teaching approaches by writing a statement—even if they aren't applying for another teaching role.

Examples of Teaching Philosophy Statements

This passage is an example of a strong statement of teaching philosophy because it puts students at the front and center of the teacher's focus. An author who writes such a statement will likely always ensure student needs are the primary focus of all lessons and schoolwork.

"My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks.

"I believe that there are five essential elements that are conducive to learning. (1) The teacher's role is to act as a guide. (2) Students must have access to hands-on activities. (3) Students should be able to have choices and let their curiosity direct their learning. (4) Students need the opportunity to practice skills in a safe environment. (5) Technology must be incorporated into the school day."

The following statement is a good example of a teaching philosophy because the author emphasizes that all classrooms and students are unique, with specific learning needs and styles. A teacher with this philosophy is likely to ensure they spend time helping each student achieve their highest potential.

"I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others.

"Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students' lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work to engage and activate students learning." 

This statement provides a solid example because the author emphasizes the moral objective of teaching: She will hold each student to the highest expectations and ensure each one is diligent in their studies. This statement also implies the teacher will not give up on any student.

"I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion."

"I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well."

The following statement takes a slightly different approach. It states that classrooms should be warm and caring communities, and unlike the first two sample statements, it focuses more on community-based learning, as opposed to an individualized approach. The teaching strategies mentioned, such as morning meetings and community problem-solving, follow this community-based philosophy.

"I believe that a classroom should be a safe, caring community where children are free to speak their mind, blossom, and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills.

"Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and that's okay. That just means that I have grown and learned new things."

Components of a Teaching Philosophy Statement

A teaching philosophy statement should include an introduction, body, and conclusion—just as you would expect of your students if they were writing a paper. But there are other specific components that you need to include:

Introduction: This should be your thesis statement where you discuss your general belief about education (such as: "I believe all students have a right to learn"), as well as your teaching ideals. Consider what students will have learned once they depart your class, and what those lessons learned say about your teaching philosophy and strategies.

Body: ​In this part of the statement, discuss what you see as the ideal classroom environment and how it makes you a better teacher, addresses student needs, and facilitates interactions between parents and their children. Discuss how you would facilitate age-appropriate learning  and involve students in the assessment process . Explain how you would put your educational ​​ideals into practice.

Clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or detailing a teaching strategy you've used. Doing so helps your reader understand how your teaching philosophy would play out in the classroom.

Conclusion : In this section, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on them to meet future challenges. Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career.

Cite your sources. Explain where your teaching philosophy originated—for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you.

Formatting Your Statement

There are some general rules to follow when writing a teaching philosophy statement.

Keep it brief. The statement should be no more than one-to-two pages, double-spaced.

Use present tense , and write the statement in the first person, as the previous examples illustrate.

Avoid jargon. Use common, everyday language, and not technical terms. If you must use jargon, explain what you're writing about in everyday terms as well.

Be personal. Make sure you talk about your experiences and beliefs, and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching.

Vanderbilt University. " Teaching Statements ."

The Chronicle of Higher Education. " 4 Steps to a Memorable Teaching Philosophy ."

The Ohio State University. " Philosophy of Teaching Statement ."

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59 Teaching Philosophy Statement Examples

A statement of teaching philosophy is a requirement for all teachers.

This statement shows future employers, parents and colleagues what you value as an educator and what your teaching skills are .

Examples of things to emphasize in a teaching philosophy statement include:

• A student-centered approach to education.
• A focus on active learning.
• High expectations for yourself and your students.
• Your ideal learning environment.
• Your approach to technology in the classroom.
• How you motivate your students.
• Your approach to assessment.

Here are 57 teaching philosophy statement examples that you could get some ideas from.

Teaching Philosophy Statement Examples

1. you create a student-centered learning environment.

• “I aspire to create student-centered learning environments in which the student is in the driving seat of their own learning.”
• “My classrooms are always focused on the specific needs of my students. I work hard to differentiate learning so that each student’s unique skills are emphasized.”

“I always ensure that my lessons involve multiple learning modalities so that students learn through their preferred learning style.”

• “Central to my pedagogy is a focus on the needs of students. I embrace Vygotsky’s Zone of Proximal Development as a key pedagogical tool to ensure all students are taught content that is achievable yet challenging.”
• “For me, the ideal classroom environment is student-centered. I strive to create learning scenarios where the students are undertaking group projects while I move between groups facilitating discussions.”

2. You have a Focus on Active Learning

• “I embrace a Constructivist pedagogy that emphasizes active discovery learning on the part of my students. All my lessons are designed to have students learning through doing: trial-and-error, solving problems, and creating new solutions.”
• “My classrooms are spaces for exploration and discovery. I favor practical lessons in which students get hands-on experience of the subjects under analysis.”

“Students learn best when they are actively engaged in their own learning. Passive approaches where students take notes and listen during teacher-centered lessons are not as conducive to deep learning as lessons in which students are learning through discovery.”

• “One example teaching strategy that I often employ is the guided practice or ‘I do, we do, you do’ method . This approach starts with teacher modelling a practice but involves the gradual release of responsibility to the student until the student can undertake tasks on their own.”

Read Also: 47 One-Sentence Teacher Vision Statements

3. You Set High Expectations

• “While I like to see students enjoying themselves in class, I also insist on hard work and focus on the task at hand.”
• “I set high standards and high expectations by promoting growth mindsets among my students. All my students know that I expect them to try their hardest and strive for improvement every day.”

“I always expect my students to come to class ready to focus and engage. I often ask my students to set their own goals and take steps toward achieving their goals every day.”

• “I encourage students to walk into the classroom with a positive attitude toward learning. The best classes occur when students know that they are expected to do their best each and every day.”
• “Students enter my classroom with the knowledge that I expect them to engage with the learning materials. I keep a strong focus on creating a serious learning environment. This starts with me insisting on focus and engagement from the minute students walk in the door.”

4. You are a Community Engaged Teacher

• “I strive to develop connections between students and the school community. When community members come into the classroom, students not only learn about people from various walks of life. They also get to see role models of different shapes and sizes around the community.”

“I like to invite parents into my classrooms so they can feel that they are a partner in teaching. I set myself goals to contact all parents throughout the school term to listen to them and learn from their deep knowledge of their own children.”

• “In this culturally diverse area, I make every effort to expose my students to community members from diverse cultural backgrounds. It is important to me that students feel a connection to the rich local community in which they learn.”

5. Learning Environment Statements

• “I aim to create learning environments that are rich in resources so that students can learn through practical learning scenarios.”

“I create classrooms that empower students to make decisions for themselves so that they develop self-confidence and thinking skills .”

• “I develop learning environments that have multiple workstations in which students can work in groups to solve problems. I find group-based classroom layouts (through table seating) help children to communicate and learn from one another while learning.”

6. You have a Holistic Approach

• “I follow a holistic approach to child development. Educators need to pay attention to students’ social, physical, emotional and cognitive development equally to help raise balanced children for the 21st Century.”

“I do my best to get to know my students so I can best meet their needs. I focus on not only their cognitive development but also their emotional and social wellbeing , which is equally necessary for learning to occur.”

• “My teaching philosophy is strongly influenced by Abraham Maslow’s humanist approach and in particular his Hierarchy of Needs. I aim to ensure students’ basic needs are met in the classroom so that they feel happy, comfortable, safe and welcomed into the classroom. When students’ basic needs are met, they can focus on learning and personal development.”

7. You Promote Critical Thinking

• “I write my lessons to target higher-order thinking skills from Bloom’s Taxonomy, for example ‘creating’, ‘inquiring’ and ‘critiquing’. I aim to have all my students think critically about themselves and the world around them.”
• “It is my goal to have my students think outside the box, critique the everyday assumptions they take for granted, and leave my classes with more questions than answers.”

“I aspire to be a teacher who instils a love of learning, analysis and critical thinking in all the students I encounter.”

• “I believe students of the 21st Century need more than just knowledge. Students need to have critical and creative thinking skills so that they can compete for the jobs of the future. To encourage a critical thinking approach, I consistently ask my students to analyse concepts that I teach from multiple competing perspectives.”
• “I help my students to develop metacognitive skills so they can reflect on their own learning and identify ways they can learn more effectively and efficiently.”

Read Also: Education Slogans, Taglines and Mottos that Pop!

8. You Support Authentic Learning Experiences

• “My credo is to prioritize authentic learning situations where students learn through solving real-world problems. In this way, I help my students understand the connection between what they’re learning and life beyond the four walls of the classroom.”

“I believe students learn best when they learn in authentic contexts. By learning through real-world problem solving, they discover the value in knowledge.”

• “To me, students should learn through experience. I aim to create experiences in the classroom that are as authentic as possible to mimic real-life application of knowledge.”

9. You Embrace Social Learning

• “I encourage students to learn in groups because I believe conversation with others helps students to express, challenge and refine their thought processes. By listening to peers, students can also hear new perspectives that may broaden their horizons and deepen their own knowledge.”

“I follow a sociocultural teaching philosophy inspired by Lev Vygotsky. This philosophy is heavily focused on having students communicate with “ more knowledgeable others ” and learn challenging but achievable tasks that are within their “Zone of Proximal Development”.

• “I embrace a situated learning theory approach to teaching. This theory emphasizes the importance of learning from experts in the contexts in which learning is applied. To this end, I encourage students to take up apprenticeships and go on many field trips so my students can learn by working with professionals.”

10. You Emphasize Communication Skills

• “In the 21st Century, it is more important than ever for students to develop effective communication skills. I help students develop communication skills such as teamwork, negotiation and self-expression in every lesson through the consistent use of guided group work lessons.”

“Students need to become clear and confident communicators of their knowledge. I often create assessments that require students to express themselves in written and verbal formats to help them develop their communication capacities.”

• “Communication skills are vital for students to become effective self-advocates. I aim to teach students to become confident communicators by giving ample opportunities to work in groups, report their research to their classmates, and perform in front of their families.”

11. You Create Inquiry and Problem Based Learning Lessons

• “I embrace an inquiry based learning approach whereby I start with a higher-order thinking question and students come up with hypotheses for answering the questions. Through this approach, students exercise skills like ‘predicting’ and ‘testing’ to seek knowledge.”

“I focus on problem based learning experiences where students are presented with a problem that they need to overcome. In overcoming the problems, students must use research skills to figure out solutions and apply them to their scenarios.”

• “I encourage students to use scientific methods to solve problems. Through scientific inquiry, students do not simply learn new information, but learn how to go about seeking truths through accurate and reliable testing methods.”

12. Mention your Assessment Style

• “I use creative assessment practices that go beyond standardized assessment. I like to assess students’ practical applications of knowledge rather than simply their written knowledge of information. When students are assessed on their practical skills, they focus on how to put knowledge into action and reaching mastery of their content.”

“I have a strong focus on formative assessment so that I have a finger on the pulse of my students’ progress. I do not shy away from altering my teaching following formative assessments to ensure my students do not fall through the gaps.”

• “Assessment is important to me as a teacher because it helps me to measure my own teaching efficacy. I often use students’ assessment results to reflect upon how I taught the content, what areas of weakness appeared across a cohort, and how to teach to those areas of weakness more effectively in years to come.”

13. You Motivate Your Students

• “I believe students learn best when they are intrinsically motivated . I therefore focus on creating lessons that are engaging, relevant to my students’ real lives, and encourage active discovery.”
• “To motivate my students, I aim to tie my lessons to their interests and hobbies. This requires me to build strong rapport and relationships with my students so I know how I can tailor my lessons for them.”

“Students who are motivated and inspired to learn will come to school with a positive mindset. I work hard to promote student self-motivation by giving them agency to explore areas of interest within the curriculum.”

• “I believe motivated students are engaged, spend more time on task, and cause less disruption to their peers. I therefore work hard to motivate students by modelling an inspired, positive outlook to education every day.

14. Education is Important to You

• “Education is the foundation for a child’s future. As a teacher, I take pride in my profession as someone who shepherds the future generations. To do this effectively, I strive to …”

“Teaching is one of the most important professions in the world. Teachers need to work hard to produce ethically and critically thinking leaders of tomorrow…”

• “It is a great pleasure to work every day to help raise confident future citizens who will solve the problems of the future. Education is incredibly important for all students’ futures. …”

15. You Promote Play-Based Learning

• “I use a play-based learning approach in my early years classroom. I follow Froebel’s approach that states “play is the highest form of learning”. Play help students learn through trial-and-error, discovery and exploration.”

“When students learn by doing rather than listening, they tend to store information in their minds more effectively. This is why I use a play-based learning approach. I create play-based learning situations where students can play in parallel , learn from one another, and make new discoveries through the use of all their senses.”

