my teaching principles essay

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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.
• Marisol Brito – philosophy 
• Benjamin Harrison – biology  
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Philosophy of teaching statement.

The process of identifying a personal philosophy of teaching and continuously examining, articulating, verifying, and refining this philosophy through teaching can lead to change of teaching behaviors and, ultimately, foster professional and personal growth.

A philosophy of teaching statement is a narrative that includes:

• A personal vision for teaching and learning.
• A description of teaching strategies or approaches implemented.
• Justification for those strategies, focusing on evidence-based practice.

An effective teaching philosophy demonstrates that an instructor is reflective and purposeful about teaching, communicates instructional goals and corresponding actions in the classroom, and points to and weaves together themes, materials, and activities outlined in the other sections of the portfolio.

General Formatting Suggestions

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.

A teaching philosophy is generally 1–2 pages, double-spaced, in length . For some purposes, an extended description is appropriate, but length should be determined by content and context.

Use present tense, in most cases.  Writing in first-person is most common.

Most statements avoid technical terms  and favor language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may be helpful to have a disciplinary peer review the statement to provide guidance on any discipline-specific jargon and issues to include or exclude.

Describe in detail teaching strategies and methods. It is not possible in many cases for a reader to observe instruction. By including very specific examples of teaching strategies, assignments, discussions, etc., the reader can visualize the learning context described and the exchanges between instructor and students.

Make the statement memorable and unique.  If the document is submitted as part of a job application, readers on the search committee are reviewing many statements. What sets this one apart? Often that is the extent to which it creates a vivid portrait of a person who is intentional about teaching practices and committed to their career.

“Own” your philosophy.  The use of declarative statements (such as, “students don’t learn through lecture,” or “the only way to teach is to use class discussion”) could be detrimental if reviewed by a search committee. Write about individual experiences and beliefs or focus on research that informs the teaching practice described to appear open to new and different ideas about teaching. Instructors often make choices as to the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times service-learning or active learning are most effective, for example.

The following samples are written by winners of the  Graduate Associate Teaching Award  at Ohio State, and are examples of various formats you may choose to use.

Tim Jensen – Department of English

Philosophy of Teaching Statement Tim Jensen Graduate Teaching Associate Department of English Winner of the 2010 Graduate Associate Teaching Award

As an instructor of rhetoric and composition courses, my aim is to motivate students to begin a personal exploration toward effective, ethical communication. This can only happen if they feel genuinely inspired by the improvement made within the short period of a quarter and confident in their ability to learn more—if they feel, in a word,  empowered . To these ends, I practice and continually refine pedagogical strategies that reveal how power, knowledge, and discourse are inextricably woven together with the arts of persuasion, more formally known as rhetoric. I anchor my pedagogy in three interrelated principles, outlined below around Latin maxims. These dictums are not mere flourishes; were you to take my class, you would hear them repeated regularly. Forming the foundation for specific teaching strategies and the constant evaluation of those methods, these principles never allow me to forget that the best teacher is one who adopts the perspective of a perpetual learner. To lead by example, then, I am always seeking to further my own skills in listening, collaboration, and application of knowledge to everyday practices.

Audi Alteram Partem

Like the development of any other skill, critical thinking requires practice, whereby repetitious acts form patterns that become easier to perform, eventually becoming natural, almost instinctual. I employ the strategy of  audi alteram partem — translated as “ hear the other side” —to cultivate this habit of critical inquiry and analytical thinking. For example, instead of qualifying and modifying a student’s comment in class discussion, I will simply respond with the phrase, often kick-starting a fast and loose version of the dialectical process: one student’s comment (thesis) is followed by a counter-perspective (antithesis), resulting in a new claim (synthesis) for the class to think about. Students soon see the pattern develop and try and beat the game, so to speak, by providing a counter-argument alongside their initial comment (“I know you’re probably gonna say that…”). As a methodology,  audi alteram partem  encourages the exploration of claims and their structures of reasoning and evidence, all in an organic, conversational manner. The positive effects of this strategy are consistently visible in students’ analytical essays, where evidence shows them grappling with arguments from a variety of perspectives. My larger goal, though, is to foster the natural trajectory of this thought pattern so that students go beyond small claims to examine larger cultural mores. One recent student email demonstrates this move: “Did you know that in China some pay their doctors only while they stay healthy?! Holy Audi Alteram Partem! Docs only get rich by  keeping  people from getting sick – we should drop that into health care reform!”

