Creating a Teaching Philosophy You Can Use FASEB 2008

1. Creating a Teaching Philosophy You Can UseFASEB 2008 0 Kevin M. Johnstonkmj@msu.edu Teaching Philosophy Development TAP 2010

2. Kevin’s Scores04/22/2010 TPI • Transmission 34 (B 13: I 10: A 11) • Apprenticeship 36 (11:12:13) • Developmental 42 (13:15:14) • Nurturing 28 (11:9:8) • Social Reform 23 (8:9:6) Teaching Philosophy Development TAP 2010

3. I seek foremost to create and take advantage of “teachable moments”. Compare this statement I consider teaching to be the most effective way to learn. to What might these teaching philosophy statements reveal about Teacher/student Roles? Learning goals? Teaching Styles? Core Values? Teaching Philosophy Development TAP 2010

4. Let’s Write! 0 Complete the following statement(s): • The purposes of Teaching are (are to) ___________________ . • I teach because ___________________ . How do your statements relate? Diverge? Why? Teaching Philosophy Development TAP 2010

5. Creating a Teaching Philosophy That Works 0 • Workshop Goals: Getting Pen to Paper • Workshop Format: Write, Dialogue,Write…Read • A “Word” on Terminology: Metaphors and Jargon – Avoid Overuse and Confusion • How to Read Teaching Philosophy Excerpts Teaching Philosophy Development TAP 2010

6. What is a Philosophy? 0 Inquiry? Search? Pursuit of Wisdom? Contextual Interpretive Means? Belief? • A Rational System of Motivating Concepts or Principles. • A Basic Theory or Viewpoint • A System of Values by Which One Lives/Acts Teaching Philosophy Development TAP 2010

7. Beginning A “Basic” Teaching Philosophy 0 Complete these statements. What verbs, nouns, and adjectives do you use? What might your choices reveal about your teaching methods? Goals? Expectations? • My students are… • As a teacher, my students think I am… Consider how your statements relate. Teaching Philosophy Development TAP 2010

8. Teacher/Student Interaction 0 What Do We Expect From Students? What Do Students Expect From Us? Any Problems? What’s Causing Them? How might considering EXPECTATIONS help you define Roles and Goals? Teaching Philosophy Development TAP 2010

9. What Do Students Say Are The Most Irritating Teacher Behaviors?MSU Teaching Thoughts #10 0 Is there a theme that underlies the following? • Shows up late for class • Doesn’t show up for office hours • Doesn’t get to know students • Makes students feel stupid • Talks to the board • Doesn’t follow the syllabus - University of Tennessee, Knoxville FYS 1999 Teaching Philosophy Development TAP 2010

10. The 7 Categories of IntolerableTeaching (Student ?) BehaviorCondescending NegativismPoor PlanningImmoralityUncommunicated Course DetailsUnfair GradingPoor HygieneUncooperative Cynicism(Braxton & Bayer, 1999) 0 Teaching Philosophy Development TAP 2010

11. Perceptions of Your Teaching Self 0 What metaphors would you use to describe yourself as a teacher? How are your opinions of your teaching abilities reflected (or not) in your evaluations? If there’s a difference? Why? Teaching Philosophy Development TAP 2010

12. What Concerns You the Most? 0 How Might These Concerns Shape Your Teaching? • Teaching Effectiveness? • Incivility? Classroom Conflict? • Content Knowledge? • Age? Experience? Teaching Philosophy Development TAP 2010

13. 0 Who Are YOU as a Teacher? - Facilitator? - Coach? - Leader? - Dictator? - Watering Can?/ Fire hose? Teaching Philosophy Development TAP 2010

14. Teachers’ Perceptions of Themselves (Part II) 0 How are your CORE Values manifest in your teaching?In your relationships with students? How do you rectify misunderstandings with students? Can you motivate your students? De-motivate them? Teaching Philosophy Development TAP 2010

15. 0 Metaphors (cont.) Consider how who you are as a teacher shapes your PRACTICE? How might the following teach? - A Sage (on the stage)? - A Guide (on the side)? - A Tip of the spear? - A Shepherd ? - A Conductor ? Teaching Philosophy Development TAP 2010

