Make it memorable and unique. Methods, strategies, and innovation. Summary Responses to all of these questions will require some reflective thought and you will likely benefit from discussing them with other faculty in your department.
This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end?
Are there discussions in academic journals or in professional organizations about shortcomings in the education of students today or unmet needs in the discipline and do you have ideas about how to address those shortcomings and needs?
Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities.
In other words, what are your objectives as a teacher? Philosophy of teaching statements are also requested of candidates for teaching awards or grant applications.
University of Wisconsin, Stevens Point This retired faculty member has constructed a comprehensive overview of learning theories with lesson plans, models of teaching, and a reflective teacher index. Consider these writing prompts: Do my student meet the goals?
Examples The following samples are written by winners of the Graduate Associate Teaching Award at OSU, and are examples of various formats you may choose to use. Again, the metaphor format can be used, but a common practice is a more direct description of the nature of a teacher with respect to motivating and facilitating learning.
When appropriate, relate your strategies to national-level needs for teaching in your discipline. Writing in first—person is most common and is the easiest for your audience to read.
Summary Responses to all of these questions will require some reflective thought and you will likely benefit from discussing them with other faculty in your department.
What is your role in orienting students to a discipline, to what it means to be an educated person in your field? On their site, you will find the following exercises designed to help you articulate the various components of your teaching philosophy.
For example, students have learned the subject matter and they are able to use the knowledge learned in class to solve real-world problems. Make it specific rather than abstract.
Over time your responses will change to reflect how you have grown and changed as a teacher. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning.
Try not to simply repeat what is in your CV.
How do I know they are working? Here is where you can be, if not grandiose, at least a bit grand. Here is also where you can elaborate on your knowledge of learning theory, cognitive development, curriculum design, etc.
Consider bouncing your responses off of your colleagues, ponder their responses, re-evaluate your positions, revise, talk some more, etc. Do my student meet the goals? In summary, these are the main questions Chism suggests to answer in a statement: Peer Observation of Teaching: For instance, you can illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals.
Having multiple methods of evaluation rather than just a single source provides a more comprehensive picture of your teaching effectiveness.
It is written in first person and should convey a professional image of your teaching.
For example, if you include a field trip as part of your course, what are the learning objectives associated with the fieldtrip? How will you achieve those objectives? A general rule is that the statement should be written with the audience in mind.
For example, can your readers picture in their minds the learning environment you create for your students?
What goals do I have for my students? Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities.
It is not possible in many cases for your reader to come to your class to actually watch you teach. On the other hand, you will want to demonstrate that you strive for more than mediocrity or only nuts-and-bolts transference of facts. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.Writing a Philosophy of Teaching Statement, Faculty and TA Development at The Ohio State University.
This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement. Susan Yager, Professor in English and Faculty Director of the Iowa State University Honors Program, is a frequent lecturer in the CELT Preparing Future Faculty program on the topic of writing a teaching philosophy statement.
The Teaching Philosophy/Teaching Statement The teaching philosophy (or teaching statement) is becoming a more common part of academic life for both faculty and graduate students. Graduate students report that colleges and universities often request statements from.
Ohio State University's Center for the Advancement of Teaching further explains that a teaching philosophy statement is important because a clear philosophy of teaching can lead to a change in teaching behavior and foster professional and personal growth.
Writing a Teaching Philosophy Statement What is a Teaching Philosophy Statement? The Statement is a one- to two-page document that provides a clear, concise account of your teaching. In her article (Chism, ), “Developing a Philosophy of Teaching Statement,” Nancy Chism, former Director of Faculty & TA Development at The Ohio State University, suggests five major components.
1. Conceptualization of learning Ask yourself such questions as “What do we mean by learning.Download