Although it is rewarding to see class conversations quickly gain momentum and capture student interest, my use of  audi alteram partem  is primarily driven by a belief in the pedagogical principle of  critical   listening , by which we develop more quickly intellectually and socially by listening to multiple perspectives and logics. In short, I teach rhetoric—the art of persuasion—by teaching the art of listening. Because I am here to learn, too, I practice critical listening by soliciting informal feedback from students through brief emails that simply “touch-base,” scheduling multiple one-on-one conferences, and keeping an “open-door” policy, where I promise to meet with a student at their convenience, in terms of time and location, to the best of my ability. To be an effective instructor, I must listen attentively to students in order to discover their unique learning styles and the particular motivations guiding their education.

Docendo Discimus

To cultivate a thriving atmosphere for critical listening and intellectual exploration, all of my courses place great emphasis on the pedagogical principle of  docendo discimus —the idea that “ we learn from teaching .” To draw on the diversity of insights and experiences of students, it is my responsibility to create an environment where we can all teach each other. My strategies for doing so have taken several years to develop (and are still evolving), perhaps because they are counter-intuitive at first glance: to animate the self-discovered, self-appropriated learning that can truly influence individual behavior, I emphasize the class as   community ; to generate a respectful, supportive, and enthusiastic atmosphere, I  disperse  authority rather than consolidate it. This means, of course, that participants must leave behind the passive role of “student” and adopt a more active orientation that highlights responsibility and accountability. Enacting this principle is more challenging than retaining the traditional roles of student/teacher, but I have found that the results are always worth it.

For example, I recently asked those in my section of ENG 276 (Introduction to Rhetoric) if they would like to include a peer-evaluation component in their first project, and the majority voted in its favor. From there we radically democratized the entire process: in one class session we surveyed sample assignments using a variety of rubrics, exploring the value of different terminologies and evaluative frameworks. Then, with the help of a detailed online survey I designed, they submitted responses on those elements they found most productive, why so, and how they would like to see the peer evaluation integrated. (This particular group chose to have five individual peer reviews be averaged together in determining 20% of their final grade using a holistic, comment-heavy rubric.)  Docendo discismus  in action, then, looks like this: students actively, voluntarily choose to become teachers, explore options as a community, and democratically determine the language and structure of their own learning process. This is just one example among many energizing, ever-evolving attempts to empower students by encouraging them to perceive themselves as valuable teachers. There are smaller instances, such as calling for volunteers to lead discussion, and more involved cases, like having former students visit a current class to talk about how they succeeded at a particular project— without  me in the room to moderate or influence. Though it may seem paradoxical, I have discovered through trial and error that the best way for students to cultivate a sense of ownership in their education is through the radical sharing of knowledge.

Non Scholae Sed Vitae Discimus

At the core of my pedagogical philosophy is the principle, “ we learn not for school, but for life .” To awaken students to the persuasive forces at work on their attitudes and behaviors is to awaken them to their responsibilities as citizens, friends, family members, and principled human beings. The experience of working with several hundred students, however, has significantly altered my approach to communicating the value and importance of a heightened rhetorical consciousness.

