teaching philosophy statement primary school

4 Teaching Philosophy Statement Examples

Develop Your Own Teaching Philosophy

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An educational philosophy statement or teaching philosophy statement is a brief essay that all nearly prospective teachers are required to write. Vanderbilt University explains:

"A teaching (philosophy) statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process but also concrete examples of the ways in which he or she enacts these beliefs in the classroom."

A well-crafted teaching statement gives a clear and unique portrait of the author as a teacher. 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.

Examples of Teaching Philosophy Statements

This passage is an example of a strong statement of teaching philosophy because it puts students where they belong in education: at the front and center of a teacher's focus. An author who writes such as a statement is likely to continuously examine and verify this philosophy by always ensuring that student needs are the primary focus of all lessons and schoolwork.

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

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

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

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

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

This statement provides a solid example because the author emphasizes the moral objective of teaching: that she will hold each student to the highest expectations and ensure that each one is diligent in her studies. Implied in this statement is that the teacher will not give up on even a single recalcitrant student.

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

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

The following statement takes a slightly different tack: Classrooms should be warm and caring communities. Unlike the previous statements, this one minimizes the individuality of students and emphasizes that, essentially, it take a village to foster truly community-based learning. All teaching strategies then, such as morning meetings and community problem solving, follow this philosophy.

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

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

Components of a Teaching Philosophy Statement

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

Introduction: This should be your thesis statement where you discuss your general belief about education (such as: "I believe all students have a right to learn") as well as your ideals in relation to teaching. You should "begin with the end," says James M. Lang in an Aug. 29, 2010, article titled, " 4 Steps to a Memorable Teaching Philosophy " published in "The Chronicle of Higher Education." Lang says you should consider what the students will have learned once they depart your class, after having been guided by your teaching philosophy and strategies.

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

Lang says that you should clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or offering "a detailed description of an innovative or interesting teaching strategy you have used," says Lang. Doing so, helps your reader understand how your teaching philosophy would play out in the classroom.

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

Lang notes that, while you don't need to use official citation style, you should cite your sources. Explain where your teaching philosophy originated—for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you.

Formatting Your Statement

In addition to considering the type of teaching philosophy to write, Ohio State University offers some general formatting suggestions. The Ohio State University Center for the Advancement of Teaching states:

Statement Format

"There is no required content or set format. There is no right or wrong way to write a philosophy statement, which is why it is so challenging for most people to write one. You may decide to write in prose, use famous quotes, create visuals, use a question/answer format, etc."

There are, however, some general rules to follow when writing a teaching philosophy statement, says the university's teacher-training department:

Keep it brief. The statement should be no more than one to two pages, according to the Ohio State University Center for the Advancement of Teaching.

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

Avoid jargon. Use common, everyday language, not "technical terms," the university advises.

Create a "vivid portrait" that includes "strategies and methods ... (to help) your reader take a mental 'peek' into your classroom," adds the Ohio State University Center for the Advancement of Teaching.

Additionally, make sure you talk about " your  experiences and  your  beliefs" and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching, the university adds.

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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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59 Teaching Philosophy Statement Examples

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

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

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

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

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

Teaching Philosophy Statement Examples

1. you create a student-centered learning environment.

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

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

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

2. You have a Focus on Active Learning

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

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

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

Read Also: 47 One-Sentence Teacher Vision Statements

3. You Set High Expectations

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

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

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

4. You are a Community Engaged Teacher

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

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

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

5. Learning Environment Statements

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

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

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

6. You have a Holistic Approach

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

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

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

7. You Promote Critical Thinking

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

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

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

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

8. You Support Authentic Learning Experiences

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

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

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

9. You Embrace Social Learning

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

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

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

10. You Emphasize Communication Skills

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

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

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

11. You Create Inquiry and Problem Based Learning Lessons

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

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

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

12. Mention your Assessment Style

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

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

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

13. You Motivate Your Students

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

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

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

14. Education is Important to You

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

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

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

15. You Promote Play-Based Learning

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

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

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

16. You Incorporate Educational Technologies

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

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

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

17. Mention your Classroom Management Style

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

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

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

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

Final Thoughts

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

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

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

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

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

Chris Drew (PhD)

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

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

6 thoughts on “59 Teaching Philosophy Statement Examples”

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

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

Thanks! Chris

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

Thank you Chris.

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

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

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

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What Is a Teaching Philosophy? Examples and Prompts

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

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

What Is a Teaching Philosophy Statement?

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

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

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

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

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

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

Think about your teaching philosophy as your teaching portrait. 

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

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

The basics 

Why did you decide to become a teacher? 

What teaching methods do you use?

How do you assess your students’ learning and growth?

Do you follow certain standards?

What are your strongest qualities as a teacher?

Do you have an academic specialization?

Why do you like to teach certain subjects?

How do you use technology in the classroom ?

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

Student advocacy  

How do you motivate your students?

How do you think students learn best? 

How do you approach learners who are struggling?

How do you promote and maintain educational equity ?

How would you describe your interactions with your students?

Preservation in the classroom

What’s your classroom management style ? 

How do you handle stress ?

Describe a time you handled a challenging situation.

The Big Questions 

How do you define learning? 

How do you define teaching? 

What is the purpose of education?

How does education improve society?

Do you believe all students can learn?

What does it take to be a good teacher?

Looking ahead

What goals do you have for your students?

What goals do you have for yourself?

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

Why do you continue to want to teach?

How will you continue to grow professionally?

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

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

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

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

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

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

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

Introduction

This first section should include mention of: 

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

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

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

Conclusion 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Can I change my teaching philosophy?

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

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Sample Philosophy Statements and Dossiers

Dossiers and philosophy statements allow educators, and those who support education, to reflect on and document their practice.

The following dossiers and philosophy statements are examples for creating a personalized document. They are intended as helpful guides and are not prescriptive for formatting, length or style.

Please refer to the Award category for specific criteria.