16. Powerful Principles of Instruction (Yelon, 1996) 0 • Meaningfulness/Prerequisites (Context) • Open Communication (Relationships) • Organized, Essential Ideas (Main Points) • Learning Aids (Technology) • Active Practice (Applying Information) • Safe Spaces/Encouraging Places (Feeling) • Consistency (Dependability) Do you consider these Principles when designing a course? When Teaching it? Teaching Philosophy Development TAP 2010

17. 0 “Teachers become students, students [teaching] peers, all working to achieve a greater understanding of their subject within a real world context” - Parker Palmer [brackets mine] Revisit Slide 3. How does this statement compare? Teaching Philosophy Development TAP 2010

18. “Wanted: GREAT Students” 0 You’ve just landed a $1.5m grant to teach 30 undergraduates! You have the chance to recruit your class (Oh, you can also take them anywhere in the world for a semester.) How Would You Write a Want Ad for This Opportunity? 50 word limit! Teaching Philosophy Development TAP 2010

19. Teaching Philosophy Basics: Part I • How do you defineteacher/student Roles? • What are the purposes of teaching and learning? • Who are You as a teacher? Three Key Questions We’ve Begun to Answer: Teaching Philosophy Development TAP 2010

20. Teaching Philosophy II:Key Questions to build on Basics • Roles of teacher/student? • The purposesof teaching and learning? • Teaching and learning methods? • Teaching and learning assessment/outcomes? • Use of metaphors or critical incidents to shape your statement? Teaching Philosophy Development TAP 2010

21. Building on Your Basics Part II What Issues Do We Address Next? • Teaching and learning methods. • Teaching and learning assessment. • Using of a “framing device”* metaphor or critical incident to ground your statement. • Writing yourself into your statement. *Schonwetter, et al. 2002 Teaching Philosophy Development TAP 2010

22. Using Others’ Statements to Guide Us When reading the following excerpts, ask yourself : • What notions about Roles, Purposes, Concepts, Methods,&Outcomesmight the excerpt reveal? • What could these statements reveal about the authors’ intentions? • Do they convey larger ideas about teaching practice? • Are these topicalconcepts? Or supporting? Teaching Philosophy Development TAP 2010

23. (Consider: Roles, Concepts, Purposes, Methods, & Outcomes…) “I live for the moment when someone I am teaching realizes that science or research is the path for them…being part of [students’] self-discovery is why I enjoy teaching.” [brackets mine] Teaching Philosophy Development TAP 2010

24. (Consider: Roles, Concepts, Purposes, Methods, & Outcomes…) “Teachers should carefully explain and guide students through the processes they need to master.These processes can be physical skills, such as collecting samples or identifying specimens, but also include cognitive process such as effective methods development.” Teaching Philosophy Development TAP 2010

25. (THINK: Concepts, Purposes, Roles, Methods, Outcomes…) “When I think of students, I see shapeable learners who can further develop their skills and ideas if they are in an environment that will challenge their intellectual and creative sides.” Teaching Philosophy Development TAP 2010

26. (Consider: Roles, Concepts, Purposes, Methods, & Outcomes…) “My philosophy on teaching and learning is centered on three core values: development of effective learning in students; persistent, continual revision of course; and emphasis of relevance to the world beyond the classroom.” Teaching Philosophy Development TAP 2010

27. Key Teaching Philosophy Issues (cont.) • What are your future Teaching and Learning goals? • How do your teaching and research relate? • Teaching in Different Contexts (“outside” the classroom). - Service-learning/Outreach • What role does Diversity play in your teaching? • What was your worst teaching experience? How did you handle it? • What kinds of assessment do you use? Teaching Philosophy Development TAP 2010

28. Where Do We Go From Here? Teaching Philosophies are organic documents; they will change as you grow. So, revisit them regularly, at least as often as once a semester. Make small changes periodically to your philosophy. Note when particular methods may not have worked or when students really seemed to be getting it. Most importantly, always ask yourself Why? And seek an answer. These statements can document a vital life-long conversation with yourself, perhaps one of the most important you can have professionally. Finally, above all things, be yourself, and know who that person is. There’s nothing like a powerful classroom experience to remind us that we are all connected by something fantastic and beautiful. Teaching Philosophy Development TAP 2010