Over the past three and a half years, I have moved away from a top-down method of inculcation, where I repeatedly, explicitly declare the importance of rhetorical education, to a  bottom-up, micro approach . Using this strategy I focus on seemingly banal, everyday occurrences in a casual tone and exploratory atmosphere. For instance, I will often use the first few minutes of class to nonchalantly describe a random encounter which brought to mind a previous class discussion or reading, encouraging others to help me  pull it apart and think through it. It only takes a few class sessions before students seek to supplant my examples with their own, which I encourage. The conversations that follow, which often have that infectious tenor of “class hasn’t  really  started yet,” are as light-hearted as they are incisive. Only after allowing this to continue for several weeks will I begin to explicitly drive home the importance of sensitizing ourselves and others to surrounding rhetorical forces. Consistently evaluating my teaching methods has led me to this approach, which I find favorable for a variety of reasons: it creates a database of examples I can use to ground theoretical principles using familiar contexts; it tacitly encourages students to look to their own lives for examples of rhetoric; and it carves out a space where students have the opportunity to learn within a context framed by their own concrete experiences.

I have discovered that the most effective route for making my courses valuable and practical to everyday experience is my communication with students throughout the composition process. Because of the importance of feedback, I have selected a representative example for the instructional materials section, where I elaborate my approach to positive, practical feedback.

In outlining the pedagogical principles that guide my teaching style and strategies, I aim to show how these maxims constitute a powerful frame for viewing the world. I teach by these principles because of my ardent conviction that they provide a path for bettering oneself and one’s community.

Glené Mynhardt – Department of Biology

Philosophy of Teaching Statement Glené Mynhardt Graduate Teaching Associate Department of Biology Winner of the 2010 Graduate Associate Teaching Award

I spent the first thirteen years of my life in South Africa. Growing up in one of the most beautiful and species diverse countries stimulated a natural desire for me to want to study biology. When my family moved to the States, I remember having to make several cultural adjustments. Many were changes on a personal level, but becoming familiar with new ways of learning was especially challenging. High school was relatively easy for me, but being a college student required much more effort. Despite a strong desire to learn, and a passion for biology, the typical lecture setting at the very populous institutions where I gained most of my educational experiences was not ideal. During my sophomore year in college I sought something outside of coursework to test whether I was really cut out for biology. I began volunteering as an undergraduate research assistant in an insect systematics laboratory, and began sorting through large jars of insects that were stored in ethanol. The amazing diversity of insects found in one jar was so fascinating that I would spend around eight hours sorting through these samples. My time in the lab allowed me to get involved in field work, learn different sampling techniques, and become familiar with how data were processed. I finally got to  experience  the dynamic, fun nature of science! Learning had become so much more, because science wasn’t just an isolated subject in a textbook – it meant using real processes to study real phenomena.

I have established two primary philosophies as a teacher: to get students to think about science as a process, and to individualize their learning experiences, the former of which I learned as a student myself, and the latter of which became evident as an effective teaching strategy.

Progressing through graduate school allowed me to define learning as a personal process of growth. Being able to ask questions and actually attempt to answer those questions was extremely motivating. The same ideas flowed into my classrooms, where I urge my students to think about very basic questions they have, and to begin questioning all those “facts” in the textbook. It was only after I had begun teaching at The Ohio State University that I became acutely aware of my initial failures as an undergraduate student. I realized the interactive, intellectually stimulating classroom environment was lacking in most of the courses I took. I learned about my own potential, but only after I had already experienced years of education! Because of this, I have made an effort to be not only a mentor, but a teacher in learning, by providing my students with opportunities to learn in ways they are most likely to benefit from. Since the first moments as a teacher, I realized how precious the time was with my students, and how I wished to help them find their love for biology, just as I did, by being involved and invested in more hands-on methods of learning. Just like me, most of my students already know that they like biology, but I want them to begin understanding the  process  of scientific thinking rather than learning definitions without context to real data. In order to achieve this, I continually aim to involve students by using a variety of methods in all of the classes I teach.