Teaching Dossiers

Leslie Reid  2014 Promotion to Teaching Professor  View dossier

Reed Ferber 2016 Promotion to Professor View dossier

Aubrey Hanson 2019 Tenure and Promotion to Assistant Professor  View dossier

David Keegan 2020 Promotion to Professor View dossier

Nomination Dossiers

Sally St. George 2017 University of Calgary Teaching Award Full-Time Academic Staff (Professor)  View dossier

Erin Quinn and Stephanie Bartlett 2019 Team Teaching Award View dossier

Meredith Brockway 2020 Sessional Instructors View dossier

Chelsea Klinke 2020 Graduate Assistants (Teaching) View dossier

David Pattison 2020 Full-Time Academic Staff (Professor) View dossier

Erin Sullivan 2020 Full Time Academic Staff (Senior Instructor)  View dossier

Houston Peschl  2020 Full-Time Academic Staff (Instructor) View dossier

Jean-François Richer 2020 Full-Time Academic Staff (Associate Professor) View dossier

Man-Wai Chu 2020 Full-Time Academic Staff (Assistant Professor) View dossier

Miwa Takeuchi 2021 Award for Full-Time Academic Staff (Associate Professor) View dossier

Mindi Summers 2021 Award for Experiential Learning View dossier

Simon Spanswick 2021 Award for Full-Time Academic Staff (Senior Instructor) View dossier

Carol Ing 2021 Award for Sessional Instructors View dossier  

Carol A. Gibbons Kroeker 2021 Award for Sessional Instructors View dossier

Philosophy statements

Don Kline 2000 Award for 3M National Teaching Fellowship View philosophy statement

Sylvain P. Coderre 2012 Killam Leadership in Teaching Award (Historical) View philosophy statement

Heather Addy 2014 Award for Full-Time Academic Staff (Senior Instructor) View philosophy statement

Carmen Braden 2014 Award for Graduate Assistants (Teaching) View philosophy statement

Tracey Clancy and Rita Lisella 2014 Award for Team Teaching View philosophy statement

Jeff Dunn 2014 Award for Graduate Supervision View philosophy statement

Ken MacMillan 2014 Award for Full-Time Academic Staff (Professor) View philosophy statement

Nancy Moules 2014 Award for Graduate Supervision View philosophy statement

Soren Boysen and Serge Chalhoub 2015 Award for Team Teaching View philosophy statement

Susanne Cote 2015 Award for Sessional Instructors View philosophy statement

Kyla Flanagan 2015 Award for Full-Time Academic Staff (Instructor) View philosophy statement

Ken MacMillan 2015 Award for Educational Leadership (Informal role) View philosophy statement

Adam McCrimmon 2015 Award for Full-Time Academic Staff (Assistant Professor) View philosophy statement

Sarah Anderson 2016 Award for Graduate Assistants (Teaching) View philosophy statement

Heather Jamniczky 2016 Award for Full-time Academic Staff View philosophy Statement

Gordon Campbell Teskey 2016 McCaig-Killam Teaching Award View philosophy statement

Mayi Arcellana-Panlilio 2017 Award for Full-Time Academic Staff (Senior Instructor) View philosophy statement

Jessica Ayala 2017 Award for Teaching in Online Environments View philosophy statement

Anne Marie Dorland 2017 Award for Graduate Assistants (Teaching) View philosophy statement

Taryn M. Graham 2017 Award for Graduate Assistants (Teaching) View philosophy statement

Don MacMillan 2017 Award for Librarians, Archivists and Curators View philosophy statement

Mike Paget 2017 Award for Non-Academic Staff (Individual) View philosophy statement

Roots of Resilience 2017 Award for Educational Leadership (Group) View philosophy statement

Sally St. George 2017 Award for Full-Time Academic Staff (Professor) View philosophy statement

Katherine Mueller 2017 Award for Sessional Instructors View philosophy statement

Raymond J. Turner 2017 Award for Graduate Supervision View philosophy statement

Fabiola Aparicio-Ting 2018 Award for Full-Time Academic Staff (Instructor) View philosophy statement

Isabelle Barrette-Ng 2018 Award for Educational Leadership (Individual, Informal Role) View philosophy statement

Marina Fischer 2018 Award for Continuing and Professional Education View philosophy statement

Aubrey Hanson 2018 Award for Teaching in Online Environments View philosophy statement

Health Champions Committee 2018 Award for Educational Leadership (Group) View philosophy statement

Jalal Kawash 2018 Award for Full-Time Academic Staff (Teaching Professor) View philosophy statement

Rajeev Nair 2018 Award for Experiential Learning Initiatives View philosophy statement

Colby Regel 2018 Award for Graduate Assistants (Teaching) View philosophy statement

Maria Soos-Gonczol 2018 Award for Non-Academic Staff (Individual) View philosophy statement

Mehrnoosh Tahani 2018 Award for Graduate Assistants (Teaching) View philosophy statement

Naor Cohen 2019 Award for Non-Academic Staff (Individual) View philosophy statement

Colleen Kawalilak 2019 Award for Graduate Supervision View philosophy statement

Annette Tézli 2019 Award for Experiential Learning Initiatives View philosophy statement

Samantha Thrift 2019 Award for Full-time Academic Staff (Instructors) View philosophy statement

Kim Clarke 2020 Award for Librarians, Archivists and Curators View philosophy statement

Greg Tweedie 2020 Award for Teaching in Online Environments View philosophy statement

Anna Pletnyova 2020 Graduate Assistants (Teaching) View philosophy statement

Polly L. Knowlton Cockett 2021 Award for Sessional Instructors View philosophy statement

Catherine Heggerud 2021 Award for Work-Integrated Learning View philosophy statement

Nadine Hoffman 2021 Award for Librarians, Archivists and Curators View philosophy statement

Carol Ing 2021 Award for Sessional Instructors View philosophy statement

Steven Nunoda 2021 Award for Non-Academic Staff View philosophy statement

Soroush Sabbaghan 2021 Award for Teaching in Online Environments View philosophy statement

Nickie Nikolaou 2021 Award for Education Leadership View philosophy statement

Mike Potter, Laleh Behjat, Kartik Murari, Seyed (Yani) Jazayeri, Geoff Messier, Rushi Vyas, Robyn Paul, Monique Sullivan, Kat Dornian, Jason Long 2021 Award for Team Teaching View philosophy statement

