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My Teaching Philosophy: Beliefs and Personal Experience

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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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How to Write a Philosophy of Teaching Statement

5 easy steps on how to write an authentic and effective philosophy of teaching statement to help your job application get noticed.

Karen Quevillon

If you’re like most scholars, your philosophy of teaching statement is one of the more difficult parts of your portfolio. Also called a teaching philosophy statement, it’s a standard component of academic job postings, and is required for tenure and grant applications. Yet it remains the Appalachian cousin of the dossier—overlooked, misunderstood and underappreciated.

While a teaching statement is not likely to make your candidacy, it can certainly break it. Here’s a guide on how to write an authentic and effective philosophy of teaching statement to help your job application get noticed.

1. What is a teaching philosophy statement? 2. Why write a teaching philosophy statement? 3. What goes into a statement of teaching philosophy? 4. Best practices for writing a statement of teaching philosophy 5. Helpful resources and examples of teaching philosophy statements 5.1. Sample teaching statements 5.2. Help with the writing process 6. References

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1. What is a teaching philosophy statement?

A teaching philosophy statement is a one-to-two page narrative essay that lays out the what, why and how of your teaching practice, including:

• Your conception of teaching and learning;
• A description of how you teach;
• A rationale for your approach.

Notice that providing a philosophy of teaching statement implies that you have a philosophy of education. More on that shortly.

With the teaching statement, you are (1) communicating your goals as an instructor and (2) tying your work in the classroom to your professional development, research and other aspects of your career.

2. Why write a teaching philosophy statement?

The teaching philosophy statement is the opportunity for your audience to imaginatively inhabit your classroom and experience your particular brand or style of teaching.

In the first place, it demonstrates you are taking a purposeful and thoughtful approach to teaching. You care about and value teaching; you are designing your students’ classroom experiences to support their success; you can deal effectively and sensibly with the inevitable challenges involved in the learning process; you are committed to continuous improvement as an educator.

If you have little to no teaching experience, the statement gives your audience a sense of how ready, willing and able you are to teach. If you already have teaching experience, the statement maps your learning and accomplishments.

As Caukin and Brinthaupt (2017) show, the teaching philosophy statement can be viewed as a professional development tool. Even if you don’t need a teaching philosophy statement for an application, it’s a good idea to write one. Writing one will help you to organize your priorities and goals as well as to discover and examine the assumptions you have about teaching and learning.

3. What goes into a statement of teaching philosophy?

Fortunately, you don’t need a background in educational theory to have a teaching philosophy. Even if you’ve never thought about teaching in a systematic way, you’ve been a learner for almost as long as Survivor has been airing, and you’ve likely had some experience as a tutorial leader or lecturer. “Think deeply about more and less productive episodes of learning,” advises Professor Brian Coppola, “…then try to capture the essence of those experiences to guide your thinking about designing instruction” (2002, p. 450). Sometimes a metaphor is helpful for articulating how you understand the teaching/learning relationship.

In your statement, include:

• Your conceptualization of teaching and learning;
• The goals you have for your classes (informed by your conceptualization);
• How you design and implement the learning environment to achieve your goals;
• How you can tell whether you’ve accomplished those goals (i.e. assessment and evaluation practices you use);
• What you have learned about your own teaching and how you are progressing.

There is no single or predominant format in which to communicate your philosophy of teaching. This makes the task aggravating, or creatively liberating, depending on your personality. Do include a title, an introduction that presents the purpose of your statement, and a conclusion that ideally leaves a powerful image or idea with your reader.

Alexander et. al. (2017) argue for a “remediation” of the teaching philosophy statement that integrates the teaching technologies with which we already work. This would mean transforming the statement into perhaps a multi-layered website, a slideshow presentation, or a digital-visual collage. Though we are not quite there yet in the academy, this kind of remediation is likely not far off.

4. Best practices for writing a statement of teaching philosophy

Although you are a scholar, this is not a piece of scholarly writing. This is a business document and needs to be approached as such.

As with any effective piece of professional writing, begin by considering your audience. What is likely to be the most important and relevant things for them to know? Will they be familiar with your discipline’s major sub-disciplines and lineages? Keep in mind that a hiring committee will be interested in both the internal and external consistency of what you are saying—e.g. how your teaching philosophy relates to your theoretical commitments to constructivism, and how your use of technology in the classroom supports your ideals of inclusivity and diversity.

Be sure to follow best practices for effective business communication: use jargon-free, clear and concise sentences. Use short paragraphs. Use headings. (Never underestimate the importance of a heading.) Your writing must be grammatically correct and free of typos.

Lastly, your philosophy of teaching statement is a particularly personal document. So let your personality and ‘voice’ shine through by incorporating plenty of examples, anecdotes, and descriptive details. Speak for and about yourself using “I” language; don’t lapse into generic “we” statements or employ an anonymous third-person stance. Tell your story.

5. Helpful resources and examples of teaching philosophy statements

Check out the resources at your institution’s Teaching and Learning department. Or look up what’s posted at the school where you are applying: this will help you get a sense of their expectations.

5.1. Sample teaching statements

These universities provide dozens of sample philosophy of teaching statements from award-winning teachers in a variety of disciplines:

• Ohio State University, Center for the Advancement of Teaching
• University of Michigan, Center for Research on Learning and Teaching
• University of Calgary, Taylor Institute for Teaching and Learning

5.2. Help with the writing process

Ohio State University’s Center for the Advancement of Teaching also provides worksheets and many other resources to jumpstart your reflections on teaching practice, as does Vanderbilt University’s Center for Teaching .