Involving and motivating students presents its challenges, but my goal of  individualizing  learning creates an open and comfortable classroom environment where students can feel free to ask questions, make mistakes, and challenge themselves. It is by breaking down the barriers to learning that students can face their own misconceptions. My background as a struggling undergraduate has given me a great measure of sensitivity to each student’s learning process. I firmly believe that students enter the classroom with expectations to learn and advance their knowledge, which I assessed in my own classroom one term by asking two of my 30-student honors labs to write down their personal definition of “learning.” I was not surprised to see that all of them carried the same underlying message, that learning is  the process of gaining new knowledge or perspectives that change the way we think about the world . In order to keep students motivated, I have found that it becomes imperative to be a creative teacher, by utilizing various active learning methods like group discussions, peer teaching or presentations, and “muddy points” cards, the latter of which allows students to write down what they think they don’t clearly understand. Students rarely admit that they don’t know anything, so using methods that allow them to bring their misconceptions or misunderstandings to light provides an opportunity for me to determine whether my teaching is effective. Another tool that I find equally effective in the classroom is to establish rapport with my students by making it a point to get to know my students, not just by name, but by asking them to think about their personal goals as potential future scientists. I also ask them to rate biology on a scale from one to ten to gauge the level of enthusiasm and perception students have for science. Based on this information, I am able to get to know my students and approach them in different ways to personalize their learning. This is reflected positively in my evaluations, where students always feel that they can approach me, ask questions, or even challenge their own thinking. In addition, several of my previous students loved my biology courses so much that they now teach as undergraduate teaching assistants, and several have pursued graduate school to further explore their interests.

Getting students involved in learning often means being inventive with one’s teaching methods and has encouraged me to use various active learning techniques in the classroom, and presents another way to individualize my students’ learning experiences. Each class session includes the presentation of a basic concept, a real example of why the topic is relevant, and some challenging questions about how the topic applies to students’ lives. If students are learning about the structure and relative location of arteries and veins, I usually ask them why western societies wear wedding bands on the left ring finger. They are amazed to learn that some societies do so because the aorta branches directly to the left arm, which directly connects the left ring finger to the heart. They are able to make connections between structure and function, and make ties between science and culture. I have found that when students are presented with these linkages between science and “real life” they are able to question their personal beliefs in a scientific context. In other words, students are thinking like scientists and are being engaged on a personal level. In the example of the ring finger they are also able to think about anatomy and function as the underlying process, rather than memorizing the end-products of science. My goal is to have students leave the classroom with an attitude of inquiry, something I think is necessary to be a good scientist and a good citizen. Encouraging students to question what they know results in fruitful and revealing classroom discussions and has allowed me to identify common misconceptions. For example, most students know about the process of electron transport within the energy-providing mitochondria in a cell. I ask students to think about bacteria, which do not have mitochondria. How do bacterial cells achieve this process without mitochondria? By deconstructing larger concepts into smaller pieces, students become really successful in understanding how universal or unique biological “facts” are in different systems. Given my background as a struggling undergraduate, the way I teach has made me a more successful teacher, because I finally understand what it means to learn meaningfully.

The personal journey that I have taken as a teacher has extended beyond the classroom, into areas that I never imagined. I have had humbling opportunities to help other TAs with their teaching, which has been remarkably insightful and informative. My roles as a teaching fellow, orientation facilitator for the University Center for the Advancement of Teaching (UCAT), and as graduate UCAT consultant, have brought teaching to the forefront of my graduate career. The same qualities, which are meaningful to me as a teacher – making the classroom  process-driven  and individualized  – are echoed in my role as a mentor to other teachers. The classroom is a dynamic space, where each teacher can do the things he or she wishes to do. It is the place where another undergraduate student can struggle, fail, and learn how to excel.  It is the place where I started as a student, the place that could have taught me so much more than what I learned. Years after struggling as that student, I am a teacher, a mentor, and a researcher, but only because I found something meaningful that taught me something about biology and science. That is what I aim to create for my students.