• “I encourage cooperative play in my classrooms so that my students can learn with and from one another. By playing together, young children develop important communication and group work skills. Furthermore, they can pick up new information and ways of playing from friends which can enhance their cognitive development.”

16. You Incorporate Educational Technologies

• “I am competent with 21st century technologies and use them regularly in my teaching. I believe technology is deeply important for students as it is a requirement for most jobs of the 21st Century.”

“Through the use of technology, I encourage students to learn from, research about and engage with the world around them. The internet, in particular, is an excellent pedagogical resource for students to learn.”

• “While I regularly use technology in the classroom, I first reflect on how to use technology to help extend learning. I see technology as a ‘ cognitive tool ’ that shouldn’t be used just as a gimmick. Rather, I use technology when it can help students to extend their thinking and learn more than if they hadn’t had technology in the lessons.”

17. Mention your Classroom Management Style

• “I believe classroom and behavior management is about ensuring students are focused on their learning materials. My first step for classroom management is to make my lessons engaging and motivating. I find that this is the best way to minimize disruptions and promote learning.”

“Following the assertive discipline theory, I believe strong classroom management skills are essential. Disruptive students violate the rights of other students to learn, so I ensure classes are controlled and ordered at all time to protect well-behaved students’ rights to a positive learning space.”

• “I employ an authoritative approach to classroom management. This authoritative style focuses on gaining respect and rapport from students by being firm but fair at all times and ensuring all students know I have their best interests at heart.”

To go deeper on this, see: List of Classroom Management Styles

Final Thoughts

Your teaching philosophy statement needs to be your own. It should reflect your own personality and approach to education.

The above teaching philosophy statement examples give you a good idea about the sorts of things you can start talking about in your teaching philosophy.

Follow-up your statements of beliefs with examples from your own practice.

You might also want to zoom-in on subject-specific approaches . If you are writing a teaching philosophy as a Mathematics teacher, for example, you will need to narrow down on specifically how you teach math.

Aim for your teaching philosophy statement to be a maximum of two pages long and ensure it shows both your personality and your knowledge of pedagogy skills or learning theories .

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 44 Maslow’s Hierarchy of Needs Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Bronfenbrenner's Ecological Systems Theory (Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social Exchange Theory: Definition and Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Cognitive Dissonance Examples

6 thoughts on “59 Teaching Philosophy Statement Examples”

This is very helpful. I appreciate the wide variety of examples as well as the final thoughts at the end. Yet, did you mean, “59 Teaching Philosophy Statement Examples” (rather than 57)?

Two bonus ones 🙂 I think you’re the first person to have counted the list! I updated the title to 59.

Thanks! Chris

Very inspiring and insightful. It really helped me a lot in my studies. Looking forward for more.

Thank you Chris.

Great insight, as a basketball coach and athletic director of my youth football program I agree with mostly all of your points. As an ELA teacher it is easy to implement a lot of my coaching qualities into my teaching. Just as in the classroom students are on different skill levels while also learning and comprehending information differently. Providing skills base learning within the lesson is a much better approach instead of continuing to drill skills over and over. A lot of students may lose interest in the activity due to that skills approach. Do you believe a skills-based approach would also benefit students in the classroom

Hi Chris, This is very informative indeed.Thank you. Regards, Chamila

Thank you for a very informative materials shared and it’s a very helpful to me, I learned and refreshed from this. I love to read , review and apply this in my classroom.

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Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It's a one to two page narrative that conveys your core ideas about being an effective teacher in the context of your discipline. It develops these ideas with specific, concrete examples of what the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy statement also explains why you choose these options.

+ Getting Started

Your reasons for writing a teaching philosophy may vary. You might be writing it as an exercise in concisely documenting your beliefs so that you can easily articulate them to your students, peers, or a search committee. It might serve as the introduction to your teaching portfolio. Or, it can serve as a means of professional growth as it requires you to give examples of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your beliefs.

Generating ideas

Teaching philosophies express your values and beliefs about teaching. They are personal statements that introduce you, as a teacher, to your reader. As such, they are written in the first person and convey a confident, professional tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.

Below are categories you might address with prompts to help you begin generating ideas. Work through each category, spending time thinking about the prompts and writing your ideas down. These notes will comprise the material you’ll use to write the first draft of your teaching philosophy statement. It will help if you include both general ideas (‘I endeavor to create lifelong learners’) as well as specifics about how you will enact those goals. A teaching philosophy template is also available to help you get started.

Questions to prompt your thinking

Your concept of learning.

What do you mean by learning? What happens in a successful learning situation? Note what constitutes "learning" or "mastery" in your discipline.

Your concept of teaching

What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage mastery, competency, transformational learning, lifelong learning, general transference of skills, critical thinking? What does a perfect teaching situation look like to you and why? How are the values and beliefs realized in classroom activities? You may discuss course materials, lesson plans, activities, assignments, and assessment instruments.

Your goals for students

What skills should students obtain as a result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have for specific classes or curricula and that rational behind them (i.e., critical thinking, writing, or problem solving).

Your teaching methods

What methods will you consider to reach these goals and objectives? What are your beliefs regarding learning theory and specific strategies you would use, such as case studies, group work, simulations, interactive lectures? You might also want to include any new ideas or strategies you want to try.

Your interaction with students

What are you attitudes towards advising and mentoring students? How would an observer see you interact with students? Why do you want to work with students?

Assessing learning

How will you assess student growth and learning? What are your beliefs about grading? Do you grade students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use (i.e. traditional tests, projects, portfolios,  presentations) and why?

Professional growth

How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to improve your teaching? How might you learn new skills? How do you know when you've taught effectively?

+ Creating a Draft

Two ways of organizing your draft.

Now that you've written down your values, attitudes, and beliefs about teaching and learning, it's time to organize those thoughts into a coherent form. Perhaps the easiest way of organizing this material would be to write a paragraph covering each of the seven prompts you answered in the Getting Started section. These would then become the seven major sections of your teaching philosophy.

Another way of knitting your reflections together—and one that is more personal—is to read through your notes and underscore ideas or observations that come up more than once. Think of these as "themes" that might point you toward an organizational structure for the essay. For example, you read through your notes and realize that you spend a good deal of time writing about your interest in mentoring students. This might become one of the three or four major foci of your teaching philosophy. You should then discuss what it says about your attitudes toward teaching, learning, and what's important in your discipline.

No matter which style you choose, make sure to keep your writing succinct. Aim for two double-spaced pages. And don't forget to start with a "hook." Your job is to make your readers want to read more; their level of engagement is highest when they read your opening line. Hook your readers by beginning with a question, a statement, or even an event from your past.

Using specific examples

Remember to provide concrete examples from your teaching practice to illustrate the general claims you make in your teaching philosophy. The following general statements about teaching are intended as prompts to help you come up with examples to illustrate your claims about teaching. For each statement, how would you describe what happens in your classroom? Is your description specific enough to bring the scene to life in a teaching philosophy?

"I value helping my students understand difficult information. I am an expert, and my role is to model for them complex ways of thinking so that they can develop the same habits of mind as professionals in the medical field."

"I enjoy lecturing, and I'm good at it. I always make an effort to engage and motivate my students when I lecture."

"It is crucial for students of geology to learn the techniques of field research. An important part of my job as a professor of geology is to provide these opportunities."

"I believe that beginning physics students should be introduced to the principles of hypothesis generation, experimentation, data collection, and analysis. By learning the scientific method, they develop critical thinking skills they can apply to other areas of their lives. Small group work is a crucial tool for teaching the scientific method."

"As a teacher of writing, I am committed to using peer review in my classes. By reading and commenting on other students' work in small cooperative groups, my students learn to find their voice, to understand the important connection between writer and audience, and to hone their editing skills. Small group work is indispensible in the writing classroom."

Go back to the notes you made when getting started and underline the general statements you’ve made about teaching and learning. As you start drafting, make sure to note the specific approaches, methods, or products you use to realize those goals.

+ Assessing Your Draft

Assessing your draft teaching philosophy.

According to a survey of search committee chairs by the University of Michigan Center for Research on Learning and Teaching, there are five elements that are shared by strong teaching philosophy statements:

• They offer evidence of practice (specific examples)
• They are student-centered
• They demonstrate reflectiveness
• They demonstrate that the writer values teaching
• They are well written, clear, and readable

Now that you’ve completed an initial draft, ask whether your statement captures these elements and how well you articulate them.

You might find it useful to compare your draft to other teaching philosophies in your discipline. It can also be useful to have a colleague review your draft and offer recommendations for revision. Consider printing out a teaching philosophy rubric from our “Rubrics and Samples” tab to provide your reviewer with guidelines to assess your draft. These exercises will give you the critical distance necessary to see your teaching philosophy objectively and revise it accordingly.

+ Rubrics and Samples

Rubrics and sample teaching philosophies.

Here are links to three teaching philosophy rubrics to help you assess your statement. We have included four different rubrics for you to choose from. These rubrics cover similar elements, and one is not necessarily better than the other. Your choice of which to use should be guided by how comfortable you feel with the particular instrument and how usable you find it. 

• Teaching Philosophy Rubric 1   This rubric allows a reader to rate several elements of persuasiveness and format on a scale of 1 to 5.
• Teaching Philosophy Rubric 2   This rubric contains prompts for assessing purpose and audience, voice, beliefs and support, and conventions.
• Teaching Philosophy Rubric 3   This rubric contains prompts for assessing content, format, and writing quality.
• Rubric for Statements of Teaching Philosophy  This rubric was developed by Kaplan et. al. from the University of Michigan.
• Marisol Brito – philosophy 
• Benjamin Harrison – biology  
• Jamie Peterson – psychology
• The University of Michigan has a wide variety of  samples  organized by field of study.
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Teaching philosophy statement, what is a teaching philosophy statement.

A teaching philosophy statement is a narrative that includes:

• your conception of teaching and learning.
• a description of how you teach.
• justification for why you teach that way.

The statement can:

• demonstrate that you have been reflective and purposeful about your teaching.
• communicate your goals as an instructor and your corresponding actions in the classroom.
• point to and tie together the other sections of your portfolio.

What is the purpose of a teaching philosophy statement?

You generally need a teaching statement to apply for an academic position. A teaching statement:

• conveys your teaching values, beliefs, and goals to a broader audience.
• provides a set of criteria and/or standards to judge the quality of your teaching.
• provides evidence of your teaching effectiveness.

Components of a teaching philosophy statement

• educational purpose and learning goals for students
• your teaching methods
• methods for assessing students’ learning
• assessment of teaching

You also may include:

• a list of courses you have taught.
• samples of course syllabi.
• teaching evaluations.
• letters of recommendation.
• a video of a class you have taught (asked for by some universities).

Teaching values, beliefs, and goals

You should consider what you believe is the end goal or purpose of education:

• content mastery
• engaged citizenry
• individual fulfillment
• critical thinking
• problem solving
• discovery and knowledge generation
• self-directed learning
• experiential learning

What criteria are used to judge your teaching?

• student-teaching roles and responsibilities
• student-teacher interaction
• inclusiveness
• teaching methods
• assessment of learning

How do you provide evidence of your teaching effectiveness?

• peer review
• students’ comments
• teaching activities

Writing guidelines:

• There is no required content, set format, or right or wrong way to write a teaching statement. That is why writing one can be challenging. 
• Make the length suit the context. Generally, they are one to two pages.
• Use present tense and the first person, in most cases.
• Avoid technical terms and use broadly understood language and concepts, in most cases. Write with the audience in mind. Have someone from your field guide you on discipline-specific jargon and issues to include or exclude.
• Include teaching strategies and methods to help people “see” you in the classroom. Include specific examples of your teaching strategies, assignments, discussions, etc. Help them to visualize the learning environment you create and the exchanges between you and your students.
• Make it memorable and unique. The search committee is seeing many of these documents—What is going to set you apart? What will they remember? Your teaching philosophy will come to life if you create a vivid portrait of yourself as a person who is intentional about teaching practices and committed to your career.

“Own” your philosophy

Don’t make general statements such as “students don’t learn through lecture” or “the only way to teach is with class discussion.” These could be detrimental, appearing as if you have all of the answers. Instead, write about your experiences and your beliefs. You “own” those statements and appear more open to new and different ideas about teaching. Even in your own experience, you make choices about the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times you may use service-learning, for example.

Teaching philosophy statement dos and don’ts:

• Don’t give idyllic but empty concepts.
• Don’t repeat your CV.
• Do research on the teaching institution and disciplinary trends.
• Do keep it short (one to two pages).
• Do provide concrete examples and evidence of usefulness of teaching concepts.
• Do discuss impact of methods, lessons learned, challenges, and innovations—how did students learn?
• Do discuss connections between teaching, research, and service.