Mindi Summers 2021 Award for Experiential Learning View philosophy statement

Kathryn Blair 2022 Award for Graduate Assistants (Teaching) View philosophy statement

Lauren DeDieu 2022 Award for Full-time Academic Staff (Instructor) View philosophy statement

Craig Jenne 2022 Award for Full-Time Academic Staff (Associate Professor) View philosophy statement

Aubrey Hanson and Erin Spring 2022 Award for Indigenous Ways of Knowing Teaching View philosophy statement

Regine King and Patrina Duhaney 2022 Award for Team Teaching View philosophy statement

Victoria Fast 2022 Award for Experiential Learning View philosophy statement

Lorelli Nowell 2022 Award for Educational Leadership View philosophy statement

Jane Slessor 2022 Award for Session Instructors View philosophy statement

Jeff Turner 2022 Award for Sessional Instructors View philosophy statement

Christine Walsh 2022 Award for Graduate Supervision View philosophy statement

Morgan Vanek 2022 Award for Full-Time Academic Staff (Assistant Professor) View philosophy statement

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

+ Getting Started

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

Generating ideas

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

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

Questions to prompt your thinking

Your concept of learning.

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

Your concept of teaching

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

Your goals for students

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

Your teaching methods

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

Your interaction with students

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

Assessing learning

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

Professional growth

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

+ Creating a Draft

Two ways of organizing your draft.

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

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

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

Using specific examples

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

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

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

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

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

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

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

+ Assessing Your Draft

Assessing your draft teaching philosophy.

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

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

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

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

+ Rubrics and Samples

Rubrics and sample teaching philosophies.

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

• Teaching Philosophy Rubric 1   This rubric allows a reader to rate several elements of persuasiveness and format on a scale of 1 to 5.
• Teaching Philosophy Rubric 2   This rubric contains prompts for assessing purpose and audience, voice, beliefs and support, and conventions.
• Teaching Philosophy Rubric 3   This rubric contains prompts for assessing content, format, and writing quality.
• Rubric for Statements of Teaching Philosophy  This rubric was developed by Kaplan et. al. from the University of Michigan.
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WHY DO PHILOSOPHY IN ELEMENTARY SCHOOL?

The reasons most often given for engaging young children in philosophy have to do with strengthening their cognitive and communicative skills, and introducing them to formative ethical and political ideas. These ways in which philosophy is “good for” children are valuable objectives, to be sure, but they all derive from a more primary reason to do philosophy with young children: that it is meaningful for them. Young children are naturally inquisitive. They struggle to make sense of their everyday experience and of the academic, social and cultural knowledge they begin to acquire at school – a process they typically enjoy, at least until it becomes routinized and associated with high-stakes rewards and punishments. Young children’s curiosity and wonderment are easily triggered. They are full of questions – and significantly, many of their questions have philosophical content:

• Is my dog a person? • Is it fair for the boys to always use the soccer field? • Is it OK to kill some bugs but not others? • What did mom mean, that I need to come up with a ‘better reason’? • Where did grandpa go when he died? • Why does time move so quickly sometimes and so slowly other times? • How can anyone think beetles are beautiful? • What does it mean to be a ‘best friend’? • Can anyone know everything?

Young children’s experience is already replete with philosophical meaning. They have strong, even visceral, intuitions of what is beautiful and ugly, fair and unfair, right and wrong. They enjoy playing with language and are intrigued by logical puzzles. They are given to metaphysical speculation and frequently engage in epistemology: asking how we know what we think we know. Indeed, many professional philosophers date their interest in philosophy to their early childhoods. And as children approach adolescence, they begin to confront existential questions such as: What does it all mean? Is life ever fair? and What do I think my life is for?

Elementary school philosophy, therefore, is not about imposing an unfamiliar, ancient and highly intellectual discipline on children, in hopes it might be good for them, but about giving them the opportunity to explore ethical, aesthetic, political, logical and other philosophical aspects of their experiences that are already intensely meaningful for them, but that are not often given attention in schools (or elsewhere). In that regard, the reasons for elementary school philosophy should be the same as those for every other school subject, e.g. science, mathematics, literature and history. We expect these subjects to not only prepare children to study them at advanced levels later in life, but to enrich their lives now with scientific, mathematical, literary, historical – and philosophical – meaning.

OBJECTIVES OF ELEMENTARY SCHOOL PHILOSOPHY

Elementary school philosophy draws students’ attention to philosophical concepts like fairness, person, mind, beauty, cause, time, number, truth, citizen, good and right – concepts that are already implicated in children’s experience, and that children need to make their experiences more meaningful, in both senses of that word: more understandable and richer, more worthwhile. The content of elementary school philosophy, therefore, is not the traditional philosophical problems and arguments that are the stuff of high school and college philosophy courses, or the traditional philosophical sub-disciplines of ethics, aesthetics, metaphysics, political philosophy and logic, or even the important figures in the history of philosophy – though some of this may become meaningful for older children who have some experience with philosophy. An important objective of elementary school philosophy is to help children become conversant with philosophical concepts, and to discern them wherever they arise – sometimes referred to as developing “a philosophical ear.”

As we become more sensitive to the philosophical dimensions of our experiences, what we find are not fixed meanings, but questions, problems and vague opportunities that call for investigation, judgment and action—in a word, inquiry. As children learn to recognize when situations have an ethical dimension, for example, they begin to wonder about what is good, right or just in those situations, how to resolve conflicting ethical claims, and what kind of community and world they want to help to create. They begin to appreciate that the ways in which they respond in such situations will help determine their ethical outcome, both in terms of whether those situations become more or less good, right or just, and in terms of the kind of persons they are becoming.