James Collier – Department of Communication

Philosophy of Teaching Statement James Collier Graduate Teaching Associate Department of Communication Winner of the 2012 Graduate Associate Teaching Award 

More than anything, I want students to recognize my genuine passion for teaching and interest in them as individuals. I want my classes to be challenging but fair, valuable beyond their time at Ohio State, and fun. I am obligated to provide a high quality experience, and strive to be the teacher I want as a student. To accomplish this, I integrate things I have learned in my own classes, student evaluations and a variety of studies and books I have read about teaching on the university level.

First and foremost, I want to challenge students and push them out of their comfort zone. I tell them the first day: if school is not challenging, their investment of time and money is trivialized, to the detriment of their value to prospective employers. Being demanding yet fair is by far my most difficult task. There are always gifted, self-motivated students who will rise to any challenge I offer. What about those less driven, or less able? It says little of me if I set the bar high and then watch dispassionately as students sink or swim. That is not how I work. I implore them to make a consistent effort, with the promise I will provide support for anyone who demonstrates as much. Many of my students struggle early. I reassure them as a class, and privately: ‘Don’t panic, don’t quit; as we progress through the quarter, this will become more and more normal.’ This reassurance does not work like magic, but eventually it does take hold. My rules are simple: Don’t panic, don’t quit, come talk to me. I always find a way to reward effort. This includes extra credit opportunities, but never ‘free of charge.’ I trade points for knowledge. On my Carmen site, I post an entire section of additional readings of interest. Students know up front that at the end of the quarter, they can do additional reading and take a quiz. I credit any points they earn toward prior quiz grades, allowing them to make amends for earlier disappointments. Ultimately, most students trust me and buy into the system. My grades are relatively high; not because I give students anything. The grades are earned. In addition to challenging, I want my class to be interesting and fun.

My methodology entails heavy reading (approximately 100 pages per class period) and abbreviated lectures (approximately 30 minutes). Research demonstrates that reading improves vocabulary and language use, which improves writing skills – all of which improve public speaking skills. All are premium job skills. I adopted shorter lectures based on student feedback. Students find interaction and discussion more interesting. To ensure that students read with a sense of purpose, every class begins with a brief quiz. We review the answers in class, and as we do, I expand on the content and add detail by referencing other sources. This tends to spur interest and further discussion as we walk through the quiz. In addition, I allow students to ‘negotiate’ with me. In other words, I allow them to ask if what they put is sufficiently accurate. Sometimes I say no, sometimes I give half credit, and sometimes what they write is not at all what I was looking for, but I am so impressed with the level of detail they absorbed, I give them full credit. This is one of the most enjoyable aspects of the class because, while the heavy reading and daily quizzes can seem daunting, students quickly realize that they are empowered to make their case and earn credit. This is my way of acknowledging that creating each quiz is not an exact science, nor are the items I select the definitive aspects of the reading. The give-and-take of these exchanges inevitably leads to laughter, inside jokes related to prior quizzes, and mutual respect between us. The level of enjoyment these ‘negotiations’ generate is most notable at the end of the quarter when I offer the extra credit quizzes in my office. Students arrive sporadically over the course of two hours, take the quiz and leave due to time constraints. Almost all of them say something to the effect of ‘this is not as much fun without the negotiations; I miss that.’ To hear this is priceless because many of these students struggled a bit throughout the quarter, and to hear them lament the fun being over is truly amazing. In addition to being interesting and fun, I want to be organized and responsive. This manifests itself in three ways: 1) daily game plans; 2) e-mail response and personal meetings; and 3) immediate grading.