Answer these questions to get started:

• The purpose of education is to________.
• Why do you want to teach your subject?
• Students learn best by______________.
• When you are teaching your subject, what are your goals?
• The most effective methods for teaching are___________.
• I know this because__________________.
• The most important aspects of my teaching are______________.

More information on teaching philosophy statements

An excellent guide for writing your teaching philosophy statement is Occasional Paper number 23, “Writing a Statement of Teaching Philosophy for the Academic Job Search,” from the University of Michigan’s Center for Research on Learning and Teaching, which you can find at this page on The Teaching Philosophy and Statement .

Articles on Teaching Statements:

• “Writing the Teaching Statement”  by Rachel Narehood Austin, Science Magazine
• “How to Write a Statement of Teaching Philosophy”  by Gabriela Montell, The Chronicle of Higher Education
• “What’s Your Philosophy on Teaching, and Does it Matter?”  by Gabriela Montell, The Chronicle of Higher Education
• “A Teaching Statement”  by Jeffrey Marcus, The Chronicle of Higher Education
• “Everything But the Teaching Statement”  by Jeremy S. Clay, The Chronicle of Higher Education
• “Writing a Teaching Philosophy Statement”  by Helen G. Grundman, Notices of the American Mathematical Society

Additional Resources:

• From Cornell’s Center for Teaching Innovation
• From the University of Michigan
• From University of California Berkeley
• From University of Pennsylvania

Electronic portfolios

The electronic portfolio is a way to showcase your accomplishments, skills, and philosophy on the internet. You can write a personal profile; post your CV, resume, research statement, teaching philosophy statement; give links to published articles, work samples, etc.; and post photos and other images. You can continually update it as you progress through your studies and your career. It is readably available for potential employers to see.

Sites that Host Electronic Portfolios:

• Digication (Cornell-supported option)
• Interfolio  (fee-based)
• Google Sites  (free)

Help at the Center for Teaching Innovation (CTI)

Coursework involving teaching portfolio development.

The course ALS 6015, “ Teaching in Higher Education ,” guides graduate students in how to prepare teaching portfolios and provides opportunity for peer and instructor feedback.

Individual Advice

By enrolling in the CTI’s new Teaching Portfolio Program , you will have access to consultations and advice on helping prepare elements of a teaching portfolio such as a teaching philosophy statement.

Workshops and Institutes

For graduate teaching assistants and postdocs considering academic positions in higher education, you could attend a teaching statement workshop as part of the Graduate School’s Academic Job Search Series , or a day-long Teaching Portfolio Institute offered by the CTI to help refine and document your teaching for the job search.

What Is a Teaching Philosophy? Examples and Prompts

The life of a teacher is an extremely busy one. From early morning until long after dark, teachers dedicate the better part of their day to their students. Amid the lesson planning, the snack breaks, the recess duty, grading and the myriad other daily tasks, it can be easy to lose sight of the why of teaching. 

Why are you drawn to the classroom, and what is it about your love of teaching that makes it a fulfilling career? What’s the overarching philosophy that guides your teaching practice? Even on the busiest school days, every teacher should be able to explain their “why” by returning to their teaching philosophy.

What Is a Teaching Philosophy Statement?

Teaching philosophy prompts, components of a teaching philosophy statement, formatting your teaching philosophy statement [plus best practices], teaching philosophy examples , faqs about teaching philosophies, helpful resource links.

Simply put, a teaching philosophy is a written statement that includes: 

• Your core belief(s) about the purpose of teaching and learning 
• A high-level description of how you teach 
• An explanation of why you teach that way
• Any primary specializations 
• Examples of your teaching philosophy in practice in the classroom (if space allows)

A teaching philosophy statement should demonstrate that you are purposeful, reflective and goal-oriented each time you stand at the front of your class. Not only does committing this statement to writing help to solidify your own beliefs — it can help you collaborate with other teachers, apply for jobs and even write grant proposals. Ideally, evidence of your philosophy will be apparent in your resume and portfolio content. 

Depending on the context, a teaching philosophy statement can be several sentences or several pages long. You will occasionally be asked to provide some form of this statement when applying for certain academic or administrative positions. Versions of it may also appear as the introduction to your teaching portfolio, as your LinkedIn bio, your resume objective statement or your bio for any accreditations (such as for contributions to a publication, awards, volunteer work, etc.). 

You will likely never be asked to recite it. That said, when sitting for interviews, teaching applicants should demonstrate a clear teaching philosophy through their answers.

Think about your teaching philosophy as your teaching portrait. 

Portraits can look different depending on the subject’s age and life experiences, and a teaching philosophy is no different. Younger teachers may focus on their goals and any areas of interest they studied in college. More senior teachers may update their philosophy statements to reflect their lived experiences in the classroom and how those experiences informed (or resulted from) their teaching philosophy.  

The clearer and more crystallized your teaching philosophy is, the easier it will be to draw upon it in the classroom. Use any combination of the following prompts — organized from immediate to future-facing — to begin writing your own philosophy statement.  

The basics 

Why did you decide to become a teacher? 

What teaching methods do you use?

How do you assess your students’ learning and growth?

Do you follow certain standards?

What are your strongest qualities as a teacher?

Do you have an academic specialization?

Why do you like to teach certain subjects?

How do you use technology in the classroom ?

How do you incorporate new techniques, activities, curriculum and technology into your teaching?

Student advocacy  

How do you motivate your students?

How do you think students learn best? 

How do you approach learners who are struggling?

How do you promote and maintain educational equity ?

How would you describe your interactions with your students?

Preservation in the classroom

What’s your classroom management style ? 

How do you handle stress ?

Describe a time you handled a challenging situation.

The Big Questions 

How do you define learning? 

How do you define teaching? 

What is the purpose of education?

How does education improve society?

Do you believe all students can learn?

What does it take to be a good teacher?

Looking ahead

What goals do you have for your students?

What goals do you have for yourself?

What achievements do you like to see at the end of every school year? 

Why do you continue to want to teach?

How will you continue to grow professionally?

Just like leading students through an essay prompt, begin by creating an outline around a single thesis statement. Build a case for your core belief by giving specific examples and demonstrating an in-depth knowledge of pedagogy. Be sure to connect philosophical statements to practical outcomes or examples; otherwise, you risk the “word salad” problem, wherein the statement sounds nice but means very little to the average reader. (See Formatting Your Teaching Philosophy Statement [Plus Best Practices] below for more tips.)

>>Related Reading: 5 Reasons Why Continuing Education Matters for Educators

Be prepared for your philosophy to change over time — it’s not meant to live in stone! If you feel you need to re-write it, follow the prompts above to recrystallize your beliefs and objectives.

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In a one- or two-sentence teaching philosophy statement, you’ll likely touch on your experience, grade and subject specialization, preferred methods and high-level goals. When crafting a longer statement, it should contain some specific components that paint the clearest picture of your teaching style. 

According to the University of Minnesota , strong teaching philosophy statements share the following elements:

• Offer evidence of practice (specific examples)
• Are student-centered
• Demonstrate reflectiveness
• Demonstrate that the writer values teaching
• Are well written, clear and readable

Long-form teaching philosophy statements should follow the same tried-and-true format as a well-crafted student essay:

Introduction

This first section should include mention of: 

• Your teaching methods
• Any subject or pedagogical specialties
• Your preferred method of assessment
• Your high-level goals for all students

As you go into more detail about your experience and teaching practice, it’s a good idea to give examples that support your philosophy. If you choose to cite any educational researchers or studies, be sure you credit your sources. You may want to touch upon:

• A list of courses you have taught
• A list or short descriptions of effective learning engagements
• What you consider the ideal classroom environment
• Your personal approach to classroom management
• How you facilitate age-appropriate learning
• How you facilitate learning for students of differing abilities
• How you involve students in their own learning and assessment
• An example of a challenge you solved in the classroom 

Conclusion 

A good teacher is never done growing and learning. Wrap up your philosophy statement by describing your objectives, which should include student-oriented academic goals, professional development goals and the ideal outcomes of your teaching career. Your conclusion could include: 

• content mastery
• discovery and knowledge generation
• critical thinking
• problem solving
• individual fulfillment
• self-directed learning
• experiential learning
• engaged citizenship
• …or something else?
• The goals you’ve already achieved as a teacher, as well as those in progress
• What makes you unique as an educator

If you are asked for supplemental materials as part of a teaching job application, you can provide: 

• Peer reviews
• Letters of recommendation
• Students’ comments
• Performance ratings
• Lesson plans
• Teaching activities

Your teaching philosophy is unique to you, so there is no right or wrong way to go about it. That said, there are some best practices to follow when it comes to formatting and readability to make it easy for potential employers and others to read. 

Write in the first person: You’re writing about your own goals, vision and philosophy — it’s okay to use “I” statements! 

Write in the present tense: Your philosophy statement should reflect your current views and experience level, not those you hope to have someday.

Avoid wordiness: Your teaching philosophy should be easy enough for an eighth-grade reader to understand, barring any pedagogical terminology. Making simple concepts more complicated for show is an easy way to lose your reader. Unless you’re going for a university lecturer position, avoid the AP-level vocabulary words on principle. 

Use specific examples: Potential employers — or readers of your academic papers — want to know how your philosophy plays out in the classroom. Your expertise in project-based learning (PBL) will carry more weight if you can describe a specific assignment you designed around PBL, and what the outcome was. 

Skip the clichés: If you say you want to teach to “change the world,” or that you believe “children are our future,” be prepared to give concrete examples of what you mean. Teaching philosophies are not meant to be abstract or even overly aspirational — leave this to motivational posters. 

If you find you are struggling to craft your ideal philosophy statement, ask a colleague to review and highlight possible areas for expansion or clarification. You can even ask this colleague to note any recurring themes they notice, so you can mention them briefly in your introduction. Compare your draft to others in your field with similar specialities or levels of experience and make changes as necessary.

The easiest way to maintain and share your philosophy statement and portfolio is to keep everything in a digital format. Whether that’s an editable PDF you can make small changes or updates to, or a cloud-based folder you can invite others to view, digital is the safest and most portable format.  

Here are some examples of teaching philosophy statements from real teachers. Note that each statement will not follow all of the prompts above, but this is because each statement should be unique and personal to each educator. 

“My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. They should be able to have choices and let their curiosity direct their learning as I operate as a facilitator.” Mr. B., Language Arts, 5th & 6th grade

Do I need a teaching philosophy to get a teaching job?

Most teachers who earn master’s degrees are asked to write a philosophy statement as part of their program. Whether or not you have a master’s degree in education, you may be asked to provide some form of a teaching philosophy statement when applying for certain academic or administrative positions. You may also want to craft a version of this statement as the introduction to your teaching portfolio, as your LinkedIn bio, your resume objective statement or your bio for any accreditations (such as for contributions to a publication, awards, volunteer work, etc.).

You will likely never be asked to recite your teaching philosophy, and a lack of a formal written philosophy should not bar you from consideration for teaching jobs. That said, when sitting for interviews, teaching applicants should demonstrate a clear teaching philosophy through their answers.

Can I change my teaching philosophy?

Yes! In fact, teachers should expect their philosophy to change with time, experience, and professional and personal development. If at any point you feel you need to re-write your philosophy statement, follow the prompts in this article to recrystallize your beliefs and objectives.

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Writing a Statement of Teaching Philosophy 

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Many academic and educational jobs require applicants to submit a statement of teaching philosophy (also sometimes referred to as a teaching statement). This document outlines a teacher's beliefs about teaching and how they put those beliefs into practice in their pedagogy. 

A good teaching statement demonstrates what a teacher brings to the classroom—not only their qualifications and personality, but also specific examples of how they make their teaching align with their values.   In addition to presenting a picture of what someone’s teaching looks like to a reader who’s never seen it, teaching statements also offer an opportunity for teachers to reflect and critically engage with their own pedagogy .  

So, what does a statement of teaching philosophy entail?   T eaching statements should be between one to two pages in length, written in the present tense using language that gestures to a teacher’s specific discipline but avoids jargon. The more specificity, the better—good teaching statements avoid empty, generalized statements about what teachers should or shouldn’t do. Instead, they present examples of individual teachers’ practices, and how those align with that teacher’s values and beliefs about educational best practices. And in making connections between theory and practice—in other words, in giving   the what , how, and why of teaching—good teaching statements also avoid simply rehashing the contents of a CV.  