In this video , Iowa State University English professor Susan Yager speaks about the process of writing a statement and offers excellent practical tips and strategies concerning tone, word choice, the challenges of self-promotion, getting started, and seeking feedback.

In a recent article for The Chronicle of Higher Education (2017), Assistant Professor Mary Anne Lewis shared her own experiences creating her teaching philosophy statement.

6. References

Alexander, P., Chabot, K., Cox, M., DeVoss, D., Gerber, B., Perryman-Clark, S., Platt, J., Johnson Sackey, D., Wendt, M. (2012). Teaching with Technology: Remediating the Teaching Philosophy Statement. Computers and Composition. 29, 23-38. Retrieved from https://www.researchgate.net/publication/228982736_Teaching_with_ Technology_Remediating_the_Teaching_Philosophy_Statement

Caukin, N. and Brinthaupt, T. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates. (2017). International Journal for the Scholarship of Teaching and Learning. 11 (2), Article 18. doi: https://doi.org/10.20429/ijsotl.2017.110218

Coppola, B. (2002). Writing a Statement of Teaching Philosophy. Journal of College Science Teaching. 31 (7), 448-453. Retrieved from http://emp.byui.edu/firestonel/bio405/readings/Teaching%20Philosophy.pdf

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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?

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.

Teaching Philosophy Prompts

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.

CLASSROOM MANAGEMENT TEMPLATE [FREE TEACHING TOOL] 

Use our handy 3-page Classroom Management Template to create a plan for everything that goes into successfully operating a classroom.

Components of a Teaching Philosophy Statement

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

Formatting Your Teaching Philosophy Statement [Plus Best Practices]

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.  

Teaching Philosophy Examples 

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

FAQs About Teaching Philosophies

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.

Helpful Resource Links

Effective Classroom Management Solutions Certificate

Addressing topics like teaching positive social skills, diverse learners and restorative justice, this certificate helps current educators strengthen their overall classroom management approach. 

Professional Teachers Program Series

A series of self-paced courses covering remote teaching, student anxiety, educational equity and homeschooling, all designed for the mid-career to veteran teacher. 

Using Inquiry, Discussion, and Experience to Develop Critical Thinkers and Inspire Lifelong Learning 

How can you authentically engage students while ensuring they receive the education they require? This course presents new ways to approach tired subjects, and capture students’ interest along the way. 

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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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15 Inspiring Teaching Portfolio Examples (Plus How To Create Your Own)

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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.

This work is licensed under a Creative Commons BY-NC-SA 4.0 International License

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Table of Contents

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• Articles , Philosophy of Teaching

My Philosophy of Teaching

• August 27, 2008
• Barbara Licklider

I believe a good teacher, first, has a powerful faith in the future. Like the forester planting an oak seedling knowing he or she will never see the tree in all its glory, I know I may never see the fruits of my labors as teacher. My calling is to plant and nurture seeds that will grow and shape tomorrow.

The good teacher knows and understands students, how they develop and learn. I know that students actively construct and transform their own knowledge based on past experiences and prior learning. I know that students do not all learn in the same way or at the same rate. I believe it is my responsibility as a teacher to be an effective diagnostician of students’ interests, abilities, and prior knowledge. I must then plan learning experiences that will both challenge and allow every student to think and grow.

I believe a good teacher must also understand motivation and the effects of peer interactions on learning. I want all my students to achieve at high levels, so I avoid sorting them and setting them up to compete with each other. I know most learning happens through social interaction; therefore, I structure learning so that students productively collaborate and cooperate with each other the vast majority of class time.

The good teacher must know her subjects and how to help students learn those subjects. I know the good teacher must have a deep appreciation of how knowledge is created in the discipline, how it is organized and how it is linked to other disciplines. I use my knowledge of the discipline to expose my students to modes of critical thinking, encouraging them to analyze, apply, synthesize, and evaluate all they read and hear. I love the subjects I teach, and I know how to make them come alive for my students.

A good teacher cannot begin or continue to inspire learning without being a learner. The good teacher must constantly learn what is new in the discipline. In fact, the good teacher often helps to create new knowledge. To live this belief, I must continuously examine my teaching methods and find new ones. To remain connected to my students, their lives and the schools in which they will practice their professions, I must be a student of society and the constantly changing worlds in which students live. I eagerly and willingly learn from my students as they learn with me.

I believe a teacher is the most powerful of role models. I am ever aware of the awesome obligation I have to “walk my talk” with my students. If I ask them to live their values and beliefs, I must do the same. I expect the best — of myself and others — and, therefore, I usually get the best. I try to treat all people with dignity and respect, and I expect my students to do so also.

Despite writing a teaching philosophy, I really prefer to think about learning and helping others learn as opposed to teaching. I believe many of us have come to accept a working definition that teaching means giving information, which I believe is only the beginning of teaching and certainly only a small part of learning. When one gives information, it is so easy to equate learning with the memorization of that information. Memorization is not always learning because learning requires thinking. I am beginning to understand that the teacher’s greatest gift to the learner is helping the learner be motivated to think, and then to want to learn more.

I believe in the power of questions and questioning strategies to cause thinking. I constantly try to ask questions for which there are no “right” answers. I constantly work to become a better “questioner” for the effective use of questions is the most powerful strategy a teacher has to help students learn.

Finally, I believe a teacher lives to serve. A teacher is dedicated to learning, to his or her discipline, to his or her students, and to making the future the best possible place for all of us to live. These are the challenges I accepted when I chose to be a teacher. I remain committed to them.