The central method of philosophical inquiry is careful thinking, and helping children learn to think well is one of the most important objectives of elementary school philosophy. Philosophy has always been preoccupied with good thinking, logic being one of its oldest branches. While formal logic is beyond the ken of young children, they are very capable of the informal logical operations that constitute basic reasoning, including giving reasons, considering evidence, agreeing and disagreeing, giving examples and counterexamples, and making comparisons and distinctions. Elementary school philosophy should familiarize children with both the concept of inquiry – as an ideal of working toward reasonable judgment – and a number of practical methods and strategies for conducting their own philosophical inquiries. Reasoning, as just described, is one important method. Another is attempting to discover a wide range of ideas and points of view relevant to the question under consideration, so that our judgments will be well-informed as well as well-reasoned.

One of the most ancient, the most effective and the most widespread methods of philosophical inquiry is dialogue: a conversation centered on a particular question or problem, in which the participants share diverse views about it, clarify each other’s thinking, offer multiple possible answers, and test those answers by coming up with reasons for and against them.  The teacher or “facilitator” of these dialogues neither leads the children to a predetermined answer nor attempts to validate every opinion as equally sound. Instead, she models and prompts careful thinking, helps the children to see the structure that emerges in each dialogue, and encourages them to follow the inquiry where it leads, i.e. in the direction of the strongest arguments and evidence.   The goal of dialogue is not complete consensus, but that each participant be able to decide what s/he thinks is most reasonable, whether that judgment puts her in league with a majority of her peers, with a minority, or by her/himself.

Dialogue also provides a concentrated opportunity for children to practice important communicative and social skills, such as attentive listening, mindful speech, helping another person express his idea, building on the ideas of others, offering and accepting criticism respectfully, sharing important but unpopular opinions, and self-correcting. Many philosophers and educators have noted the pedagogical benefits of dialogue, which brings its own ethical and rational discipline. A successful dialogue has energy and a sense of adventure – something even young children avidly enjoy – but it also requires rigorous thinking, wide-ranging participation and the coordination of the participants’ various communicative strengths and points of view. Children who participate in disciplined dialogue learn to overcoming shyness, aggression and attention-grabbing behaviors for the sake of cooperating in a kind of group work they find meaningful.

SOME PRACTICAL CONSIDERATIONS FOR ELEMENTARY SCHOOL PHILOSOPHY

The question is often asked, at what age are children capable of doing philosophy? While no definitive answer to this question has emerged, a number of innovative pre-school and kindergarten programs have demonstrated that even very young children are able to take turns giving each other reasons they find different insects ugly, scary or beautiful – and to alter their judgments as a result of the conversation. Of course, the objectives and contours of any program of elementary school philosophy should reflect the children’s age and socio-cultural context. Some youngsters may need several months of practice in order to understand the difference between a question, an answer and a reason, or to be comfortable taking turns talking in a group. In any case, philosophical engagement with young children needs to be more playful and multi-sensory than philosophy with older children.

Professional Development

Neither parents nor classroom teachers unfamiliar with philosophy, nor philosophy professors or graduate students unfamiliar with elementary school pedagogy, will necessarily find it easy to engage children in doing philosophy. Teaching elementary school philosophy requires someone who loves ideas but doesn’t think s/he knows everything; who listens to children with a sensitive philosophical ear; who thinks carefully and is transparent in doing so; who is procedurally rigorous – asking open-ended questions, posing alternative views, asking for clarification, helping make connections and challenging reasons – but is comfortable with ambiguity; and who sees her/himself as a co-inquirer with the children.

Teachers and students who are new to philosophy may find it advantageous to begin with a curriculum designed specifically for doing philosophy with children. The advantages of such materials are that they make philosophical themes easy to recognize and include reasoning exercises and other philosophical activities.  There is a wealth of materials available for introducing philosophy in elementary school classrooms, and many are listed on this website here . Those with greater sensitivity to philosophical themes and skill at reasoning and dialogue may use all manner of materials to stimulate a philosophical inquiry, e.g. film clips, stories the children bring to the classroom, current events, and children’s literature. It is important that such materials not only present one or more philosophical themes, but present them as contestable – as something that provokes questioning and inquiry. Preferably, a variety of perspectives on the theme should be represented.

Other Practical Considerations There are numerous considerations to be made in developing an elementary school philosophy program, including the following:

• What grade(s) or age-levels will be involved? • Will the program be conducted at a school, a community center, or somewhere else? • If at a school, will the program be given time in the school day or be conducted at lunch or after-school? • How will the program be structured, e.g. as a series of dialogues around philosophical texts? As a series of debates on controversial issues? • What kind of space – room, chairs, whiteboard, etc. – would be most conducive to the program? • Will the program be voluntary or required? • What specific objectives will the program be designed to reach? • How will the program be assessed? • How will children in the program be assessed? • What materials will be needed? • Who will conduct the program and how can that person’s philosophical and pedagogical qualifications be determined? • Will the program be, or would it benefit from, a partnership between a school and a college or university philosophy department? • Who will need to approve the program and how can that approval be obtained? • How can interest in the program be generated, among students, parents, teachers, administrators and community members? • How will the program be funded?