In terms of content, teaching statements should outline:  

• What beliefs and values a teacher holds regarding education, learning, and teaching  
• W hat goals that teacher has for their students    
• H ow that teacher implements readings, activities, discussions, assignments,  etc.  to help students meet those goal s  
• H ow that teacher evaluates and  asse sses  student work  
• H ow that teacher creates an inclusive teaching environment  

Remember that the goal of a teaching statement is to explain a teacher’s overall vision using specific examples. The document should explain what a teacher believes, what a teacher does, as well as why their actions reflect what they believe.

In other words, a statement of teaching philosophy should ground pedagogical action in values—and explain how values contribute to pedagogy. For example, a teacher should explain how their goals for students, activities, and assessment methods reflect their values and contribute to an inclusive classroom. Making these connections will justify a teacher’s beliefs and practices to their colleagues and potential employers—and writing a statement of teaching philosophy can help teachers better understand those beliefs and practices themselves.   

Looking for more on teaching statements? For a  detailed breakdown of how to address these and other points, including examples of Dos and Don’ts and tips for making your teaching statement stand out, check out our Statement of Teaching Philosophy presentation . 

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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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Philosophy of teaching statement.

The process of identifying a personal philosophy of teaching and continuously examining, articulating, verifying, and refining this philosophy through teaching can lead to change of teaching behaviors and, ultimately, foster professional and personal growth.

A philosophy of teaching statement is a narrative that includes:

• A personal vision for teaching and learning.
• A description of teaching strategies or approaches implemented.
• Justification for those strategies, focusing on evidence-based practice.

An effective teaching philosophy demonstrates that an instructor is reflective and purposeful about teaching, communicates instructional goals and corresponding actions in the classroom, and points to and weaves together themes, materials, and activities outlined in the other sections of the portfolio.

General Formatting Suggestions

There is no right or wrong way to write a philosophy statement , which is why it is so challenging for most people to write one.

A teaching philosophy is generally 1–2 pages, double-spaced, in length . For some purposes, an extended description is appropriate, but length should be determined by content and context.

Use present tense, in most cases.  Writing in first-person is most common.

Most statements avoid technical terms  and favor language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may be helpful to have a disciplinary peer review the statement to provide guidance on any discipline-specific jargon and issues to include or exclude.

Describe in detail teaching strategies and methods. It is not possible in many cases for a reader to observe instruction. By including very specific examples of teaching strategies, assignments, discussions, etc., the reader can visualize the learning context described and the exchanges between instructor and students.

Make the statement memorable and unique.  If the document is submitted as part of a job application, readers on the search committee are reviewing many statements. What sets this one apart? Often that is the extent to which it creates a vivid portrait of a person who is intentional about teaching practices and committed to their career.

“Own” your philosophy.  The use of declarative statements (such as, “students don’t learn through lecture,” or “the only way to teach is to use class discussion”) could be detrimental if reviewed by a search committee. Write about individual experiences and beliefs or focus on research that informs the teaching practice described to appear open to new and different ideas about teaching. Instructors often make choices as to the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times service-learning or active learning are most effective, for example.

The following samples are written by winners of the  Graduate Associate Teaching Award  at Ohio State, and are examples of various formats you may choose to use.

Tim Jensen – Department of English

Philosophy of Teaching Statement Tim Jensen Graduate Teaching Associate Department of English Winner of the 2010 Graduate Associate Teaching Award

As an instructor of rhetoric and composition courses, my aim is to motivate students to begin a personal exploration toward effective, ethical communication. This can only happen if they feel genuinely inspired by the improvement made within the short period of a quarter and confident in their ability to learn more—if they feel, in a word,  empowered . To these ends, I practice and continually refine pedagogical strategies that reveal how power, knowledge, and discourse are inextricably woven together with the arts of persuasion, more formally known as rhetoric. I anchor my pedagogy in three interrelated principles, outlined below around Latin maxims. These dictums are not mere flourishes; were you to take my class, you would hear them repeated regularly. Forming the foundation for specific teaching strategies and the constant evaluation of those methods, these principles never allow me to forget that the best teacher is one who adopts the perspective of a perpetual learner. To lead by example, then, I am always seeking to further my own skills in listening, collaboration, and application of knowledge to everyday practices.

Audi Alteram Partem

Like the development of any other skill, critical thinking requires practice, whereby repetitious acts form patterns that become easier to perform, eventually becoming natural, almost instinctual. I employ the strategy of  audi alteram partem — translated as “ hear the other side” —to cultivate this habit of critical inquiry and analytical thinking. For example, instead of qualifying and modifying a student’s comment in class discussion, I will simply respond with the phrase, often kick-starting a fast and loose version of the dialectical process: one student’s comment (thesis) is followed by a counter-perspective (antithesis), resulting in a new claim (synthesis) for the class to think about. Students soon see the pattern develop and try and beat the game, so to speak, by providing a counter-argument alongside their initial comment (“I know you’re probably gonna say that…”). As a methodology,  audi alteram partem  encourages the exploration of claims and their structures of reasoning and evidence, all in an organic, conversational manner. The positive effects of this strategy are consistently visible in students’ analytical essays, where evidence shows them grappling with arguments from a variety of perspectives. My larger goal, though, is to foster the natural trajectory of this thought pattern so that students go beyond small claims to examine larger cultural mores. One recent student email demonstrates this move: “Did you know that in China some pay their doctors only while they stay healthy?! Holy Audi Alteram Partem! Docs only get rich by  keeping  people from getting sick – we should drop that into health care reform!”

Although it is rewarding to see class conversations quickly gain momentum and capture student interest, my use of  audi alteram partem  is primarily driven by a belief in the pedagogical principle of  critical   listening , by which we develop more quickly intellectually and socially by listening to multiple perspectives and logics. In short, I teach rhetoric—the art of persuasion—by teaching the art of listening. Because I am here to learn, too, I practice critical listening by soliciting informal feedback from students through brief emails that simply “touch-base,” scheduling multiple one-on-one conferences, and keeping an “open-door” policy, where I promise to meet with a student at their convenience, in terms of time and location, to the best of my ability. To be an effective instructor, I must listen attentively to students in order to discover their unique learning styles and the particular motivations guiding their education.

Docendo Discimus

To cultivate a thriving atmosphere for critical listening and intellectual exploration, all of my courses place great emphasis on the pedagogical principle of  docendo discimus —the idea that “ we learn from teaching .” To draw on the diversity of insights and experiences of students, it is my responsibility to create an environment where we can all teach each other. My strategies for doing so have taken several years to develop (and are still evolving), perhaps because they are counter-intuitive at first glance: to animate the self-discovered, self-appropriated learning that can truly influence individual behavior, I emphasize the class as   community ; to generate a respectful, supportive, and enthusiastic atmosphere, I  disperse  authority rather than consolidate it. This means, of course, that participants must leave behind the passive role of “student” and adopt a more active orientation that highlights responsibility and accountability. Enacting this principle is more challenging than retaining the traditional roles of student/teacher, but I have found that the results are always worth it.

For example, I recently asked those in my section of ENG 276 (Introduction to Rhetoric) if they would like to include a peer-evaluation component in their first project, and the majority voted in its favor. From there we radically democratized the entire process: in one class session we surveyed sample assignments using a variety of rubrics, exploring the value of different terminologies and evaluative frameworks. Then, with the help of a detailed online survey I designed, they submitted responses on those elements they found most productive, why so, and how they would like to see the peer evaluation integrated. (This particular group chose to have five individual peer reviews be averaged together in determining 20% of their final grade using a holistic, comment-heavy rubric.)  Docendo discismus  in action, then, looks like this: students actively, voluntarily choose to become teachers, explore options as a community, and democratically determine the language and structure of their own learning process. This is just one example among many energizing, ever-evolving attempts to empower students by encouraging them to perceive themselves as valuable teachers. There are smaller instances, such as calling for volunteers to lead discussion, and more involved cases, like having former students visit a current class to talk about how they succeeded at a particular project— without  me in the room to moderate or influence. Though it may seem paradoxical, I have discovered through trial and error that the best way for students to cultivate a sense of ownership in their education is through the radical sharing of knowledge.

Non Scholae Sed Vitae Discimus

At the core of my pedagogical philosophy is the principle, “ we learn not for school, but for life .” To awaken students to the persuasive forces at work on their attitudes and behaviors is to awaken them to their responsibilities as citizens, friends, family members, and principled human beings. The experience of working with several hundred students, however, has significantly altered my approach to communicating the value and importance of a heightened rhetorical consciousness.

Over the past three and a half years, I have moved away from a top-down method of inculcation, where I repeatedly, explicitly declare the importance of rhetorical education, to a  bottom-up, micro approach . Using this strategy I focus on seemingly banal, everyday occurrences in a casual tone and exploratory atmosphere. For instance, I will often use the first few minutes of class to nonchalantly describe a random encounter which brought to mind a previous class discussion or reading, encouraging others to help me  pull it apart and think through it. It only takes a few class sessions before students seek to supplant my examples with their own, which I encourage. The conversations that follow, which often have that infectious tenor of “class hasn’t  really  started yet,” are as light-hearted as they are incisive. Only after allowing this to continue for several weeks will I begin to explicitly drive home the importance of sensitizing ourselves and others to surrounding rhetorical forces. Consistently evaluating my teaching methods has led me to this approach, which I find favorable for a variety of reasons: it creates a database of examples I can use to ground theoretical principles using familiar contexts; it tacitly encourages students to look to their own lives for examples of rhetoric; and it carves out a space where students have the opportunity to learn within a context framed by their own concrete experiences.

I have discovered that the most effective route for making my courses valuable and practical to everyday experience is my communication with students throughout the composition process. Because of the importance of feedback, I have selected a representative example for the instructional materials section, where I elaborate my approach to positive, practical feedback.

In outlining the pedagogical principles that guide my teaching style and strategies, I aim to show how these maxims constitute a powerful frame for viewing the world. I teach by these principles because of my ardent conviction that they provide a path for bettering oneself and one’s community.

Glené Mynhardt – Department of Biology

Philosophy of Teaching Statement Glené Mynhardt Graduate Teaching Associate Department of Biology Winner of the 2010 Graduate Associate Teaching Award

I spent the first thirteen years of my life in South Africa. Growing up in one of the most beautiful and species diverse countries stimulated a natural desire for me to want to study biology. When my family moved to the States, I remember having to make several cultural adjustments. Many were changes on a personal level, but becoming familiar with new ways of learning was especially challenging. High school was relatively easy for me, but being a college student required much more effort. Despite a strong desire to learn, and a passion for biology, the typical lecture setting at the very populous institutions where I gained most of my educational experiences was not ideal. During my sophomore year in college I sought something outside of coursework to test whether I was really cut out for biology. I began volunteering as an undergraduate research assistant in an insect systematics laboratory, and began sorting through large jars of insects that were stored in ethanol. The amazing diversity of insects found in one jar was so fascinating that I would spend around eight hours sorting through these samples. My time in the lab allowed me to get involved in field work, learn different sampling techniques, and become familiar with how data were processed. I finally got to  experience  the dynamic, fun nature of science! Learning had become so much more, because science wasn’t just an isolated subject in a textbook – it meant using real processes to study real phenomena.

I have established two primary philosophies as a teacher: to get students to think about science as a process, and to individualize their learning experiences, the former of which I learned as a student myself, and the latter of which became evident as an effective teaching strategy.

Progressing through graduate school allowed me to define learning as a personal process of growth. Being able to ask questions and actually attempt to answer those questions was extremely motivating. The same ideas flowed into my classrooms, where I urge my students to think about very basic questions they have, and to begin questioning all those “facts” in the textbook. It was only after I had begun teaching at The Ohio State University that I became acutely aware of my initial failures as an undergraduate student. I realized the interactive, intellectually stimulating classroom environment was lacking in most of the courses I took. I learned about my own potential, but only after I had already experienced years of education! Because of this, I have made an effort to be not only a mentor, but a teacher in learning, by providing my students with opportunities to learn in ways they are most likely to benefit from. Since the first moments as a teacher, I realized how precious the time was with my students, and how I wished to help them find their love for biology, just as I did, by being involved and invested in more hands-on methods of learning. Just like me, most of my students already know that they like biology, but I want them to begin understanding the  process  of scientific thinking rather than learning definitions without context to real data. In order to achieve this, I continually aim to involve students by using a variety of methods in all of the classes I teach.