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/images/cornell/logo35pt_cornell_white.svg" alt="what is your philosophy in teaching essay"> Cornell University --> Graduate School

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.

Teacher Interview Questions: What is your teaching philosophy?

Each teacher has their own way of teaching and of reacting to various situations in a classroom, including the difficult ones. Following the same goal– helping students to develop their full potential , different teachers use different means of getting their message over, and motivating the students. And what is your teaching philosophy? Do you even have one? And if you do, can you explain it in a meaningful way in a job interview? If you cannot, I will show you how to do that.

Let’s start with a brief definition of philosophy from Oxford dictionary: “Philosophy is a theory or attitude that acts as a guiding principle for behavior.” In this case, your behavior in a classroom. Hence in an interview you should explain your theory , and attitude to teaching, which guides you in the lessons, and help you decide about the right course of action when you face the unknown , or do not know what to do in any given moment.

Let’s have a look at 7 sample answers to the question , including some unconventional teaching philosophies. I hope at least one of them will resonate with you, and with the message you try to convey on your way to a new teaching employment agreement.

7 sample answers to “What is your teaching philosophy” interview question

Speak with enthusiasm and focus on the children.

Teachers are in school for the children, and not contrariwise. You should relate to it while explaining your teaching philosophy. Ensure the members of the interviewing panel that you do your best for the children, and your primary goal is to help them achieve their educational goals . It should be clearly reflected on your teaching philosophy.

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky teacher interview questions:

How to Write a Philosophy of Education for Elementary Teachers

• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

A philosophy of education statement, sometimes called a teaching statement, should be a staple in every teacher's portfolio. For elementary school teachers, the statement is an opportunity to define what teaching means to you and allows you to describe how and why you teach as you do at the early stages of learning. The following tips and philosophy of education examples for elementary teachers can help you write an essay that you'll be proud to have.

A philosophy of education statement is an opportunity to define what teaching means to you, and to describe how and why you teach as you do. Articulating this statement in the first person and using a traditional essay format (introduction, body, conclusion) will help you craft an enduring and inspiring personal statement.

Structure of a Teaching Philosophy

Unlike other kinds of writing, educational statements are frequently written in the first person because these are personal essays on your chosen profession. In general, they should be one to two pages long, though they can be longer if you've had an extensive career. Like other essays, a good educational philosophy should have an introduction, a body, and a conclusion. Here is a sample structure.

Introduction

Use this paragraph to describe your views on teaching in a general sense. State your thesis (for example, "My philosophy of education is that every child should have the right to learn and get a quality education.") and discuss your ideals. Be brief; you'll use the following paragraphs to explain the details. Think about aspects of early education that are unique to elementary teachers, and introduce these ideals into your writing.

Use the following three to five paragraphs (or more, if needed) to elaborate on your introductory statement. For example, you could discuss the ideal elementary classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions.

Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate age-appropriate learning , and how you involve students in the assessment process . Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you've put these ​​ideals into practice.

Go beyond simply restating your educational philosophy in your closing. Instead, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges. 

Philosophy of education documents for elementary teachers are very personal and unique to the individual. While some may have similarities, your own philosophy should focus on your personal approach to pedagogy and classroom management. Focus on what makes you unique as an educator, and how you wish to advance your career to further support elementary education.

Writing Prompts

As with any writing, take the time to outline your ideas before you begin. The following tips can help you craft your teaching philosophy statement:

• Brainstorm about  your educational philosophy and your views of education, making notes on those principles you value most. This can help you articulate your philosophy as you organize your essay.
• Demonstrate how you have put your educational philosophy into practice in the classroom by citing specific examples and outcomes with students, parents, or fellow teachers and administrators. 
• Reflect on your experience over your career. Most likely, your teaching philosophy has changed over time. Reflect on the opportunities and challenges that lie ahead, and how you intend to meet them.
• Connect with others and talk to your peers in the field, as well as mentors. Ask them about how they crafted their essays and ask them to review yours once you complete it. Having people who know you and your teaching style well review your work can help you craft a truly representative statement.
• Review a few sample essays to help you as you begin writing your own.

Career Advancement

Applying for a brand new job isn't the only time you need an educational philosophy. If you're seeking a promotion or are applying for tenure, you'll need to craft or update your educational philosophy statement. As time goes on, your approach to education and classroom management will likely evolve, and so will your beliefs. Updating your philosophy allows you to articulate your professional motivations and goals, as well as your approach to educating others so that observers can have a better sense of who you are, even without observing you in the classroom. Consider reviewing your philosophy every few years.

• 4 Teaching Philosophy Statement Examples
• 10 Questions to Ask Yourself to Design Your Educational Philosophy
• Educational Philosophy Basics
• Top Tips for Acing a Teacher Interview
• Common Interview Questions in Education
• An Educational Leadership Philosophy for School Leaders
• What is a Waldorf School?
• How to Write a Homeschooling Philosophy Statement
• 5 Types of Report Card Comments for Elementary Teachers
• Seven Strategies to Provide Help for Teachers
• Teacher Interview Questions and Suggested Answers
• Important Daily Teaching Tasks
• Perfecting Your Professional Portfolio
• Strategies for Teachers: The Power of Preparation and Planning
• 10 New Year's Resolutions for Teachers
• An Overview of Early Childhood Education

Teaching Philosophy

Ai generator.