Resources on Organizing, Supporting and Teaching Elementary School Philosophy

• Phil Cam, et al.: Philosophy for Young Children: A Classroom Handbook (Deakin West, Australian Capital Territory: Australian Curricu-lum Studies Association, Inc., 2007). • Phil Cam: Thinking Together: Philosophical Inquiry for the Classroom (Sydney: Hale & Iremonger/PETA, 1995). • Robert Fisher: Teaching Thinking: Philosophical Enquiry in the Classroom (London / New York: Continuum, 2008). • Maughn Gregory, ed.: Philosophy for Children Practitioner Handbook, Montclair, New Jersey: Institute for the Advancement of Philosophy for Children, 2008. • Maughn Gregory: “Philosophy in Schools: Ideals, Challenges and Opportunities,” Critical and Creative Thinking: The Australasian Journal of Philosophy in Schools, Vol. 16, No. 1 (May 2008), 5-22. • Maughn Gregory: “A Framework for Facilitating Classroom Dialogue,” Teaching Philosophy, Vol. 30, No. 1 (March 2007), pp. 59-84. • Maughn Gregory: “On Philosophy, Children & Taboo Topics,” Food for Thought: The Occasional Paper Series of the New Jersey Network for Educational Renewal, Vol. 3, No. 2 (March 2005), reprinted in Gregory, 2008. • Thomas E. Jackson: “The Art and Craft of ‘Gently Socratic’ Inquiry” in Arthur L. Costa, ed.: Developing Minds: A Resource Book for Teaching Thinking, 3rd Edition (Alexandria, Virginia: Association for Supervision and Curriculum Development, 2001), 459-65. • Thomas Jackson: “Teacher Training: The ‘Preferred Format,” Analytic Teaching, Vol. 10, No. 2 (May 1990) 34-39. • Matthew Lipman, et al.: Philosophy in the Classroom (Philadelphia: Temple University Press, 1980). • Catherine C. McCall: “Functions of Training in Philosophy for Children,” Analytic Teaching Vol. 10, No. 2 (May 1990), 15-21. • Mairetta McCarty: Little Big Minds: Sharing Philosophy with Kids (New York: Penguin, 2006) • Thomas E. Wartenberg: Big Ideas for Little Kids (Rowman & Littlefield Education, 2009) • David A. White: Philosophy for Kids : 40 Fun Questions That Help You Wonder About Everything! (Waco, TX: Prufrock Press, 2001)

Resources on Doing Philosophy with Very Young (Preschool-Primary School) Children

• Barbara Bruning: “What is a Philosophical Discussion with Young Children?” Analytic Teaching Vol. 8, No. 1 (November 1987), 87-92. • Marie-France Daniel and Ann-Marie Michael: “Learning to Think and to Speak: An Account of an Experiment Involving Children Aged 3 to 5 in France and Quebec,” Thinking: The Journal of Philosophy for Children Vol. 15, No. 3 (2000), 17-25 • Joyce I. Fields: “Young children as emergent philosophers,” Early Child Development and Care Vol. 107, No. 1 (1995), 57-59. • David Kennedy: “Young children’s moves: emergent philosophical community of inquiry in early childhood discourse,” in Critical & Creative Thinking Vol. 4, No. 2 (October 1996), 28-41. • David Kennedy: “Helping children develop the skills & dispositions of critical, creative & caring thinking,” Analytic Teaching Vol. 15, No. 1 (November 1994), 3-16 • David Kennedy: “Using ‘Peter Rabbit’ as a Philosophical Text with Young Children,” Analytic Teaching Vol. 13, No. 1 (November, 1992), 53-58. • David Kennedy: “Young Children and Ultimate Questions: Romancing at Day Care,” in Analytic Teaching Vol. 12, No. 1 (November, 1991), 59-64. • Vicki Mackrill: “Philosophy for Children in Kinder and Prep,” Critical and Creative Thinking Vol. 3, No. 2 (October 1995). • Catherine McCall: “Young Children Generate Philosophical Ideas,” Thinking Vol. 8, No 2 (1989), 22-41. • Karin Murris: “Philosophy with Preliterate Children,” Thinking Vol. 14, No. 4 (1999), 23-33. • Peter Shea: “Offering a Frame to put Experience In: Margaret Wise Brown Presents Ideas as Opportunities to Very Young Children,” Thinking Vol. 17, No. 3 (2004), 30-37. • UNESCO: “Teaching philosophy and learning to philosophize at pre-school and primary levels,” Chapter 1 of Philosophy: A School of Freedom: Teaching philosophy and learning to philosophize: Status and prospects (Paris: UNESCO Publishing, 2007), 1-45.

Committee on Pre-College Instruction in Philosophy

The committee of the American Philosophical Association devoted to enhancing and developing pre-college philosophy in the United States.

American Philosophical Association

The American Philosophical Association was founded in 1900 to “encourage creative and scholarly activity in philosophy.” It is one of the largest philosophical associations in the world with over 11,000 members to whom it offers an array of services.

Squire Family Foundation

Working with philosophers and educators to ensure that all students in American secondary schools have an opportunity to study philosophy.

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Katie Schulman

How to write a teaching philosophy statement: 10 helpful questions to get you started.

Originally published by under my maiden name Kathrin Viehrig on http://brachahkathrinviehrig.com on Feb 27, 2020

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Teaching philosophy statements are an important part of hiring and tenure. They are also good for reflective teaching practice. As Stephen Brookfield writes:

““Teaching is about making some kind of dent in the world so that the world is different than it was before you practiced your craft. Knowing clearly what kind of dent you want to make in the world means that you must continually ask yourself the most fundamental evaluative questions of all — What effect am I having on students and on their learning?”” (Stephen Brookfield (1990) The Skillful Teacher ,  pp. 18-19)” 10

But what exactly is a teaching philosophy statement? And how can you write one?

A teaching philosophy statement contains your beliefs, values and practices as a teacher 1 , 13, 15 , 14 , 9 . It should give “a clear and unique portrait of [you] as a teacher” 14 . 

Yet, a teaching philosophy statement is not a theoretical document. You should discuss specific examples as evidence “of what you do in the classroom to support those beliefs” 13 , see also 14 ,9 . Examples can be “experienced or anticipated” 1 ,14 . They should help the reader visualize you as a teacher 8, 10 ,11 ,12 . The reader should get a sense of what makes you different from other teachers.

A teaching philosophy statement is not a static document.  It is changing over time, as you learn from new experiences, new situations (e.g. different student ages and class sizes), new mentors, ideas, requirements or readings 1 .

Questions to get you started when writing your teaching philosophy statement

There are a lot of different how-to pages on the internet. Common parts of a teaching philosophy statement include 1 , 8 , 9 , 10 ,11 , 12 , 13 , 14 , 15 , 16 , 17 :

1. So, why do you want to teach?

Show why being an educator matters to you. Think about your “why” in general, but also about why you teach at that level and that specific subject.

2. How did you become who you are as a teacher?

This shouldn’t be a rehash of your CV or resume. Instead, you could talk about role models and lessons learned from your past experiences – training, experiences as a teacher, reading or even childhood experiences. It can also describe how and why your thinking and practice have changed and what evidence you have for your progression.