Involving and motivating students presents its challenges, but my goal of  individualizing  learning creates an open and comfortable classroom environment where students can feel free to ask questions, make mistakes, and challenge themselves. It is by breaking down the barriers to learning that students can face their own misconceptions. My background as a struggling undergraduate has given me a great measure of sensitivity to each student’s learning process. I firmly believe that students enter the classroom with expectations to learn and advance their knowledge, which I assessed in my own classroom one term by asking two of my 30-student honors labs to write down their personal definition of “learning.” I was not surprised to see that all of them carried the same underlying message, that learning is  the process of gaining new knowledge or perspectives that change the way we think about the world . In order to keep students motivated, I have found that it becomes imperative to be a creative teacher, by utilizing various active learning methods like group discussions, peer teaching or presentations, and “muddy points” cards, the latter of which allows students to write down what they think they don’t clearly understand. Students rarely admit that they don’t know anything, so using methods that allow them to bring their misconceptions or misunderstandings to light provides an opportunity for me to determine whether my teaching is effective. Another tool that I find equally effective in the classroom is to establish rapport with my students by making it a point to get to know my students, not just by name, but by asking them to think about their personal goals as potential future scientists. I also ask them to rate biology on a scale from one to ten to gauge the level of enthusiasm and perception students have for science. Based on this information, I am able to get to know my students and approach them in different ways to personalize their learning. This is reflected positively in my evaluations, where students always feel that they can approach me, ask questions, or even challenge their own thinking. In addition, several of my previous students loved my biology courses so much that they now teach as undergraduate teaching assistants, and several have pursued graduate school to further explore their interests.

Getting students involved in learning often means being inventive with one’s teaching methods and has encouraged me to use various active learning techniques in the classroom, and presents another way to individualize my students’ learning experiences. Each class session includes the presentation of a basic concept, a real example of why the topic is relevant, and some challenging questions about how the topic applies to students’ lives. If students are learning about the structure and relative location of arteries and veins, I usually ask them why western societies wear wedding bands on the left ring finger. They are amazed to learn that some societies do so because the aorta branches directly to the left arm, which directly connects the left ring finger to the heart. They are able to make connections between structure and function, and make ties between science and culture. I have found that when students are presented with these linkages between science and “real life” they are able to question their personal beliefs in a scientific context. In other words, students are thinking like scientists and are being engaged on a personal level. In the example of the ring finger they are also able to think about anatomy and function as the underlying process, rather than memorizing the end-products of science. My goal is to have students leave the classroom with an attitude of inquiry, something I think is necessary to be a good scientist and a good citizen. Encouraging students to question what they know results in fruitful and revealing classroom discussions and has allowed me to identify common misconceptions. For example, most students know about the process of electron transport within the energy-providing mitochondria in a cell. I ask students to think about bacteria, which do not have mitochondria. How do bacterial cells achieve this process without mitochondria? By deconstructing larger concepts into smaller pieces, students become really successful in understanding how universal or unique biological “facts” are in different systems. Given my background as a struggling undergraduate, the way I teach has made me a more successful teacher, because I finally understand what it means to learn meaningfully.

The personal journey that I have taken as a teacher has extended beyond the classroom, into areas that I never imagined. I have had humbling opportunities to help other TAs with their teaching, which has been remarkably insightful and informative. My roles as a teaching fellow, orientation facilitator for the University Center for the Advancement of Teaching (UCAT), and as graduate UCAT consultant, have brought teaching to the forefront of my graduate career. The same qualities, which are meaningful to me as a teacher – making the classroom  process-driven  and individualized  – are echoed in my role as a mentor to other teachers. The classroom is a dynamic space, where each teacher can do the things he or she wishes to do. It is the place where another undergraduate student can struggle, fail, and learn how to excel.  It is the place where I started as a student, the place that could have taught me so much more than what I learned. Years after struggling as that student, I am a teacher, a mentor, and a researcher, but only because I found something meaningful that taught me something about biology and science. That is what I aim to create for my students.

James Collier – Department of Communication

Philosophy of Teaching Statement James Collier Graduate Teaching Associate Department of Communication Winner of the 2012 Graduate Associate Teaching Award 

More than anything, I want students to recognize my genuine passion for teaching and interest in them as individuals. I want my classes to be challenging but fair, valuable beyond their time at Ohio State, and fun. I am obligated to provide a high quality experience, and strive to be the teacher I want as a student. To accomplish this, I integrate things I have learned in my own classes, student evaluations and a variety of studies and books I have read about teaching on the university level.

First and foremost, I want to challenge students and push them out of their comfort zone. I tell them the first day: if school is not challenging, their investment of time and money is trivialized, to the detriment of their value to prospective employers. Being demanding yet fair is by far my most difficult task. There are always gifted, self-motivated students who will rise to any challenge I offer. What about those less driven, or less able? It says little of me if I set the bar high and then watch dispassionately as students sink or swim. That is not how I work. I implore them to make a consistent effort, with the promise I will provide support for anyone who demonstrates as much. Many of my students struggle early. I reassure them as a class, and privately: ‘Don’t panic, don’t quit; as we progress through the quarter, this will become more and more normal.’ This reassurance does not work like magic, but eventually it does take hold. My rules are simple: Don’t panic, don’t quit, come talk to me. I always find a way to reward effort. This includes extra credit opportunities, but never ‘free of charge.’ I trade points for knowledge. On my Carmen site, I post an entire section of additional readings of interest. Students know up front that at the end of the quarter, they can do additional reading and take a quiz. I credit any points they earn toward prior quiz grades, allowing them to make amends for earlier disappointments. Ultimately, most students trust me and buy into the system. My grades are relatively high; not because I give students anything. The grades are earned. In addition to challenging, I want my class to be interesting and fun.

My methodology entails heavy reading (approximately 100 pages per class period) and abbreviated lectures (approximately 30 minutes). Research demonstrates that reading improves vocabulary and language use, which improves writing skills – all of which improve public speaking skills. All are premium job skills. I adopted shorter lectures based on student feedback. Students find interaction and discussion more interesting. To ensure that students read with a sense of purpose, every class begins with a brief quiz. We review the answers in class, and as we do, I expand on the content and add detail by referencing other sources. This tends to spur interest and further discussion as we walk through the quiz. In addition, I allow students to ‘negotiate’ with me. In other words, I allow them to ask if what they put is sufficiently accurate. Sometimes I say no, sometimes I give half credit, and sometimes what they write is not at all what I was looking for, but I am so impressed with the level of detail they absorbed, I give them full credit. This is one of the most enjoyable aspects of the class because, while the heavy reading and daily quizzes can seem daunting, students quickly realize that they are empowered to make their case and earn credit. This is my way of acknowledging that creating each quiz is not an exact science, nor are the items I select the definitive aspects of the reading. The give-and-take of these exchanges inevitably leads to laughter, inside jokes related to prior quizzes, and mutual respect between us. The level of enjoyment these ‘negotiations’ generate is most notable at the end of the quarter when I offer the extra credit quizzes in my office. Students arrive sporadically over the course of two hours, take the quiz and leave due to time constraints. Almost all of them say something to the effect of ‘this is not as much fun without the negotiations; I miss that.’ To hear this is priceless because many of these students struggled a bit throughout the quarter, and to hear them lament the fun being over is truly amazing. In addition to being interesting and fun, I want to be organized and responsive. This manifests itself in three ways: 1) daily game plans; 2) e-mail response and personal meetings; and 3) immediate grading.

During the last 5 minutes of each class, I review the up-coming readings. I tell them why we are covering this material and how it connects to prior readings and our larger plan moving forward. I provide a general guideline to what they should focus on, and what they can gloss over. By articulating these connections, I help them organize their thoughts and synthesize the readings. It also alleviates the sensation of being pounded by wave after wave of readings. As mentioned earlier, I know that a certain portion of the class will struggle early on. I allow for time to meet with students after class, am very diligent about responding to e-mails quickly, and devote 4 office hours per week for personal consultations. Students always know that I am there for them. Without question, the organizational aspect that students most appreciate is my quick and detailed grading. Quiz grades are posted by late afternoon. Rather than extensive papers at mid-term and final, students write 5 papers between 600-700 words in length at a time of their choosing – giving them freedom to manage their time. I grade and return these papers with detailed comments the same night they are submitted. To earn their participation points, they post 10 opinion paragraphs between 200-230 words in length on our Carmen discussion forum. I read and post these grades the same night. The final component of the class entails a group presentation where each student presents a media sample related to the current content and poses discussion questions to their classmates. These grades are also posted immediately, along with my comments. All told, students know their grade in real-time, where they stand, and why. This is a show of respect and organization they really appreciate.

Self-improvement  I have done many things to further my development. Last fall, I shadowed one of our full professors for an entire quarter, and wrote a 1500 word essay about my observations for class credit. I wanted to pursue the teaching specialization minor but realized I could not fit the class requirements into my other class and teaching schedule, as well as pursue all my research projects. Nonetheless I learned a lot by watching a seasoned veteran for ten weeks. Last October, I conducted a two hour workshop for new graduate students who were scheduled to begin teaching later in the year. This was mutually beneficial because the preparation and subsequent discussion forced me to reflect on my own teaching, triggering new ideas. Upon request, I have served as a guest lecturer in six undergraduate Comm classes. I was also invited to give a two hour lecture on the political history of the Middle East and Central Asia for graduating Air Force ROTC cadets. This opportunity came because a former student recommended me to his superiors. I am currently writing and producing a series of television shows with a group of students majoring in television production. I work directly with their advisors to ensure the project warrants class credit. I am also helping a former student on his undergraduate thesis project. He has enlisted my help in acquiring sources, and also for editing the paper. I also make an effort to read books and studies that examine teaching on the university level. These include Academically Adrift: Limited Learning on College Campuses, by Richard Arum and Josipa Roksa; one study by the Association of American Colleges and Universities, and one by the American Council of Trustees and Alumni. All told, my passion for teaching leads to opportunities to teach more, which enhances my skills and creates further opportunities. I am never ‘good enough’ and am always seeking opportunities to hone my skills and contribute to others, including fellow graduate students.

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Developing a Statement of Teaching Philosophy

Your statement of teaching philosophy is a short document that should function both as a stand-alone essay that describes your personal approach to teaching, and as a central component of the teaching dossier.

Your statement should not simply describe your experiences and initiatives in teaching. It should provide “a systematic and critical rationale that focuses on the important components defining effective teaching and learning in a particular discipline and/or institutional context” (Schönwetter et al. (2002), p. 84). It is personal and reflective, drawing on your own experiences as a teacher.

Your statement of teaching philosophy can:

• Clarify what you believe good teaching to be
• Explain what you hope to achieve in teaching
• Contextualize your teaching strategies and other evidence of teaching effectiveness
• Provide an opportunity for reflection on and the development of your own teaching

A statement of teaching philosophy can be constructed in a number of ways. For example:

• include descriptions of an instructor’s specific teaching strategies (e.g. a description of a particular assignment or class activity), alongside the instructor’s teaching beliefs
• integrate these strategies into the philosophy statement
• describe them in a separate document (a “Statement of Teaching Practice”)

Other common components of a statement of teaching philosophy include:

• A brief description of your teaching context, including the elements of your field that most shape your approach to teaching. This might also include a description of your students, and their most important learning goals and challenges.
• Your definition of good teaching, with an explanation of why you have developed or adopted this particular definition.
• A discussion of your teaching methods: how do you implement your definition of good teaching?
• A discussion of your evaluation and assessment methods and a description of how they support your definition of good teaching.
• A description of your teaching goals: with what content, skills, or values should students leave your classroom?
• What are your goals for improving your own teaching?
• As concise as possible: 2-5 pages single spaced is common as a minimum length, but there is no set length for the statement. The document may be longer, for example, if it includes information on specific teaching strategies.
• Include generous white spaces between paragraphs to allow for ease of reading.
• Written in a personal, relatively informal tone, usually in the first person. Sometimes mentioning the names of scholars who have been particularly influential to your teaching can be valuable, but the statement should generally not include a substantial review of relevant research.

Steps to Completion

Consider how the following elements shape your teaching:

• Content: What do you teach?
• Methods: How do you teach? What are some of the common teaching approaches in your discipline?
• Learners: Whom do you teach?
• Context: When do you teach?
• Instructor: What is your role?
• Ideals: What guides your teaching? Why do you teach?

Write some notes in response to one or more of the following guiding questions:

• What do I consider unique about myself as a teacher?
• What is my greatest challenge when it comes to teaching?
• What is challenging about teaching in my discipline?
• When I am a student, what conditions are necessary for me to really learn?
• Who is my model of a really effective teacher and what made them a good teacher?
• What is challenging about learning in my discipline?

Using your notes in response to one of the guiding questions, formulate a claim about your teaching approach or beliefs. You might use or modify one of the following prompts:

• “I believe the role of a university instructor to be…”
• “My goal as an instructor of graduate students is to…”
• “I can identify three main challenges for undergraduate students in my field:…”
• Use metaphor if appropriate: “I see my role as that of a guide…”

What are some teaching strategies/activities that you’ve used as an instructor or experienced as a student that support the kind of learning or teaching described in your teaching claim?