Teaching philosophy is grounded in one’s beliefs, core values , and views on teaching , learning , and action plan for educators . Whether you adhere to a single approach or adapt over time, understanding diverse perspectives on teaching philosophy is invaluable. This article explores various teaching philosophies, offering insights into how different educators approach their practice, and highlighting the importance of reflecting on and articulating one’s own teaching philosophy. By examining these different views, teachers can gain a broader understanding of effective teaching strategies and the underlying principles that guide them.

What is Teaching Philosophy?

A teaching philosophy statement in simple terms is principle-based mainly on how a person views teaching. Teaching philosophy statements are written documents that describe  personal values , professional values, personal beliefs, and personal and professional views. This is regarding both teaching and learning.

Teaching Philosophy Statement Examples

1. student-centered learning.

“I believe that education should be student-centered, focusing on each student’s unique learning style and strengths. My goal is to create a classroom environment where students feel valued and motivated to engage deeply with the material.”

2. Active Learning

“My teaching philosophy is rooted in active learning. I strive to create interactive lessons that encourage students to participate, ask questions, and collaborate with their peers. This approach helps students develop critical thinking skills and retain information more effectively.”

3. Inclusive Education

“I am committed to creating an inclusive classroom where all students feel welcome and supported. I use diverse teaching strategies to accommodate different learning needs and ensure that every student has the opportunity to succeed.”

4. Growth Mindset

“I believe in fostering a growth mindset in my students. I encourage them to view challenges as opportunities for growth and to persist in the face of difficulties. By promoting a positive attitude towards learning, I help students build resilience and confidence.”

5. Real-World Connections

“My teaching philosophy emphasizes the importance of connecting classroom learning to real-world experiences. I incorporate practical examples and hands-on activities to help students see the relevance of what they are learning and apply it to their lives.”

6. Collaborative Learning

“I believe that learning is a social process. I create a collaborative classroom environment where students work together on projects, share ideas, and learn from each other. This approach not only enhances their understanding but also develops their communication and teamwork skills.”

7. Critical Thinking

“My goal as a teacher is to develop my students’ critical thinking skills. I encourage them to question assumptions, analyze information, and consider multiple perspectives. By fostering a critical mindset, I prepare students to become thoughtful and informed citizens.”

8. Reflective Practice

“I believe that reflection is a key component of learning. I regularly ask my students to reflect on their learning experiences, set goals, and identify areas for improvement. This practice helps them take ownership of their education and become self-directed learners.”

9. Technology Integration

“I integrate technology into my teaching to enhance student learning and engagement. I use a variety of digital tools and resources to create interactive lessons, provide immediate feedback, and facilitate collaboration. Technology also allows me to differentiate instruction and meet the diverse needs of my students.”

10. Culturally Responsive Teaching

“I am dedicated to culturally responsive teaching. I incorporate diverse perspectives into my curriculum and create a classroom environment that respects and values cultural differences. By doing so, I help students develop a deeper understanding of the world and prepare them to thrive in a multicultural society.”

11. Hands-On Learning

“I believe in the power of hands-on learning. I design lessons that involve experiments, projects, and real-life applications to make learning more engaging and meaningful. This approach helps students develop practical skills and a deeper understanding of the subject matter.”

12. Lifelong Learning

“I aim to instill a love of learning in my students. I encourage curiosity, exploration, and a willingness to take risks. By modeling a passion for learning myself, I inspire students to become lifelong learners who continuously seek knowledge and personal growth.”

13. Supportive Environment

“My teaching philosophy centers on creating a supportive and nurturing classroom environment. I build strong relationships with my students, provide emotional support, and create a safe space where they feel comfortable taking risks and expressing themselves.”

14. Interdisciplinary Approach

“I believe in an interdisciplinary approach to teaching. I connect concepts from different subjects to help students see the interconnectedness of knowledge. This approach not only broadens their understanding but also encourages them to think critically and creatively.”

15. Assessment for Learning

“I use assessment as a tool for learning rather than just a measure of performance. I provide regular, formative feedback to help students understand their progress and identify areas for improvement. This approach encourages a growth mindset and helps students take charge of their learning.

Teaching Philosophy Examples for Elementary

Example 1: student-centered learning.

My teaching philosophy centers around the belief that each child is unique and learns in their own way. I strive to create a classroom environment where students feel safe, valued, and empowered to explore their interests and strengths. By incorporating hands-on activities, collaborative projects, and individualized instruction, I aim to foster a love of learning and encourage critical thinking. I believe in the importance of building strong relationships with my students and their families to support their educational journey and help them reach their full potential.

Example 2: Holistic Development

I believe in nurturing the whole child, focusing not only on academic growth but also on social, emotional, and physical development. My classroom is a place where children learn to respect themselves and others, develop resilience, and become responsible citizens. I integrate social-emotional learning into my curriculum and provide opportunities for students to practice empathy, cooperation, and problem-solving skills. By creating a supportive and inclusive classroom community, I aim to help students develop a strong sense of self and a lifelong love of learning.

Example 3: Inquiry-Based Learning

My teaching philosophy is grounded in the principles of inquiry-based learning. I encourage students to ask questions, explore, and engage with the material in a meaningful way. By designing lessons that are open-ended and student-driven, I aim to cultivate curiosity and a deeper understanding of the subject matter. I believe that when students are active participants in their learning, they develop critical thinking skills and a sense of ownership over their education. My goal is to create a classroom where students feel confident to take risks, make mistakes, and learn from them.