3. What is your context?

This helps the reader to visualize your examples better. Think about the  type of institution you teach at, class sizes, level and subject-specific elements.

4. What are your core beliefs and values about teaching and learning?

For instance, you can talk about: What is a good teacher and adviser?  What responsibilities students have and what is your role? What are your values? (e.g. equality)  What promotes and what hinders learning? What makes a good learning environment? What challenges does your field have for students? What are your beliefs about diversity?

5. What goals do you have for your students?

What do you want your contribution to your students’ education to be? You can use specific examples for certain courses, but also think beyond to more general goals (e.g. learning how to learn). How do you reach these goals and how you know that you did?

6. How do you teach based on these beliefs, values and goals?

This can include a wide variety of examples that show how your beliefs, values and goals show up in practice. What are the methods, student activities, assignments, assessments and evaluation strategies you often use? How do you mentor students? How  do you create learning environments? What steps do you take to help motivate your students? How do you help students to overcome challenges ? And so on. You can, for example, put yourself into the shoes of an observer – what would s_he see?

7. In what way does your teaching relate to diversity?

While this is included in the earlier questions, because it is so important, I decided to list it as its own question. Describe how your diversity beliefs show up in practice and which steps you take to create an inclusive learning environment, from the way your syllabus is designed to how you vary your approach for students with different abilities, identities, backgrounds, concepts or learning styles. Some employers require a separate diversity statement.

Writing a diversity statement

If you have to or want to write a diversity statement separately, they  are usually short, about 1 to 2 pages. 19 . 23   Of course, if you have a separate diversity statement, it should fit with your teaching statement.

Diversities you can address are e.g. “race, ethnicity, and [socio-economic status], [] age, religion, academic preparedness, disability, gender expression” 20, sexual orientation 19 or nationality see also 22 .

Tell your story and how it has shaped who you are.”If you have overcome obstacles to get to where you are, point those out. If, in contrast, you are privileged, acknowledge that” 18 . You can, but don’t have to, disclose your identities – it’s seen controversially. 20 , 22 If you don’t have personal experiences (or don’t want to disclose some of them), you can “cite statistics or studies” to help your arguments 18 .

Discuss your values 19, 20 .

Show examples of how that impacts your practice in different areas:

• Research : How is your research “address[ing] issues of diversity, inclusion, or equity”? 20 This could be related e.g. to the topic and/or to the participating groups 20 . Another point is sharing your research “with the community or public in a way that promotes access to scholarship?” 20  see also 19 , 22
• Teaching : Think about past, current and future teaching, tutoring and mentoring experiences. How do you “help [diverse students] identify and overcome barriers to success” 20 , see also  18 ? Which strategies “to recruit and retain students from marginalized and underrepresented groups” 20 do you use? Are you “using inclusive language in the syllabus and classroom” 20 ? How do you address diversity in course design, creating your classroom atmosphere, course content and course readings? 20 see also 19 , 22
• Service : Another area is service – from volunteer work to professional committees. 19, 20

Highlight how your experiences will help you in the position you are applying for 19, 20 . Be specific 19 . Like a teaching statement, tailor it to the institution you are writing it for 19,  20

How do you want to grow? How do you want to contribute in the future? 19, 20

Examples to get you started: 21,  22, 23

8. What are your interests and goals as a teacher?

A teaching philosophy statement should show that you are willing to learn and change. You can describe goals you have to improve as a teacher, strategies for reaching them,  indicators for knowing when you reached them and examples of past goals reached. You can also include a discussion of things that you are still struggling with, special interests you have (e.g. using specific digital media or certain methods) or things you want to try out.

9. How do you link different aspects of your career?

What is the relationship between e.g. your research and your teaching? You can also describe whether you include students in your research or links to your professional development or colleagues.

10. “[H]ow do you advance your field through teaching”? 1

Beyond the individual students you teach, does your teaching have a wider impact? This can include, for instance, methods or published teaching materials that you have developed and that are now used in other classrooms.

You can also draw on literature. For instance, “ 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? ” 13 

Or, put differently, “ How do you want to make the world or at least [] education better? ” 13 

Linking the answers

What relationships emerge between your answers? For instance, don’t “simply list[] teaching techniques or experiences, but [] describe how these techniques or experiences have contributed to [your] beliefs about what constitutes effective teaching” 17 .

Preparing your teaching philosophy statements

Yes, that’s plural – statements, not just statement!  You will have to write different versions of your teaching philosophy statement depending on what it’s used for. For instance, some elements will be different depending on whether you’re applying to a religious school or a state school, a school with small classes or large classes, a technology in teaching grant etc. 8 . As one recruiter says: “Just like cover letters, teaching statements should be tailored to the institution; if yours isn’t, we’ll toss out your application” 12.

To help you when writing a specific teaching philosophy statement, Canada’s Western University recommends that you keep a comprehensive file 1 . That file can then be used to write the specific statement.

Another thing that can help you to prepare your teaching statement is looking at examples that are shared on the net. Even just looking through a few of them, you will see how different teaching philosophy statements can be.

To get you started, you can look e.g. here: 1 , 2 , 3 , 4 , 5, 6,   7 , 9, 15

Putting it together

Teaching philosophy statements are short (about 1-2, sometimes up to 5 pages) 1 . 9 , 10 ,12 ,13 ,14 , 17, 16 . 

Resist the temptation to squeeze everything tightly together. “Include generous white spaces between paragraphs to allow for ease of reading.” 17   Even if that means you can’t include detailed answers to all of the questions above.

Write in the first person 1 . 9 ,11 ,12 ,13 ,14 , 16 ,17 .

Write for people beyond your field. Don’t assume that they know discipline-specific terms 17 .

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Teaching Philosophy Statements

Why should you write a teaching philosophy statement?

A teaching philosophy statement is a brief document that summarizes your approach to teaching with both statements of general beliefs and descriptions of specific examples of how you teach. You may wish to write one for personal development, use in self-promotion, or to include in a job application. Here, we focus specifically on how to write a teaching philosophy statement that you include in an application for a faculty or other instructional position at a college or university. The following will be most useful if you are a graduate student or postdoc seeking this kind of position.