During the last 5 minutes of each class, I review the up-coming readings. I tell them why we are covering this material and how it connects to prior readings and our larger plan moving forward. I provide a general guideline to what they should focus on, and what they can gloss over. By articulating these connections, I help them organize their thoughts and synthesize the readings. It also alleviates the sensation of being pounded by wave after wave of readings. As mentioned earlier, I know that a certain portion of the class will struggle early on. I allow for time to meet with students after class, am very diligent about responding to e-mails quickly, and devote 4 office hours per week for personal consultations. Students always know that I am there for them. Without question, the organizational aspect that students most appreciate is my quick and detailed grading. Quiz grades are posted by late afternoon. Rather than extensive papers at mid-term and final, students write 5 papers between 600-700 words in length at a time of their choosing – giving them freedom to manage their time. I grade and return these papers with detailed comments the same night they are submitted. To earn their participation points, they post 10 opinion paragraphs between 200-230 words in length on our Carmen discussion forum. I read and post these grades the same night. The final component of the class entails a group presentation where each student presents a media sample related to the current content and poses discussion questions to their classmates. These grades are also posted immediately, along with my comments. All told, students know their grade in real-time, where they stand, and why. This is a show of respect and organization they really appreciate.

Self-improvement  I have done many things to further my development. Last fall, I shadowed one of our full professors for an entire quarter, and wrote a 1500 word essay about my observations for class credit. I wanted to pursue the teaching specialization minor but realized I could not fit the class requirements into my other class and teaching schedule, as well as pursue all my research projects. Nonetheless I learned a lot by watching a seasoned veteran for ten weeks. Last October, I conducted a two hour workshop for new graduate students who were scheduled to begin teaching later in the year. This was mutually beneficial because the preparation and subsequent discussion forced me to reflect on my own teaching, triggering new ideas. Upon request, I have served as a guest lecturer in six undergraduate Comm classes. I was also invited to give a two hour lecture on the political history of the Middle East and Central Asia for graduating Air Force ROTC cadets. This opportunity came because a former student recommended me to his superiors. I am currently writing and producing a series of television shows with a group of students majoring in television production. I work directly with their advisors to ensure the project warrants class credit. I am also helping a former student on his undergraduate thesis project. He has enlisted my help in acquiring sources, and also for editing the paper. I also make an effort to read books and studies that examine teaching on the university level. These include Academically Adrift: Limited Learning on College Campuses, by Richard Arum and Josipa Roksa; one study by the Association of American Colleges and Universities, and one by the American Council of Trustees and Alumni. All told, my passion for teaching leads to opportunities to teach more, which enhances my skills and creates further opportunities. I am never ‘good enough’ and am always seeking opportunities to hone my skills and contribute to others, including fellow graduate students.

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Essay on Principles of Teaching

Students are often asked to write an essay on Principles of Teaching in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Principles of Teaching

What are principles of teaching.

Teaching principles are like a set of guidelines that help teachers do their job in the best possible way. They’re like the rules of the game for teaching.

Why are Principles of Teaching Important?

Some important teaching principles.

– Make it interesting: Learning should be fun! Teachers should make lessons engaging and interesting so students stay focused and motivated. – Be clear and organized: Students learn best when they know exactly what’s expected of them. Teachers should explain things clearly and provide clear instructions. – Encourage participation: Learning is a two-way street. Teachers should encourage students to ask questions, share their ideas, and participate in class discussions. – Be patient and understanding: Students learn at different paces. Teachers should be patient and understanding, and provide extra help to students who need it. – Make it relevant: Students are more likely to remember information if they can see how it applies to their own lives. Teachers should make connections between the material they’re teaching and the real world.

250 Words Essay on Principles of Teaching

Foundation of effective teaching.

Teaching is an intricate process that demands a blend of skills, knowledge, and techniques. Effective teaching thrives on a set of guiding principles that serve as a framework for educators to create conducive learning environments and facilitate meaningful student engagement. Understanding these principles is pivotal in shaping the art and science of teaching, ultimately empowering educators to foster a lifelong love for learning within their students.