Example 4: Inclusive Education

I believe that every child deserves an education that meets their individual needs and respects their unique background and experiences. My teaching philosophy emphasizes the importance of inclusive education, where all students, regardless of their abilities or differences, are welcomed and supported. I use differentiated instruction, assistive technology, and collaborative teaching strategies to ensure that every student can access the curriculum and achieve success. By fostering a culture of acceptance and diversity, I aim to help students develop a positive self-image and an appreciation for the differences in others.

Example 5: Constructivist Approach

I subscribe to a constructivist approach to teaching, where students build their own understanding and knowledge through experiences and reflections. I see my role as a facilitator, guiding students as they construct meaning and make connections between new information and their prior knowledge. My classroom is a dynamic environment where students are encouraged to experiment, discuss, and collaborate. Through project-based learning and real-world applications, I aim to make learning relevant and engaging, helping students to see the value and purpose of their education.

Example 6: Growth Mindset

My teaching philosophy is inspired by the concept of a growth mindset, the belief that abilities and intelligence can be developed through dedication and hard work. I strive to instill this mindset in my students by creating a positive and encouraging classroom atmosphere. I celebrate effort, perseverance, and improvement, and I help students understand that mistakes are an essential part of the learning process. By setting high expectations and providing the support needed to meet them, I aim to help students develop resilience, confidence, and a lifelong love of learning.

Example 1: Holistic Development

Philosophy Statement: I believe that education should foster the holistic development of students, addressing their intellectual, emotional, social, and ethical growth. My teaching aims to create a supportive and nurturing environment where students can develop critical thinking skills, emotional intelligence, and a strong sense of ethics.

Implementation:

• Integrated Curriculum: I design my curriculum to include elements that promote not just academic learning but also personal growth, such as ethical discussions, emotional regulation strategies, and social skills development.
• Mentorship: I view my role as a mentor who guides students not just academically but also in their personal development, offering advice and support on a range of issues.
• Community Engagement: I incorporate service-learning projects that encourage students to engage with and contribute to their communities, fostering a sense of social responsibility and ethical awareness.

Example 2: Culturally Responsive Teaching

Philosophy Statement: I believe that culturally responsive teaching is essential in today’s diverse educational landscape. My goal is to create an inclusive learning environment that respects and values the diverse cultural backgrounds of my students, integrating their experiences and perspectives into the learning process.

• Diverse Content: I include diverse voices and perspectives in my curriculum, ensuring that students see themselves reflected in the course material and learn about cultures different from their own.
• Inclusive Pedagogy: I use teaching methods that are inclusive and adaptable to different cultural contexts, such as storytelling, collaborative learning, and culturally relevant examples.
• Student Voice: I encourage students to share their cultural experiences and perspectives in class discussions and assignments, fostering a richer and more inclusive learning environment.

Example 3: Research-Driven Instruction

Philosophy Statement: I believe that integrating research into the teaching process enhances learning by encouraging students to engage deeply with the subject matter and develop critical thinking skills. My approach emphasizes the importance of research and evidence-based learning.

• Research Projects: I design assignments that require students to conduct their own research, analyze data, and present their findings. This helps them develop essential skills in inquiry and analysis.
• Evidence-Based Teaching: I base my teaching strategies on current educational research, continuously updating my methods to incorporate the latest findings in pedagogy.
• Research Mentorship: I mentor students in their research projects, providing guidance and support throughout the research process, from formulating questions to presenting results.

Example 4: Lifelong Learning and Adaptability

Philosophy Statement: I believe that education should prepare students for lifelong learning and adaptability in an ever-changing world. My teaching philosophy focuses on equipping students with the skills and mindset needed to continuously learn, adapt, and thrive in their personal and professional lives.

• Skill Development: I emphasize the development of transferable skills such as critical thinking, problem-solving, and effective communication that students can apply in various contexts.
• Adaptability: I incorporate flexible and adaptive learning activities that encourage students to embrace change and uncertainty, preparing them for the dynamic nature of the modern world.
• Continuous Improvement: I model a commitment to lifelong learning by continuously seeking professional development opportunities and staying current with advancements in my field.

Example 5: Reflective Practice

Philosophy Statement: I believe that reflective practice is key to effective learning and teaching. By encouraging students to reflect on their experiences and learning processes, I help them develop self-awareness and a deeper understanding of the material.

• Reflective Assignments: I include assignments that require students to reflect on their learning experiences, such as reflective journals, self-assessments, and reflective essays.
• Feedback Loops: I provide regular, constructive feedback and encourage students to reflect on this feedback and use it to improve their performance.
• Metacognitive Strategies: I teach metacognitive strategies that help students become more aware of their learning processes and develop skills to monitor and regulate their own learning.

Example 6: Problem-Based Learning

Philosophy Statement: I believe that problem-based learning (PBL) is an effective way to engage students and develop their critical thinking and problem-solving skills. By presenting students with real-world problems, I encourage them to apply their knowledge and skills in meaningful ways.

• Real-World Problems: I design course activities and assignments around real-world problems that are relevant to the course content, encouraging students to apply what they have learned in practical contexts.
• Collaborative Learning: I use group work and collaborative projects as a key component of PBL, helping students learn to work effectively with others and leverage diverse perspectives.
• Facilitative Teaching: I take on the role of a facilitator, guiding students through the problem-solving process and providing support and resources as needed, rather than simply delivering information.

Teaching Philosophy Examples for Higher Education

Teaching philosophy examples for high school, example 1: growth mindset and resilience.