How do you know this teaching method supports the kind of learning or teaching described in your teaching claim? This evidence can be anecdotal, derived from evaluations of your teaching, or located in your supporting materials.

Try to identify at least 3 or 4 core teaching beliefs, write corresponding teaching statements, and identify relevant teaching methods and evidence.

How are these ideas connected? What kind of instructor do they describe? These connections can help you come up with a “thesis” about who you are as an instructor that can form the introduction to your statement and provide an overall narrative and structure for your dossier.

Do these statements accurately capture who you are, or want to be, as an instructor? Is any thing missing? Are these teaching claims appropriate to the types of teaching contexts where you will be teaching?

This might be a colleague or mentor in your field, in another discipline, or someone from CTSI.

Avoiding Common Pitfalls

Some common complaints from people who evaluate teaching philosophy statements include:

• Too general : A statement that does not reflect the particular beliefs, experiences, and circumstance of the author.
• A statement that is not reflective : it simply lists teaching techniques or experiences, but does not describe how these techniques or experiences have contributed to the author’s beliefs about what constitutes effective teaching.
• A statement that dwells too much on negative experiences or circumstances.
• Too clichéd : A statement that expresses a belief in a popular contemporary approach to teaching without establishing how that approach has been integrated into the author’s teaching.
• Too oblique : A statement that references a philosophy or belief but never describes it outright.
• Too few examples : A statement that does not include information about how the author knows his or her teaching to be effective.
• Too much jargon : A statement that includes too much jargon (e.g., relating to pedagogical or disciplinary research) may be less accessible to your readers.

Additional Resources on Developing a Statement of Teaching Philosophy

Pool, Gregory. (2011). The deep end: Self-reflection: Easier said than done .

Pratt, D.D. & Collins, J.B. (2011). Teaching perspectives inventory .

University Center for the Advancement of Teaching, Ohio State University. (2017). Philosophy of Teaching Statement .

Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3), 1-2. Nederland, CO: Professional and Organizational Development Network in Higher Education.

Schönwetter, D., Sokal, L., Friesen, M. & Taylor, L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83-97.

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Writing a Teaching Philosophy Statement for the Academic Job Market

Resource overview.

Basic information about writing successful teaching philosophy statements for the academic market.

The Teaching Philosophy Statement is a concise and specific personal essay that describes your core approach(es) to teaching and learning and expresses how you understand your role in the classroom.

Basic Stylistic Conventions

The statement should be single spaced and one-two pages in length (unless otherwise specified for a particular job ad). In the essay, you’ll use the first person (“I” pronouns) and stick with the present tense (I do “x” when I teach “y”), whenever possible. You should limit technical jargon that may not be accessible to everyone on the committee, and be sure to define any needed technical terms clearly. The tone should be professional but conversational. In terms of formatting, it’s a good idea to match the rest of your job market documents (If you’ve written in Times New Roman 12pt for your CV and your job letter, then stick with that for this document as well).

Note that a teaching statement is not simply a list of your past teaching experiences or a list of what you can teach at the job you are applying too (these items will find there way into your job market materials through your CV, teaching portfolio, and other documents). It is also not an article on teaching, or a commentary on the general state of teaching today.

Purpose and Audience

When you write your teaching philosophy statement for an application for a faculty position, think about the reasons a search committee may request the document and try to anticipate questions the committee may have about your teaching, such as the following:

• Is this candidate qualified for the teaching responsibilities of the position?
• Does her approach to teaching suggest that she would be a good “fit” for our department and our students?
• Does this candidate want to teach? If so, why?
• If I were to step into a classroom and observe this candidate teaching, what would I see?
• How do this candidate’s research interests shape their teaching?
• What will this candidate add to our department? What will our students gain from their classes? What will our department gain in terms of specific courses, new opportunities for students to develop their skills and knowledge, and interesting pedagogical approaches?
• How does this candidate respond to the perennial challenges of teaching, such as motivating students to learn, evaluating student work, maintaining high standards in the classroom, and juggling teaching with other responsibilities?

What a Teaching Statement is Not:

• A list of your past teaching experiences and/or a list of what you can teach at the job you are applying to (Instead, do this more subtly by weaving in examples from your previous teaching that might highlight the ways that you are especially qualified for the teaching in this new position.)
• A summary of all your student evaluations (This goes in a teaching portfolio. That said, if  students consistently describe you in a way that is critical to your overarching teaching philosophy, choose a representative example or two that can demonstrate evidence of how your philosophy plays out in your teaching practice.)
• A summary of feedback from colleagues and mentors (See second bullet point.)
• An article on teaching
• A general philosophy about the state of teaching today

What Do Successful Statements Do?

Successful statements are forward and backwards looking. They draw on your previous teaching experiences with an eye towards the kind of work you may be asked to do in the role that you are applying for. They also demonstrate a narrative of progress, illustrating the ways that you’ve reflected on past experiences and intend to grow as a teacher in the future.

The best statements provide a clear and specific-to-you opening that guides the essay that follows. They also highlight concrete examples of specific course topics, assignments, assessments, and teaching methodologies that demonstrate how the overarching principles involved in your teaching philosophy are at work in particular contexts. They include representative examples which describe the breadth of your teaching experiences, relying particularly on those experiences which have most informed your practice.

Successful statements are also student-centered–they explain not just what you will do but also what students do in your courses. They are also attuned to the particular challenges associated with teaching in your discipline.

What Kinds of Experiences Can Be Drawn on?

Choose teaching experiences which showcase most clearly your teaching philosophy. If you haven’t had many opportunities for formal instruction, draw on your years of experience as a student and the informal teaching situations that you’ve be a part of: mentoring, leading study groups, community service, tutoring, etc. Explain how these experiences will influence your approach to teaching a college-level course.

Further Assistance

The Center for Teaching and Learning offers teaching philosophy statement workshops each semester for those at WashU on both the Danforth and Medical campuses. Consult our events page for more information. In addition, the CTL also offers the Jump-Start to Writing a Teaching Philosophy Stat Program, a month-long guided peer review opportunity that builds on the material from the initial workshop, while helping to facilitate the drafting and revision of the teaching statement. The Jump-Start program offers the opportunity for graduate students and postdocs to work in guided small groups to begin and advance the writing process. This program takes place in the fall and in the late spring each year.

Individual consultations with our staff on writing, revising, or tailoring your statements are also available for Washington University faculty, graduate students, and postdocs.

We also encourage graduate students and postdocs to consult with faculty advisors, mentors, and peers in your discipline about your teaching statement. Those in your discipline can provide specialized feedback that will help you improve your statement’s effectiveness and clarity.

Austin, Rachel Narehood. “Writing the Teaching Statement.” Science Careers. April 14, 2006. http://sciencecareers.sciencemag.org/career_magazine/previous_issues/art…  .

Chronicle of Higher Education, How to Write a Teaching Statement that Sings.  https://chroniclevitae.com/news/1114-how-to-write-a-teaching-statement-that-sings?cid=at&utm_source=at&utm_medium=en

Haugen, Lee. “Writing a Teaching Philosophy Statement.” Center for Teaching Effectiveness. Iowa State University.

Kearns, Katherine D. & Sullivan, Carol S. Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. 2011.  http://advan.physiology.org/content/35/2/136.short

Lang, James M. “4 Steps to a Memorable Teaching Philosophy. The Chronicle of Higher Education. August 29, 2010.  http://chronicle.com/article/5-Steps-to-a-Memorable/124199/ .

Mangum, Teresa. “Views of the Classroom.” Insider Higher Education. October 28, 2009. http://www.insidehighered.com/advice/academic_career_confidential/mangum10 .

Montell, Gabriela. “How to Write a Statement of Teaching Philosophy.” The Chronicle of Higher Education. March 27, 2003.  http://chronicle.com/article/How-to-Write-a-Statement-of/45133 .

Montell, Gabriela. “What’s your Philosophy on Teaching, and Does it Matter?” The Chronicle of Higher Education. March 27, 2003.  http://chronicle.com/article/Whats-Your-Philosophy-on/45132/ .

O’Neal, Chris, Meizlish, Deborah, and Kaplan, Matthew. “Writing a Teaching Philosophy for the Academic Job Search.” CRLT Occasional Papers. No. 23. University of Michigan Center for Research on Learning and Teaching. 2007. http://www.crlt.umich.edu/publinks/CRLT_no23.pdf .

Van Note Chism, Nancy. “Writing a Philosophy of Teaching Statement.” Ohio State University. 1998.  http://ftad.osu.edu/portfolio/philosophy/Philosophy.html .

Vick, Julie Miller and Furlong, Jennifer S.. “Writing Samples and Teaching Statements”, The Chronicle of Higher Education Dec. 20, 2010. http://chronicle.com/article/Writing-SamplesTeaching/125726/ .

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On this page

• Developing Your Teaching Philosophy
• General Guidelines
• Examples of Approaches
• Examples of Statements

A teaching philosophy statement is a written description of your values, goals, and beliefs regarding both teaching and learning… and uses evidence from your teaching to make the case that you have excelled as a teacher… As a general expression of your beliefs and practices, your teaching philosophy can shape your syllabi or introduce your course website.

Teaching philosophy statements are unique to each individual and reflect contextual factors such as the discipline, influential mentors, personal educational experiences, type of teaching (graduate vs. undergraduate, large vs. small classes etc.), and program-related teaching requirements (e.g. case-based learning), to mention a few.

Why Write a Statement of Your Teaching Philosophy?

A statement of your teaching philosophy is often a required or highly recommended part of a tenure dossier, so many instructors only develop teaching philosophy statements during the tenure submission process. However, this is not the only time a teaching philosophy statement is useful. Early in your career, it is very helpful to have gone through the process of reflecting about your own teaching, which gives you a better idea of your beliefs and strengths as an instructor and the ways in which you could develop your teaching practices over time.  For instance, if you are a proponent of team-based learning, you could seek out new approaches to group learning that would make it a better/more effective learning experience for your students.

Another reason to have a teaching philosophy statement is that it is increasingly common to ask for such a statement as part of the application process for tenure track positions. As well, teaching philosophy statements are usually required for nominations for teaching awards , such as the 3M National Teaching Award.

Developing Your Teaching Philosophy Statement

If you seek a career as an academic, ideally you should begin to articulate your teaching philosophy in graduate school. The sooner you start thinking about your teaching philosophy, the easier it is to formulate a statement when you need it. Once you have articulated your beliefs and practices as an instructor, it is far easier to jot down relevant examples of your teaching strategies and successes as you go. Don’t leave it until the time when a polished teaching philosophy statement is needed.

Over the years, keep a file of

• how you enact your teaching beliefs in your courses
• how your thinking about your teaching practices has evolved
• what you have done to change or enhance your teaching practices
• what new innovations you have incorporated into your teaching.

With this file at hand, it will be a much easier job to pull together or revise your teaching philosophy statement, and include examples to illustrate how you translate your teaching philosophy into effective classroom practices that facilitate student learning.

General Guidelines for your Teaching Philosophy Statement

• Make your Teaching Statement brief and well written. While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use a narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline-specific. Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms , as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise. Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

(List adapted from Center for Teaching, Vanderbilt University )

In addition to these guidelines, another valuable suggestion is to have your Teaching Philosophy statement reviewed by academic colleagues who may have other insights into what you could include in your statement. As well, you need to make sure that you are conforming to specific expectations (if there are any) from your Faculty or Department about what to include in your Teaching Philosophy statement. For example, according to The Teaching Dossier: A Guide for the Schulich School of Medicine & Dentistry (pdf), the statement of teaching philosophy "may include, but not be limited to, discussion in each of the following:

• your personal theory of learning (e.g., what happens inside students when they learn)
• the goals for instruction (what should be learned)
• the role(s) and responsibility(ies) of the student in this process
• the role(s) of the instructor in this process
• a description of the variables which promote learning

Components of Your Teaching Philosophy Statement

A statement of teaching philosophy is a flexible document, and can be successfully constructed in a number of different ways.

One way is to include descriptions of specific teaching strategies (e.g., a description of a particular assignment of class activity) alongside your teaching beliefs. Some instructors prefer to integrate these strategies into the philosophy statement; others prefer to describe them in a separate document (a “Statement of Teaching Practice”). Other common components of a statement of teaching philosophy include:

• your definition of good teaching, with an explanation of why you have developed or adopted this particular definition
• a discussion of your teaching methods: how do you implement your definition of good teaching?
• a discussion of your evaluation and assessment methods and a description of how they support your definition of good teaching
• a description of your students, and their most important learning goals and challenges
• a description of your teaching goals: with what content, skills, or values should students leave your classroom? What are your goals for improving your own teaching?