By including your teaching philosophy in an application package, you can:

• Communicate your beliefs about teaching and learning and your goals for students, showing how your philosophy aligns with that of the institution to which you are applying.
• Demonstrate your awareness of and commitment to reflecting on your teaching practice. 
• Provide a window into what your classes look like.

A common concern is that you may not have enough teaching experience to write an effective teaching philosophy statement: “How can I state my philosophy when I haven’t taught enough to really have one?”

There are many activities beyond what is commonly considered “teaching” that can inform your teaching philosophy, including:

• Teaching assistantships
• Mentoring undergraduate or junior researchers
• Conducting workshops or other training sessions
• Guest lecturing

We have compiled a list of on- and off-campus teaching opportunities that you might use to augment your current experience.

Moreover, you can also describe how you plan to teach. A thoughtful plan embedded in a broader, reflective philosophy can be just as compelling as a description of a class that has already happened.

In the “Get Started” section below, we provide exercises to identify how these diverse experiences have informed your teaching.

What to include

Your statement should be grounded in the following questions:

• How do I teach?
• Why do I teach the way that I do?
• What goals do I have for students?
• How do I know if students are achieving those goals?
• What is my teaching experience? What courses do I teach?

In answering these questions, you should foreground the impact and effect that your teaching has on students. Instead of describing why you enjoy teaching, describe why the way that you teach is effective for your students and how you know that it is effective.

Make your statement personal and authentic. Only include ideas or commitments in your teaching philosophy statement if you are committed to them. It is obvious when an author has included a teaching concept or buzzword because they think they are meant to and not because it is something they actually believe in or practice.

In addition to authenticity, you can let your personality shine through on a teaching philosophy statement. Unlike a cover letter or CV with relatively prescribed formats, the relative freedom of the teaching philosophy statement may be the only opportunity to show the search committee your personality: what you value and who you will be as a colleague.

Your statement may summarize your teaching experience, but you should not merely include a list of the classes you have taught (this information will be on your C.V.) or only a list of the classes you could teach. While references to your past and future plans can help to ground your philosophy, you should also explain what you learned from the classes you have taught or detail how you plan to teach courses in the future.

Tailor your teaching philosophy statement to each institution. If you refer to a class or department that the institution does not have—or does have, but by a different name—this will signal to the committee that you are not taking the application seriously.

Review any mission statements on the institution’s or department’s website. If available, look at the curriculum descriptions in their course catalog or department website. Identify places where your teaching philosophy overlaps and highlight this common ground in your statement.

If you are applying for many jobs in a cycle, it may help to write your statement modularly: standard sections that stay the same and custom sections that you tailor to each institution.

As you write, imagine your audience: the search committee for the job you are applying for. This group may be diverse, including faculty from outside your specialty or even outside of your discipline. You will want to write about your teaching so that it is accessible to a wide range of audiences.

It is also likely that your audience will be reading possibly hundreds of similar documents. Making your statement personal and unique will help catch the committee’s attention.

Structure and format guidelines

There are no official formatting rules for teaching philosophy statements. Still, we recommend that you adhere to the following writing guidelines:

• Limit your statemen to 1.5–2 pages (single-spaced) . Shorter is better. Remember that the faculty reviewing your statement may be reviewing hundreds of applicants.
• Write in the first person (“I” and “me” pronouns). This is a statement of personal philosophy, not an academic article.
• Use an opening “hook.” This could be an anecdote from an experience as a teacher or student, a story about how you became interested in teaching, or even an inspiring quote that motivates your teaching philosophy.
• Balance your ideals with specific descriptions. Your statement should be neither only examples nor only abstract ideals, but rather a mutually-supportive balance.
• Cite your sources. You do not necessarily need to cite pedagogical research in your teaching philosophy statement, although you may if it genuinely influences your teaching. If there are particular teachers who inspire you, mention this inspiration. The function of “citation” here is as much to show who and what motivates you as it is to accord credit.

Get started

Personal philosophy statements can be difficult to start from nothing. We recommend that you begin with some guided reflection questions to help identify your values and relevant experiences. This brainstorm template can help you gather the data you will in drafting your document. It has questions aimed at helping you reflect in more detail on the following questions:

• How do I know that my teaching is effective?

Don’t try to include all of your responses to the questions on the brainstorming document in the actual statement. Instead, review the document once it is complete and ask yourself:

• What stands out as particularly important or impressive?
• What themes or common threads are there that connect different areas of my teaching philosophy?

These can then be the central thesis of your teaching philosophy statement.

After you have drafted your teaching philosophy statement, return to it a few days later to edit. You may find it useful to use a rubric, like this one , as you review your statement. 

Get feedback on your statement

Peer feedback is an invaluable resource in revising and refining a teaching philosophy statement. Convene graduate students both inside and outside of your department to share teaching philosophy statements and provide feedback to one another. You will likely find that you gain as much from giving feedback as you do from receiving it.

We also host regular TPS peer review sessions. See our event calendar for the next scheduled session.

In addition to peer feedback, you can arrange for a consultation with the Teaching Development Fellow in your department or with our staff. It is expected that you have already participated in a peer-review session before signing up for a consultation with TLL staff.

Additional resources

The University of Minnesota Center for Educational Innovation included additional, self-paced exercises that guide you through the drafting process.

Kaplan, et. al. Have devised this rubric based based on a survey of 457 search chair committees in six disciplines. 

Related MIT offices

MIT School of Engineering Communication Lab : The Communication Lab is a discipline-specific peer-coaching program for MIT’s School of Engineering that helps graduate students with their scientific writing, speaking, and visual design.

MIT Writing and Communication Center : The Writing and Communication Center offers free one-on-one professional advice from communication experts. The WCC is staffed completely by MIT lecturers who are experienced college classroom teachers of communication as well as published writers. The WCC works with undergraduates, graduate students, post-doctoral scholars, faculty, and staff.