Teaching Philosophy:

I believe that fostering a growth mindset is crucial for students’ academic and personal development. In my classroom, I emphasize the value of effort, perseverance, and learning from mistakes. I create a supportive environment where students are encouraged to take risks and view challenges as opportunities to grow. By modeling resilience and a positive attitude towards learning, I help students build the confidence and grit necessary to overcome obstacles and achieve their goals.

Example 2: Real-World Connections

Education should connect students to the real world, making learning relevant and meaningful. I design my lessons to bridge the gap between classroom concepts and real-life applications. Through project-based learning, community involvement, and interdisciplinary approaches, I aim to show students the practical significance of their studies. This approach not only enhances engagement but also helps students develop critical thinking and problem-solving skills that are essential for their future careers and everyday lives.

Example 3: Collaborative Learning

Collaboration is a key component of effective learning. I believe that students learn best when they work together, share ideas, and support each other’s growth. In my classroom, I encourage group activities, peer tutoring, and cooperative projects. By fostering a collaborative learning environment, I help students develop communication, teamwork, and leadership skills. This not only enhances their academic performance but also prepares them for success in a collaborative world.

Example 4: Individualized Instruction

Every student is unique, with their own strengths, interests, and learning needs. My teaching philosophy revolves around individualized instruction, where I tailor my teaching strategies to meet the diverse needs of my students. By using formative assessments, differentiated instruction, and personalized feedback, I ensure that each student receives the support and challenge they need to thrive. My goal is to help every student reach their full potential and develop a lifelong love of learning.

Example 5: Integrating Arts and Creativity

Creativity and the arts play a vital role in education, enhancing students’ cognitive abilities and emotional well-being. I integrate arts and creative activities into my teaching to make learning more engaging and enjoyable. Whether through visual arts, music, drama, or creative writing, I encourage students to express themselves and explore their creativity. This approach not only enriches their learning experience but also helps them develop critical thinking, empathy, and a deeper appreciation for the world around them.

Teaching Philosophy Essay

Fostering a Growth Mindset

Central to my teaching philosophy is the concept of a growth mindset, as advocated by psychologist Carol Dweck. I believe that intelligence and abilities are not fixed traits but can be developed through dedication and hard work. This perspective is essential in encouraging students to embrace challenges, persist in the face of setbacks, and view effort as a pathway to mastery. To nurture a growth mindset, I emphasize the importance of effort, strategy, and progress over innate ability. I provide constructive feedback that focuses on specific strategies and behaviors, rather than labeling students’ abilities, and celebrate improvements and perseverance alongside achievements.

Creating an Inclusive and Supportive Classroom Environment

An inclusive and supportive classroom environment is vital for student engagement and success. I am committed to creating a space where all students feel valued, respected, and empowered to express their ideas and perspectives. This involves recognizing and addressing diverse learning needs, backgrounds, and experiences. I employ differentiated instruction strategies to cater to varied learning styles and provide multiple means of engagement, representation, and expression. By fostering a culture of mutual respect and collaboration, I encourage students to learn from one another and develop a sense of community and belonging.

Integrating Real-World Applications

Connecting classroom learning to real-world applications is crucial in making education relevant and meaningful. I strive to bridge the gap between theoretical knowledge and practical experience by incorporating real-life examples, case studies, and problem-solving activities into my lessons. This approach not only enhances students’ understanding and retention of concepts but also equips them with critical thinking and problem-solving skills essential for their future endeavors. By demonstrating the practical implications of academic content, I aim to inspire students to see the value and relevance of their education beyond the classroom.

Reflective Practice and Continuous Improvement

As an educator, I am committed to reflective practice and continuous improvement. I regularly assess and refine my teaching methods based on feedback from students, colleagues, and self-reflection. I stay informed about current educational research and best practices and seek professional development opportunities to enhance my skills and knowledge. By modeling a commitment to lifelong learning, I aim to inspire my students to adopt a similar mindset.

In conclusion, my teaching philosophy is grounded in the belief that every student has the potential to succeed when provided with a supportive, inclusive, and engaging learning environment. By fostering a growth mindset, creating a sense of community, integrating real-world applications, and continuously reflecting on and improving my practice, I strive to empower my students to become confident, curious, and capable learners. Education is not merely about imparting knowledge but about inspiring a lifelong love of learning and equipping students with the skills and mindset needed to navigate and contribute to an ever-changing world.

How to Write a Teaching Philosophy?

1. reflect on your beliefs about teaching and learning.

Consider what you believe about:

• The purpose of education.
• How students learn best.
• The role of a teacher in the learning process.
• The most important outcomes of education.

2. Identify Your Teaching Methods

Think about the strategies and techniques you use or plan to use:

• How do you engage students?
• How do you assess student understanding and progress?
• What instructional methods do you prefer (e.g., lectures, group work, hands-on activities)?

3. Provide Examples

Use specific examples to illustrate your teaching methods and beliefs:

• Describe a successful lesson or activity.
• Share anecdotes or experiences that highlight your approach.
• Explain how you’ve adapted to meet the needs of diverse learners.

4. Discuss Your Goals for Students

What do you hope students gain from your teaching?

• Critical thinking skills .
• Subject-specific knowledge.
• Lifelong learning habits.

5. Explain How You Assess and Reflect on Your Teaching

How do you measure your effectiveness as a teacher?

• Student feedback.
• Self-reflection.
• Professional development activities.

6. Keep It Personal and Specific

Your teaching philosophy should reflect your unique approach and experiences. Avoid generic statements; instead, focus on what makes your teaching style distinctive.

7. Structure Your Statement

A well-organized teaching philosophy might include:

• Introduction : Brief overview of your teaching beliefs.
• Body : Detailed description of your teaching methods, goals, and examples.
• Conclusion : Summary of your teaching philosophy and its implications for your future practice.