(List adapted from Centre for Teaching Support and Innovation, University of Toronto )

Nancy Chism’s (1998) classic article on teaching philosophy statements outlines guiding questions for developing key components of a good teaching philosophy statement, including:

Conceptualization of Learning

• How does learning take place?
• Based on my observation and experience, what do I think happens during a learning episode?

Conceptualization of Teaching

• How do I facilitate learning?
• What are my assumptions about teaching?
• Why do I teach the way I do?
• How do I motivate, challenge, or support students?
• How do I deal with students who struggle?
• How do I vary my approach?

Goals for Students

• As a result of learning, what do I expect my students to know, do, or value (in their careers and future lives)? Why?
• What does my teaching philosophy mean for my students?

Implementation and Assessment

• How are my conceptions of teaching and learning transformed into instructional strategies?
• What are the consequences of my instructional strategies?
• How do I know my teaching is effective?
• What data do I use to gauge my effectiveness?

Your Future as a Successful University Teacher (Personal Growth Plan)

• What goals have I set for myself as teacher?
• How will I accomplish these goals?
• What are some present challenges to overcome in order to achieve my goals?
• How have I developed?
• What evidence do I have that can demonstrate my development?
• What has changed over time in my assumptions and actions?
• How have I met goals that I set in the past?

Examples of Approaches to Writing Your Teaching Philosophy

Adapted from Reflections (Spring 2000) by Mike Atkinson

There are numerous approaches you can take when writing your teaching philosophy. Let's examine several of these by looking at the reflective statements from some of Western's award-winning teachers. These should not be considered as mutually exclusive strategies. In fact, many instructors use a variety of these styles.

Focus on the Purpose of Teaching

This approach presents a general statement about what you see as the "job" of a university instructor. You might consider what the instructor ideally should do in the classroom. How does this help the student to develop? Remember to keep your comments focused and to the point.

"My responsibility as a teacher is to create an environment where students are empowered to think critically and creatively, to learn to seek resources to achieve their learning goals, to develop as self-evaluators, and to receive constructive feedback about their work. I am very cognizant of the need for undergraduate students to acquire specific knowledge while they develop the attitudes and skills that are essential to professional practice in nursing." (Carroll Iwasiw) "Teaching in a professional faculty, I am constantly mindful of the need to ensure that the theory I discuss is presented in a context that is meaningful to my students. Most of my students are mature students, for whom relevance of subject matter to their chosen careers is highly valued. Most of my graduate students have had substantial experience as teachers and administrators and are looking for theory to explain, if not outright solve, the problems they encounter in practice." (Greg Dickinson) "The primary challenge I have faced is related to the fact that my field--Restoration and eighteenth-century literature--seems remote to most students. My job, I believe, is to make the field come alive for the classes I teach, to demonstrate its centrality in the culture of the late twentieth century, and to instil a love for works that might initially appear intimidating in their neoclassicism or vexing in their satiric density." (Alison Conway) "Teachers provide a catalyst for learning by making information understandable and applicable to students. A teacher must have an intense passion for teaching. An effective teacher also has the will and the ability to show emotion, realizing that genuine emotions not only reveal his or her character, but also are an effective and personal means of communication. And not least, a teacher must know the importance of being humble." (F. P. H. Chan)

Personal Reflection

Here, the individual outlines how and why he or she entered the profession of academia. This may be quite specific ("My father was a customs officer and I became intensely interested in people's ability to lie") or very general ("For as long as I can remember, I have been interested in helping students to learn"). Some questions for you to consider: Why did you become a university instructor? Who were your role models? What attracted you to your specific area of study?

"I chose to study French when I entered university because of an intense interest in language and languages, which I developed in my first year of secondary school. In my teaching, I start from the assumption that each student either has a similar fascination already and that my task is to help her follow it further, or that she has the potential to be as fascinated as I am, and that my job is to help her develop that enthusiasm for the subject matter." (Jeff Tennant)

Citing Specific Tactics

In this approach, the instructor discusses specific examples of things she or he has done in the classroom. The focus here is not so much on a listing of activities as it is on a demonstration of pedagogical approach.

"Even in large lectures of a few hundred I attempt to invite at least minimal participation, for example, through 'You Be the Judge' exercises. In smaller settings I employ debates, role-playing, dialoguing, and mock trials or hearings--techniques that require students to 'sift through the evidence,' enabling them to adopt various perspectives and make defensible arguments for them." (Greg Dickinson)

"Let me start by saying that I find the term 'philosophy' to be rather too pretentious for my approach to teaching. However there are several things that I do in an attempt to be as effective as possible in the time available. I try to be organized so that both the student and I know what is coming, where we have been and what is expected. I also work hard at getting the students involved individually in the lectures and keeping them up to date in the course material. I try to know everyone's name and I ask lots of questions in class. On a weekly basis, I hand out short problem sets and we hold sessions in which student volunteers present the answers on the board to the rest of the class. The vetting of the problem sets can be quite time consuming, but I am convinced that it is one of the most effective things that I do". (D. H. Hunter)

The Larger Picture

An instructor may want to set a broad philosophical background for his or her own pedagogical approach. As always, this does not have to be a lengthy discussion of philosophical theory. Rather, the focus is on your own values and beliefs. Such statements tell the reader a great deal about your personal approach to teaching, interaction with students, your choice of instructional format, evaluation, and so on. Think about what values are the most central to your beliefs about education. Equality? Perseverance? Exploration? Whatever you choose, this is a good way to begin your statement of teaching philosophy.

"Teaching is one of the most important of all human activities with a potential for great good or harm. It is far more complex than most people realize and makes large professional and personal demands on the teacher. It repays the teacher's efforts many times over in terms of the gratification in being a part of the awakening and development of students". (W. Wayne Weston)

"My cognitive machinery is not designed for fine detail work. I think about and understand the world in broad strokes on large canvasses. In the classroom, my emphasis is always on the big picture because that is where I am most fluent. I tend to 'dig down' to the necessary level of organizational detail rather than 'build up' from all of the component bits and pieces. I am open with my students that they probably command more of the minutiae of the discipline than I--but I also warn them of the speed with which our knowledge of minutiae changes. I try to model a way of being intrigued by, and working with, knowledge rather than being chock-full of it." (Tom Haffie)

"My philosophy of teaching is less philosophy and more value-based. However, I do have some basic tenets that I hold dear to my pedagogical practice. My first premise sounds trite but is absolutely critical to what I do in class: I believe I teach students, not a subject. Of course, it is not completely true and I do teach a subject, but I am teaching students about a subject. I have long admired the question, 'What is worth knowing? and try my best to remind myself of that question when I prepare for classes. Its corollary is equally important, 'How do you go about getting to know what is worth knowing?' For both questions, the issues of HOW to teach and HOW to learn are critical. Teaching to me is about process first, content second." (Don Morrow)

"The encounter between teacher and student is an honoured tradition in which one passes on parcels of knowledge to the other. Particularly in the university environment, it involves more than the dissemination of detailed information: the myriad of facts are only kindling used to fuel the desire to imagine, to reason, and to think." (F. P. H. Chan)

Identification of Goals

We have a variety of goals in mind whenever we teach a class. Some of these are broad and quite loosely defined ("I want my students to gain an appreciation for chamber music.") Others may be very specific and could reasonably be thought of as instructional objectives ("By the end of this course, students will be able to identify correctly all of the major structures in the human nervous system and will be able to suggest the likely cause of any neurological disorder when presented with a hypothetical scenario"). Whatever your goals, it is useful to set them out clearly. In this way, you (and your students) can know whether or not the goals have been achieved. "The following are the general goals I set for myself in the courses I teach:

To encourage students to make the subject matter their own. In the case of language courses, this involves encouraging them to make use of French every chance they get, both inside and outside the classroom. To help students make progress in the learning of their second language by giving them the means to identify and correct their errors. To encourage students to challenge their common sense assumptions about language by analyzing it from a rigorous scientific viewpoint.

To help students, through the study of sociolinguistics, to recognize sources of social and ethnic prejudice in beliefs people have about language and about differences between groups of people based on their language and use of language.

To establish with students a cordial relationship between learner and teacher based on mutual respect rather than one based on authority. To be available to students for assistance with their work when they need it. To this end I encourage students to make an appointment to see me if they are unable to come by during my regularly scheduled office hours." (Jeff Tennant)

Examples of Teaching Philosophy Statements

• Nanda Dimitrov:  Teaching Philosophy – Intercultural Communication
• Gavan Watson:  Statement of Teaching Philosophy
• Eric Anderson, 2014 Teaching Excellence Award Winner – General Education (CHSS)
• Yoosun Chung, 2012 Teaching Excellence Award Winner – Teaching with Technology (CEHD)
• Gregory Grimsby, 2014 Teaching Excellence Award Winner (CVPA)
• Christopher Hamner, 2013 Teaching Excellence Award Winner (CHSS)
• Jeff Offutt, 2013 Teaching Excellence Award Winner – Teaching with Technology (VSE)
• Michael Summers, 2014 Teaching Excellence Award Winner (COS)
• Sample Teaching Philosophy Statements from past University of Calgary Teaching Award recipients, including graduate teaching assistants
• Sample Teaching Philosophies organized by field of study from graduate students at the University of Michigan

Information for registrants in the Western Certificate in University Teaching and Learning

A teaching philosophy is part of the Teaching Dossier that you will submit for the Certificate . It should be:

A succinct, clearly reasoned statement of your personal beliefs about teaching and how these have influenced your choice of teaching methods, i.e., an explanation of why you do what you do...maximum length 2 pages (Required)

If you are an inexperienced teacher you can discuss what you would do, rather than what you have done with respect to classroom teaching.

The Teaching Dossier is a highly personal document that reflects your unique approach to teaching and student learning . We recommend that you review samples of dossiers and philosophy statements to develop a clear understanding of their structure and organization.  However, if you find yourself drawing from the ideas of others when developing your statement, please consult " How not to plagiarise " and, where in doubt, cite sources appropriately.

If a dossier or philosophy statement that you submit in support of the Certificate is deemed to have been plagiarised in any way, you will have to wait a minimum of six months before you are able to submit revised (and wholly original) documents and receive the Certificate.

CTL Programs

The following programs periodically have workshops on writing teaching philosophy statements:

Faculty Mentor Program   Future Prof Series (FPS)

Further Reading

• 4 Steps to a Memorable Teaching Philosophy (Chronicle of Higher Education)
• Teaching Philosophies and Teaching Dossiers Guide (Taylor Institute for Teaching and Learning, University of Calgary)
• Exploring Your Teaching Philosophy: Sample Exercises (Centre for Teaching Excellence, University of Waterloo)

If you need individual assistance in writing a teaching philosophy statement, please contact one of our educational developers .

Chism, N. V. N. (1997-98). Developing a philosophy of teaching statement. Essays on teaching excellence: Toward the best in the academy, 9 (3). Retrieved from: http://podnetwork.org/content/uploads/V9-N3-Chism.pdf

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Home — Essay Samples — Education — Teaching Philosophy — My Teaching Philosophy: Beliefs and Personal Experience

My Teaching Philosophy: Beliefs and Personal Experience

• Categories: Personal Philosophy Philosophy of Education Teaching Philosophy

About this sample

Words: 547 |

Updated: 6 December, 2023

Words: 547 | Page: 1 | 3 min read

The essay explores the author's teaching philosophy and their beliefs about education. The author highlights the significance of teachers in shaping the future generations and emphasizes the importance of effective teaching.

They discuss their alignment with Romanticism philosophies, which prioritize focusing on students and creating a positive learning environment. The author believes that students should develop a love for learning and good morals to achieve success. Additionally, they express agreement with Essentialism philosophies, emphasizing the importance of teaching essential content knowledge and using proven teaching strategies. Progressivism and Constructivism philosophies also resonate with the author, promoting experiential learning and encouraging students to build their knowledge.

The author's teaching philosophy is influenced by personal experiences, including positive interactions with teachers and an internship with an efficient kindergarten teacher. They intend to put their beliefs into action by fostering positive relationships with students, maintaining a positive learning environment, teaching good morals, and using effective teaching strategies. Group work and experiential learning will be incorporated to help students understand the value of collaboration and independent discovery.

