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STATING YOUR TEACHING PHILOSOPHY. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California. Introduction. What is a “teaching philosophy”? What does it include? What is a good teaching philosophy statement?. What is a “teaching philosophy”?.
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STATING YOUR TEACHING PHILOSOPHY Danielle Mihram, Director Center for Excellence in Teaching University of Southern California
Introduction • What is a “teaching philosophy”? • What does it include? • What is a good teaching philosophy statement?
What is a “teaching philosophy”? • An expression of individual values about teaching ( a personal portrait of the writer’s view of teaching). Answers the question: “Why do I teach?” • What motivates me to learn about this subject? • What do I expect to be the outcomes of my teaching? • What is the student-teacher relationship I strive to achieve? • How do I know when I have taught successfully? • What habits, attitudes, or methods mark my most successful teaching achievements? • What values do I impart to my students? • What code of ethics guides me? • What theme(s) pervade(s) my teaching?
Why should I bother to write one? • To document and showcase your reflective teaching -- Indicates that you have taken time to reflect about your teaching within the contents of your own discipline and within the context of your particular classes. • To gain an advantage over other applicants for a teaching position
Contents of Statements of Teaching Philosophy • Integration of responsibilities (teaching, research, service) and how you view yourself supporting the educational mission of the university • Expertise and modes of teaching and learning in the context of your discipline, your department, or your university • The relationships you create and maintain with your students, your TAs, other faculty in the department • What environments do you create that are favorable to learning? • What values do you impart? • What teaching tips, strategies, techniques do you use to enhance your teaching? • How do you measure your students’ learning outcomes?
Questions to help you frame your statement • 1. How does your statement demonstrate to the reader your pedagogical initiative? • 2. Does your approach to teaching show good judgement: careful planning or flexibility when appropriate? • 3. How does your statement articulate openness to different perspectives? And how will you demonstrate this? • 4. Does your statement show awareness of disciplinary conventions/expectations? • 5. How are these ideas consistent with the way you have constructed your courses? • Hanna Rodriguez-Farrar, 18 Aug. 2000 • http://sheridan-center.stg.brown.edu/programservices/resources/tp_Guidelines.shtml
Teaching as an expression of one’s values • Values regarding the goals of teaching may vary from individual to individual • Ensure content knowledge • Develop critical thinking skills • Develop group skills and cooperation • Develop individual skills and encourage independence of thought • A mix of those values (a diversified approach) can be viewed as a strength
What is a good teaching philosophy statement? • A well-articulated teaching philosophy defines the standards for the individual-- It sets the benchmark for measuring: The appropriateness of one’s methods The scope of one’s activities The effectiveness of one’s teachingThe achievement of student learning
Writing a teaching philosophy statement • What are my objectives as a teacher? • What method(s) should I use to achieve (work) toward those objectives? • How shall I measure my effectiveness? • How do I justify my values?
What are my objectives as a teacher? • What are my teaching goals? • See handout: “Questions to ask about student learning outcomes”
What is Effective Teaching? • Six components that work: • 1. Cultivating and maintaining enthusiasm • 2. Preparation and content • Identifying objectives and deciding course content • Designing learning activities • Classroom policies and procedures • A syllabus’s silent message • Communicating structure
What is Effective Teaching? (Cont’d) • 3. Stimulating student thought and interest • Your questions: Do they make your students think? • Discussions, group work, collaborative learning • Teaching to stimulate and motivate • 4. Explaining clearly • How to know when you are not clear and they don’t understand • Making the content relevant • Examples: The case in point that makes it clear
What is Effective Teaching? (Cont’d) • 5. Knowledge and love of content • Is “more better” when it comes to content? • “I know it, therefore I can teach it”: How do you convey knowledge? • 6. Assessing their learning and your teaching • Assessing their learning: exams, written work, projects, presentations, and performances • Effective grading • Assessing your teaching: • Communication and feedback: from your students and your colleagues Sherman, T. M., et al. (1986). “The Quest for Excellence in University Teaching”. Journal of HigherEducation 48(1): 66-84.
What methods should I use? • Various teaching techniques, strategies, exercises. • How do I make decisions about content, resources, and methods?
How do I justify my values? • What, to you, are the rewards of teaching? • What ideals keep you motivated and inspire your students? • How do you want to make a difference in the lives of your students?
How shall measure my effectiveness? • Classroom assessment techniques (Angelo and Cross) -- usually provide relevant feedback from students -- can serve to effect change and re-evaluation • Summarize key points you want your reader to remember
Questions your reader will ask about your statement • What words reveal your teaching values? • What is your teaching style? • How does your teaching experience help you understand how and why you teach? • Does your statement gain your reader’s confidence and respect? What makes him/her distrust your writing? • Is the content of your statement relevant to the discipline? The department? The university? • Are you knowledgeable without coming across as opinionated and dogmatic? • What will your reader remember the most about your teaching philosophy statement?