8. Revise and Edit

• Ensure clarity and coherence.
• Seek feedback from colleagues or mentors.
• Revise for conciseness and impact.

Why teaching Philosophy is Important?

A teaching philosophy is important for several reasons, serving as a foundational element for educators. Here are key reasons why it’s important:

1. Clarifies Your Teaching Approach

• Articulates Beliefs : It helps you articulate your beliefs about education, learning, and teaching.
• Defines Methods : It clarifies the methods and strategies you use in the classroom.

2. Guides Professional Development

• Reflection : Writing a teaching philosophy encourages self-reflection on your teaching practices and experiences.
• Improvement : It highlights areas for professional growth and improvement.

3. Enhances Communication

• Transparency : It provides transparency to students, colleagues, and administrators about your approach to teaching.
• Expectations : It sets clear expectations for your students about what they can expect from you as an educator.

4. Supports Career Advancement

• Job Applications : A well-crafted teaching philosophy is often required in job applications for teaching positions.
• Promotion and Tenure : It can be a critical component of promotion and tenure dossiers in academic settings.

5. Improves Student Learning

• Consistency : A teaching philosophy helps maintain consistency in teaching practices, which can improve student learning outcomes.
• Alignment : It ensures that your teaching methods are aligned with your educational goals and objectives.

1. Teaching Philosophy Template

2. Teaching Philosophy Sample

3. Teaching Philosophy Statement

4. Components of Teaching Philosophy Statement

What is a teaching philosophy?

A teaching philosophy is a reflective statement outlining an educator’s beliefs, values, and practices about teaching and learning.

Why is a teaching philosophy important?

It guides instructional strategies, shapes classroom environment, and communicates teaching values to students and colleagues.

How do I start writing a teaching philosophy?

Reflect on your teaching beliefs, methods, and goals. Begin with a clear introduction stating your educational principles.

What should be included in a teaching philosophy?

How long should a teaching philosophy be.

Typically, a teaching philosophy is 1-2 pages long, concisely covering key points.

How does a teaching philosophy benefit students?

It provides a consistent, thoughtful approach to teaching, enhancing student learning and engagement.

Can a teaching philosophy change over time?

Yes, it evolves with new experiences, reflections, and educational advancements.

Should I include specific examples in my teaching philosophy?

Yes, concrete examples illustrate your teaching practices and philosophy in action.

How often should I revise my teaching philosophy?

Revisit and update it annually or when significant teaching experiences occur.

Where can I use my teaching philosophy?

Use it in job applications, tenure dossiers, and as a reflective tool for continuous improvement.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Constructivism Learning Theory & Philosophy of Education

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations , and incorporate new knowledge into their schemas . This promotes deeper learning and understanding.

Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner’ (Elliott et al., 2000, p. 256).

In elaborating on constructivists’ ideas, Arends (1998) states that constructivism believes in the personal construction of meaning by the learner through experience and that meaning is influenced by the interaction of prior knowledge and new events.

Constructivism Philosophy

Knowledge is constructed rather than innate, or passively absorbed.

Constructivism’s central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.

This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995).

Learning is an active process.

The second notion is that learning is an active rather than a passive process.

The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge, whereas constructivism states that learners construct meaning only through active engagement with the world (such as experiments or real-world problem-solving).

Information may be passively received, but understanding cannot be, for it must come from making meaningful connections between prior knowledge, new knowledge, and the processes involved in learning.

John Dewey valued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.

All knowledge is socially constructed.

Learning is a social activity – it is something we do together, in interaction with each other, rather than an abstract concept (Dewey, 1938).

For example, Vygotsky (1978) believed that community plays a central role in the process of “making meaning.” For Vygotsky, the environment in which children grow up will influence how they think and what they think about.

Thus, all teaching and learning is a matter of sharing and negotiating socially constituted knowledge.

For example, Vygotsky (1978) states cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partners co-construct knowledge.

All knowledge is personal.

Each individual learner has a distinctive point of view, based on existing knowledge and values.

This means that same lesson, teaching or activity may result in different learning by each pupil, as their subjective interpretations differ.

This principle appears to contradict the view the knowledge is socially constructed.

Fox (2001, p. 30) argues:

• Although individuals have their own personal history of learning, nevertheless they can share in common knowledge, and
• Although education is a social process powerfully influenced by cultural factors, cultures are made up of sub-cultures, even to the point of being composed of sub-cultures of one.
• Cultures and their knowledge base are constantly in a process of change and the knowledge stored by individuals is not a rigid copy of some socially constructed template. In learning a culture, each child changes that culture.

Learning exists in the mind.

The constructivist theory posits that knowledge can only exist within the human mind, and that it does not have to match any real-world reality (Driscoll, 2000).

Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world.

As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.

Types of Constructivism

Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget ; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.

According to the GSI Teaching and Resource Center (2015, p.5):

Cognitive constructivism states knowledge is something that is actively constructed by learners based on their existing cognitive structures. Therefore, learning is relative to their stage of cognitive development.

Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.

According to social constructivism, learning is a collaborative process, and knowledge develops from individuals” interactions with their culture and society.

Social constructivism was developed by Lev Vygotsky (1978, p. 57), who suggested that:

Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).

The notion of radical constructivism was developed by Ernst von Glasersfeld (1974) and states that all knowledge is constructed rather than perceived through senses.