Works Cited

• Dewey, J. (2014). Democracy and Education: An Introduction to the Philosophy of Education. The Floating Press.
• Freire, P. (2018). Pedagogy of the Oppressed. Bloomsbury Publishing.
• Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
• Nel Noddings. (2012). Philosophy of Education. Stanford Encyclopedia of Philosophy. Retrieved from [URL]
• Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. John Wiley & Sons.
• Kumashiro, K. (2009). Against Common Sense: Teaching and Learning toward Social Justice. Routledge.
• Apple, M. W. (2000). Official Knowledge: Democratic Education in a Conservative Age. Routledge.
• Eisner, E. W. (2002). The Educational Imagination: On the Design and Evaluation of School Programs. Merrill/Prentice Hall.
• Shor, I. (1996). When Students Have Power: Negotiating Authority in a Critical Pedagogy. University of Chicago Press.
• Freire, P., & Macedo, D. (2018). Literacy: Reading the Word and the World. Routledge.

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My Teaching Philosophy Statement

This essay about a teaching philosophy emphasizes innovation, empathy, and empowerment as foundational elements for a dynamic learning environment. It advocates for active student participation, diversity, and the practical application of knowledge. The approach promotes critical thinking, a growth mindset, and meaningful feedback, aiming to develop lifelong learners and compassionate leaders. The philosophy embodies collaboration, inclusivity, and engagement with the wider world as key components.

How it works

In my educational approach, I blend the art of teaching with the science of inspiration, weaving together elements of innovation, empathy, and empowerment to create a dynamic tapestry of learning experiences where each student can truly flourish. Rather than simply delivering information, I see myself as a catalyst for intellectual and personal growth, igniting the flames of curiosity within each learner.

At the heart of my pedagogy lies a deep commitment to fostering student agency. I recognize that every student brings a rich diversity of backgrounds and perspectives to the classroom, and I strive to create an environment where they are active participants in their own educational journey.

Through collaborative projects, spirited discussions, and immersive activities, I aim to cultivate a culture of inquiry and exploration, where questions are celebrated and curiosity is nurtured.

Equally essential to my philosophy is the promotion of inclusivity and belonging. I firmly believe that diversity is not only a strength but a fundamental aspect of our humanity, and I work tirelessly to create a space where every voice is heard and every identity is respected. By fostering empathy, understanding, and open dialogue, I seek to build a community where students feel empowered to express themselves authentically and engage with one another in meaningful ways.

Moreover, I am deeply passionate about bridging the gap between theory and practice. I firmly believe that education should extend beyond the walls of the classroom, and I strive to integrate real-world relevance into my teachings. Whether through hands-on experiences, real-life case studies, or project-based learning, I aim to inspire students to see the connections between their studies and the world around them, motivating them to become proactive agents of change in their communities.

Furthermore, I am committed to nurturing critical thinking skills and fostering a growth mindset. In an age inundated with information, the ability to analyze, synthesize, and evaluate is more important than ever. Through thought-provoking discussions, challenging assignments, and opportunities for reflection, I aim to instill in my students a deep sense of intellectual curiosity and a willingness to explore new ideas, equipping them with the skills they need to thrive in an ever-changing world.

Finally, I believe in the transformative power of feedback and assessment as tools for growth and development. Rather than viewing assessment as a mere judgment, I see it as an opportunity for learning and improvement. By providing timely and constructive feedback, I empower my students to reflect on their progress, identify areas for growth, and set meaningful goals for their continued development.

In essence, my teaching philosophy is a mosaic of collaboration, inclusivity, relevance, critical thinking, and growth. By creating an environment where students are encouraged to take ownership of their learning, embrace diversity, and engage with the world around them, I hope to inspire a lifelong love of learning, compassionate leadership, and global citizenship.

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ESL Philosophy of Teaching Statement: What Is It & Why Does It Matter?

Coleen monroe.

• May 31, 2021

If you’re teaching English, you’ll eventually come across an important question. Someone — a student, a colleague, an interviewer — will ask you, “What’s your ESL philosophy of teaching statement?” In order to best answer this common question, you’ll need to formulate and reflect on an ESL teaching philosophy of your own. This article will help you discover and develop your personal ESL teaching philosophy and know how to talk about it with others.

What is an ESL teaching philosophy statement?

An ESL teaching philosophy statement is a summary of why you teach ESL and how. It’s basically that simple! The details you choose to include in your teaching statement are very important.

Are you interested in communication above all? Are you happy to be flexible, or do you hope to bring discipline to your learners? Where do you think learning English should fit into a student’s life? How important are test results to you? Do you strive for immersion by not using any translation in the classroom, or do you promote a bilingual environment? All of these questions can be answered succinctly if you formulate an ESL teaching philosophy statement.

A statement will also help guide your teaching, keep you positive when a lesson goes wrong (because lessons will inevitably go wrong at times), and make you a more reflective teacher overall.

Why is it important to have an ESL teaching philosophy statement?

We listed some of the reasons above, but there are lots of ways that having an ESL philosophy of teaching statement will benefit you. Let’s drill down.

It makes your teaching consistent

You need to have some consistency in your teaching. Language learning (and teaching) can be tough at times. If you’ve got a headache after a grueling grammar lesson or your learners lose it over the fifteenth exception to the rule, a statement of your teaching approach in ESL can remind you why you’re teaching and what you want your learners to get out of every lesson. It will help you to maintain consistent goals, discipline, and lesson-to-lesson continuity of character.

Take a look at some popular ESL teaching methods that all teachers should know.

Mohammed Hashiru, from Ghana, teaching in Turkey

It helps you become a reflective teacher

By formulating your own ESL philosophy, you’ll be reflecting on how you want to teach and also the more important question of why you want to teach. If you want to become good at anything, structured self-reflection on a regular basis is crucial. Without a guiding philosophy, you will possibly be tempted to label lessons as simply “good” or “bad” and move on, missing out on both the details and the big picture at the same time. Having a guiding philosophy for your teaching will make your self-reflection sessions more specific and goal-oriented.

Check out these 10 powerful goals for English teachers.

It provides context for what you’re doing

More people are now attempting to learn English than have ever tried to learn any language in history. But learning English does not exist in a historical vacuum; the context of imperialism and colonialism do play a role in English becoming the lingua franca it is today. Without an ESL philosophy, you may not reflect on how you came to teach English to those who want to learn it. You could stumble into problematic ways of thinking that are descended from the imperial and colonial history of English teaching. Being aware of your own motivations for teaching English can help you to react to the world more compassionately and with less bias.

As a global language, English has many different dialects and accents. Here’s why teachers should incorporate them into the classroom!

It leads to self-understanding

You need to start defining yourself as a teacher even before you begin teaching. Understanding yourself as a teacher will help guide your career path and ensure that you’re always improving as an ESL instructor.

Taking a TEFL course like the graduate-level IDELT Online™  TEFL/TESOL certification program will help you formulate and define your teaching, as it’ll give you an in-depth look at how to form a teaching philosophy, cover the principles of language acquisition, help you set learning objectives for your students, and more.

“What I always tell the trainees to do is take what they’ve learned, including the research that they’ve done, and translate it into how they would be in the classroom — and give a portrait of themselves as a teacher,” says Katrina Schmidt, an instructor for Bridge’s IDELT Online™ course .

What exactly is the IDELTOnline™ TEFL/TESOL course? Find out!

It establishes your credibility as a professional

Professionals are guided by their principles and make decisions based on them. If you don’t have a strong center, you’ll be easily pulled in directions that may eventually hurt your career prospects or lead to teaching burnout. Establishing a clear, personal teaching philosophy will help keep you on the right professional path.

Check out 8 strategies to avoid burnout when teaching English online.

You will be asked about it by employers

When you interview for an English teaching job, there’s a good chance that you’ll be asked to explain your personal education philosophy. Being able to easily discuss your ESL philosophy of teaching statement is one of the main reasons you should put the effort in now to develop a clear statement.

Find out how you should prepare for a TEFL/TESOL interview.

Lorena (center), an ESL business owner, offers insight into TEFL interviews in this article .

What should be included in an ESL philosophy of teaching statement?

When you craft your ESL philosophy statement, you’ll want to think about things from several perspectives. One of the best ways to accomplish this is to ask yourself open-ended questions, such as:

• What is your reason for teaching in general?
• How do you believe people learn best?
• What is your professional background? (I.e., What education or training can you bring to your ESL teaching?)
• What are your goals for English teaching in particular? What will you focus on in your classes? (E.g., Communicative competency? High scores on tests? Academic skills? Soft skills?)
• What is your broader personal morality, and what are your ideas about learning? (I.e., What is acceptable for a teacher to do? How much do teachers need to put into their work? What is your definition of effective learning?)
• What are your ideas about communication? (I.e., How much should you speak in the classroom? Are you a facilitator or an instructor?)

How do I write an ESL teaching philosophy?

There’s a sense of trepidation that some people get when actually crafting their personal or professional philosophies. Taking an online TEFL course like the 150-hour, graduate-level and university-affiliated IDELT Online™  can help you immensely, as you will get feedback from an instructor about the writing process and your final statement.

If you want to go ahead and get started with your ESL teaching philosophy statement, you can follow these steps:

• Set aside time to reflect on your own, removing any distractions.
• Using a journal of your choosing (digital, paper, sketchbook, whatever!), reflect on and make notes about the following:

1. What are your academic goals for teaching English? Where does your class fit in on the path that your students will take toward fluency in English?

2. What is your philosophy about classroom management? What types of communication will you encourage in your classroom?

3. What is your goal for your students in terms of using English? Is it for them to ace an English proficiency test? Communicate with others in the world?

4. What kind of teacher do you want to be remembered as? Your students may remember you for their whole lives. How would you prefer to be seen as a teacher and what can you do to achieve that?

• Use affirmative “I am” statements to communicate your philosophy, and keep yourself positive/focused on your role in teaching English.
• Take your notes and aim to write a paragraph about 5-10 sentences long. Keep it simple. The easier it is to explain your personal ESL philosophy of teaching statement, the easier it will be to follow!

Please note that this is not a one-time process. You should regularly examine your personal ESL philosophy and change it as needed to keep it relevant, useful, and thoughtful.

IDELT Online instructor, Terry McLean shared her “3 M’s” of creating a philosophy of teaching in a BridgeUniverse expert series webinar:

ESL teaching philosophy statement examples

Let’s look at some examples of personal ESL philosophy statements.

I am a kind and compassionate teacher who prefers to work with the “difficult” students because, often, there are valid reasons that they are acting out in a class. I believe that anyone can learn a language given enough time and practice, and I’m willing to be creative and find ways and unusual learning styles to help all students benefit from my lessons. My goal is to expose English learners to more of the world and prepare them for intercultural communication. I teach using a variety of techniques because every class is different and has unique needs.

In my classes, I work to create a genuine rapport with learners . This allows me to build on that connection and make them trust that I will not ask them to do something that wouldn’t benefit their learning, even if it’s hard. I think that English learners need to be able to trust themselves, their instructors, and their classmates above all. That way, in a safe environment, the mistakes that they will make as a learner don’t knock their confidence. I will intervene, early on and with dynamic classroom management skills, when I see bullying or other confidence-reducing behaviors to protect that trust in the classroom. I want the students to see my class as a refuge from normal life where they can practice English and thrive in a small community of learners.

My personal ESL teaching philosophy is influenced by my academic background. I provide rigorous thinking opportunities and challenge students to be their very best, even if it’s difficult. For me, teaching is a lot like coaching a sport. I want to help the students learn the drills and practice the skills that make up a great academic mind so that eventually they will no longer need me to be able to learn. My goal is to put myself out of a job! In the classroom, I demand focus and precision, but I also provide a space for error correction and peer feedback. In this way, I hope to build resilient learners.

When I am asked about my personal ESL philosophy, I’d like to tell people that I don’t even really believe I’m an “English teacher!” I’m not interested in old-fashioned ideas about teaching and being the center of attention in my classes. I see myself as a mostly quiet facilitator who sets up the discussions and provides materials for the learners to use mostly on their own. Obviously, I don’t just abandon them to their fate; rather, I hope that they will be independent learners if I step out of the traditional “teacher” role. When I find myself working on my lesson plans, I try to think deeply about the possible outcomes of an activity. This anticipation is what sets me apart as a teacher.

To be a professional ESL teacher and continue to grow on your teaching journey, it’s important to craft an ESL philosophy of teaching statement. Doing so will help you establish a better, more coherent teaching style and be able to express your beliefs about ESL education.

If you want to learn more about ESL philosophy statements, take the IDELTOnline™ TEFL/TESOL course, which will arm you with the methodology and practical skills needed in the ESL classroom.

Coleen Monroe is a Colorado native who has left a trail of new homes for herself around the world. She's set foot in 30 countries and lived on four continents in the last eleven years. Her nomad homes have been in Chilean Patagonia, France, Italy, Switzerland, South Korea, England, and Iceland. Her latest travel adventures took her to Yunnan, Beijing, Jiangxi, and Southern China, where she's currently teaching.