Kaplan, M., Meizlish, D. S., O’Neal, C., Wright, M. C. (2008). A Research-Based Rubric for Developing Statements of Teaching Philosophy. To Improve the academy (26). [https://doi.org/10.1002/j.2334-4822.2008.tb00512.x]  

Goodyear, G. E., & Allchin, D. (1998). Statement of teaching philosophy. To Improve the Academy (17). 103-22. 

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, what is a teaching philosophy statement and why do i need it.

There is a core belief behind every educator. We all have known teachers who are simply amazing. They inspire, they impart knowledge and they add value to their students’ lives. These individuals understand the sacrifice and dedication one must make in order to be successful in the lives they touch.

Teaching is rewarding, exciting, and ever-changing. But it isn’t a perfect career. And there are days all teachers grow weary and tired. Many educators feel undervalued and overworked. The job of a teacher is never done. That’s why it is important that an educator have a “teaching philosophy statement” that will help them stay focused on the good, great, hard and challenging days. This important statement is a reflection of the writer.

Why have a teaching philosophy?

Teachers who perform with a purpose will find themselves more focused, rejuvenated and excited. Through the various highs and lows, a teaching philosophy or “mission statement” helps an educator stay true to one’s core beliefs.

Writing a teaching philosophy statement may take some time, but most instructors will find the process easy once they pause and think about what drew them to this field in the first place. Reflecting on core values and beliefs about education and the role of educators can bring life and direction to any statement.

Who needs a teaching philosophy?

Every educator benefits from creating a philosophical teaching statement. New graduates and tenured professors alike can grow by thinking upon, summarizing, and defining their personal beliefs in how they best teach.

This reflective process should be revisited over and over again. People change and their values evolve. Professional growth will be reflected in a philosophy that is constantly updated and maintained. Teachers should remember this statement is always a work in progress.

What should be included in a teaching philosophy statement?

A teaching philosophy statement is a clear and concise one- to two-page account of your teaching methods and expertise. These statements do not fit into a cookie-cutter mold and each one should be unique.

At the very least, statements should address foundational questions:

• Why do you teach?
• What do you teach?
• How do you teach?
• How do you measure your own effectiveness?

Great teaching philosophy statements include specific examples of course topics, assignments, assessments and strategies drawn from actual courses and curriculum. These examples demonstrate the range of expertise and illustrate objectives, methods and approaches. Supporting documents, such as class syllabi, assignments, exams, evaluations and graded student papers may offer additional insights.

Additionally, these four tips can help boost a statement even further:

• Include your core beliefs of how education works best (do not be tempted to follow the latest educational fads).
• Avoid teacher jargon. Make your own voice come alive in your statement.
• Highlight your own personal strengths and show how they play into your success as an educator.

Who is the audience?

When formulating ideas, the intended audience of a teaching philosophy statement must be taken into consideration. Audience members look to pull key insights from the statement:

• Can they handle the teaching responsibilities of the job?
• Does their teaching approach fit in with the department and our students?
• Does this person want to teach, and why?
• What will this person add to the department? What will the students gain from his/her classes?
• How does this person handle the challenges of a classroom and teaching?

How to get started

The process of beginning a teaching philosophy statement is understandably intimidating. Consider some of the following strategies to spur ideas for the first draft.

• Write a letter to someone outside the teaching world on the joys and challenges of teaching.
• Make a list of the qualities of an effective teacher.
• Write about a memorable experience in the classroom. Consider what happened and what you might do differently and why.
• Develop a “dream course” in which you have a chosen topic and create goals to achieve it in terms of helping the students to learn and how you would research these interests within the scope of your personal teaching approach.
• Imagine yourself in your first academic position and how you would proceed teaching in your chosen field of study and organize a graduate-level seminar.
• Begin with the concrete details of what sets you apart as a teacher. How would someone observing you describe your teaching style? What specific skills and knowledge will students gain in your classroom and what kinds of things will happen in your classroom?

Personal and professional growth comes from high standards, an open mind and self-reflection. A teaching philosophy statement is an incredible tool that can help an educator reach their full potential.

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• How to Write a Teaching Philosophy Statement for an Elementary Educator
• Tips for Writing an Effective Teaching and Research Statement
• How to Develop a Philosophy of Teaching for Early Childhood Education
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Teaching philosophy statement, what is a teaching philosophy statement.

A teaching philosophy statement is a narrative that includes:

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

The statement can:

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

What is the purpose of a teaching philosophy statement?

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

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

Components of a teaching philosophy statement

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

You also may include:

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

Teaching values, beliefs, and goals

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

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

What criteria are used to judge your teaching?

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

How do you provide evidence of your teaching effectiveness?

• peer review
• students’ comments
• teaching activities

Writing guidelines:

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

“Own” your philosophy

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

Teaching philosophy statement dos and don’ts:

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

Answer these questions to get started:

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

More information on teaching philosophy statements

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

Articles on Teaching Statements:

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

Additional Resources:

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

Electronic portfolios

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

Sites that Host Electronic Portfolios:

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

Help at the Center for Teaching Innovation (CTI)

Coursework involving teaching portfolio development.

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

Individual Advice

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

Workshops and Institutes

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

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On this page

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

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

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

Why Write a Statement of Your Teaching Philosophy?

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

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

Developing Your Teaching Philosophy Statement

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

Over the years, keep a file of

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

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

General Guidelines for your Teaching Philosophy Statement

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

(List adapted from Center for Teaching, Vanderbilt University )

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

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

Components of Your Teaching Philosophy Statement

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

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

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

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

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

Conceptualization of Learning

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

Conceptualization of Teaching

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

Goals for Students

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

Implementation and Assessment

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

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

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

Examples of Approaches to Writing Your Teaching Philosophy

Adapted from Reflections (Spring 2000) by Mike Atkinson

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

Focus on the Purpose of Teaching

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

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

Personal Reflection

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

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

Citing Specific Tactics

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

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

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

The Larger Picture

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

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

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

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

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

Identification of Goals

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

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

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

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

Examples of Teaching Philosophy Statements

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

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

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

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

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

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

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

CTL Programs

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

Faculty Mentor Program   Future Prof Series (FPS)

Further Reading

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

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

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

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

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So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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