Learners construct new knowledge on the foundations of their existing knowledge. However, radical constructivism states that the knowledge individuals create tells us nothing about reality, and only helps us to function in your environment. Thus, knowledge is invented not discovered.

Radical constructivism also argues that there is no way to directly access an objective reality, and that knowledge can only be understood through the individual’s subjective interpretation of their experiences.

This theory asserts that individuals create their own understanding of reality, and that their knowledge is always incomplete and subjective.

The humanly constructed reality is all the time being modified and interacting to fit ontological reality, although it can never give a ‘true picture’ of it. (Ernest, 1994, p. 8)

Constructivism Teaching Philosophy

Constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.

What is the role of the teacher in a constructivist classroom?

Constructivism is a way of teaching where instead of just telling students what to believe, teachers encourage them to think for themselves. This means that teachers need to believe that students are capable of thinking and coming up with their own ideas. Unfortunately, not all teachers believe this yet in America.

The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning.

From this perspective, a teacher acts as a facilitator of learning rather than an instructor.

The teacher makes sure he/she understands the students” preexisting conceptions, and guides the activity to address them and then build on them (Oliver, 2000).

Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her help in response to the learner’s level of performance.

In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009).

What are the features of a constructivist classroom?

A constructivist classroom emphasizes active learning, collaboration, viewing a concept or problem from multiple perspectives, reflection, student-centeredness, and authentic assessment to promote meaningful learning and help students construct their own understanding of the world.

Tam (2000) lists the following four basic characteristics of constructivist learning environments, which must be considered when implementing constructivist teaching strategies:

1) Knowledge will be shared between teachers and students. 2) Teachers and students will share authority. 3) The teacher’s role is one of a facilitator or guide. 4) Learning groups will consist of small numbers of heterogeneous students.

What are the pedagogical (i.e., teaching) goals of constructivist classrooms?

Honebein (1996) summarizes the seven pedagogical goals of constructivist learning environments:

• To provide experience with the knowledge construction process (students determine how they will learn).
• To provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions).
• To embed learning in realistic contexts (authentic tasks).
• To encourage ownership and a voice in the learning process (student-centered learning).
• To embed learning in social experience (collaboration).
• To encourage the use of multiple modes of representation, (video, audio text, etc.)
• To encourage awareness of the knowledge construction process (reflection, metacognition).

Brooks and Brooks (1993) list twelve descriptors of constructivist teaching behaviors:

• Encourage and accept student autonomy and initiative. (p. 103)
• Use raw data and primary sources, along with manipulative, interactive, and physical materials. (p. 104)
• When framing tasks, use cognitive terminology such as “classify,” analyze,” “predict,” and “create.” (p. 104)
• Allow student responses to drive lessons, shift instructional strategies, and alter content. (p. 105)
• Inquire about students’ understandings of the concepts before sharing [your] own understandings of those concepts. (p. 107)
• Encourage students to engage in dialogue, both with the teacher and with one another. (p. 108)
• Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. (p. 110)
• Seek elaboration of students’ initial responses. (p. 111)
• Engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. (p. 112)
• Allow wait time after posing questions. (p. 114)
• Provide time for students to construct relationships and create metaphors. (p. 115)
• Nurture students’ natural curiosity through frequent use of the learning cycle model. (p. 116)

Critical Evaluation

Constructivism promotes a sense of personal agency as students have ownership of their learning and assessment.

The biggest disadvantage is its lack of structure. Some students require highly structured learning environments to be able to reach their potential.

It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind, as without standardized grading teachers may not know which students are struggling.

Summary Tables

What is constructivism in the philosophy of education?

Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.

It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.

How would a constructivist teacher explain 1/3÷1/3?

They might engage students in hands-on activities, such as using manipulatives or visual representations, to explore the concept visually and tangibly.

The teacher would encourage discussions among students, allowing them to share their ideas and perspectives, and guide them toward discovering the relationship between dividing by a fraction and multiplying by its reciprocal.

Through guided questioning, the teacher would facilitate critical thinking and help students arrive at the understanding that dividing 1/3 by 1/3 is equivalent to multiplying by the reciprocal, resulting in a value of 1.

Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA: McGraw-Hill.

Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD. NDT Resource Center database .

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs . Washington, DC: National Association for the Education of Young Children.

Dewey, J. (1938) Experience and Education . New York: Collier Books.

Driscoll, M. (2000). Psychology of Learning for Instruction . Boston: Allyn& Bacon

Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd ed.) . Boston, MA: McGraw-Hill College.

Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications. Hiroshima Journal of Mathematics Education, 2 (1994), 2.

Fox, R. (2001). Constructivism examined . Oxford review of education, 27(1) , 23-35.

Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist learning environments : Case studies in instructional design, 11-24.

Oliver, K. M. (2000). Methods for developing constructivism learning on the web. Educational Technology, 40 (6)

Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism . Educational researcher, 24 (7), 5-12.

Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).

Teaching Guide for GSIs. Learning: Theory and Research (2016). Retrieved from http://gsi.berkeley.edu/media/Learning.pdf

von Glasersfeld, E. V. (1974). Piaget and the radical constructivist epistemology . Epistemology and education , 1-24.

von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concepts. Constructing mathematical knowledge: Epistemology and mathematics education, 5-7.

Von Glasersfeld, E. (2013).  Radical constructivism  (Vol. 6). Routledge.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.

Further Reading

Constructivist Teaching Methods

Constructivism Learning Theory: A Paradigm for Teaching and Learning Strategies Which Can be Implemented by Teachers When Planning Constructivist Opportunities in the Classroom

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