Engaging Students through Active Participation

Effective teaching involves students actively in the learning process. Teachers achieve this by encouraging them to ask questions, engage in discussions, and work collaboratively on projects. This approach fosters deeper understanding, critical thinking skills, and problem-solving capabilities.

Catering to Individual Needs

Effective teachers recognize that every student is unique, with varying learning styles, strengths, and challenges. They tailor their teaching methods to cater to these individual differences, ensuring that each student receives the support they need to thrive. Differentiated instruction is a key strategy in meeting the diverse needs of learners.

Creating a Positive Learning Environment

A positive and supportive learning environment is essential for effective teaching. Teachers establish this by fostering mutual respect among students and between students and themselves. They create a safe space where students feel comfortable taking risks, asking questions, and expressing their ideas without fear of judgment.

Setting Clear Goals and Expectations

Effective teaching involves setting clear learning goals and expectations. These goals should be aligned with the curriculum and communicated clearly to students. Teachers provide students with specific feedback on their progress, helping them track their growth and identify areas for improvement.

Continuously Reflecting and Improving

Effective teachers continuously reflect on their teaching practices to identify areas for improvement. They seek feedback from students, colleagues, and supervisors to gain insights into their teaching effectiveness. Engaging in professional development opportunities helps teachers stay updated with current trends and research in education.

500 Words Essay on Principles of Teaching

Principles of teaching.

Teaching is a complex process that involves more than just delivering information to students. Effective teaching requires careful planning, implementation, and assessment. There are several principles that guide effective teaching, and understanding these principles can help teachers create a positive and productive learning environment.

Effective teaching begins with careful planning. Teachers need to consider their objectives, the needs of their students, and the resources available to them. They should create a lesson plan that outlines the activities and materials they will use to achieve their objectives.

Students are more likely to learn when they are engaged in the material. Teachers can create an engaging learning environment by using a variety of teaching methods, such as lectures, discussions, group work, and hands-on activities. Visual aids, such as charts, diagrams, and videos can also help to engage students.

Differentiation

Students learn at different paces and in different ways. Teachers need to differentiate their instruction to meet the needs of all students. This means providing a variety of learning materials and activities, and allowing students to learn at their own pace.

Assessment is an essential part of teaching. It allows teachers to monitor student progress and adjust their instruction accordingly. Assessment can be formal, such as tests and quizzes, or informal, such as observations and discussions.

Feedback is essential for learning. Teachers need to provide students with feedback on their work, both positive and negative. Feedback should be specific, timely, and actionable.

Positive Learning Environment

Students learn best in a positive and supportive learning environment. Teachers can create a positive learning environment by being respectful, encouraging, and patient. They should also establish clear rules and expectations.

Collaboration

Professional development.

Effective teachers are committed to professional development. They are always looking for ways to improve their teaching skills and knowledge. Professional development can include attending workshops, taking courses, or reading books and articles.

By following these principles of teaching, teachers can create a positive and productive learning environment that helps students succeed.

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Teaching Commons > Teaching Guides > Reflective Practice > Teaching Philosophies

The Teaching Philosophy

Teaching philosophies are frequently required for job applications and for tenure or promotion packets. They also serve as a central reflective document in teaching portfolios.

Depending on your audience and purpose, the length of your philosophy will vary. While most teaching philosophies are one to two pages, tenure applicants may be asked to expand their statement to five to eight pages.

General Guidelines

Offer concrete examples . Illustrate how you enact your beliefs about how people learn and what the role of a teacher is in promoting learning in the classroom by pointing to specific assignments, activities, and experiences.

Daniel Makagon (College of Communication) shows how an assignment he designed promotes dialogic learning:

"For example, an Intercultural Context assignment in Intercultural Communication exemplifies my desire to have students participate in a larger dialogue and debate about core issues raised in the class. This assignment asks students to present artifacts that highlight some aspect of historical or contemporary intercultural communication. A small sample of their presentations shows a range of issues that, taken together, reflect the diverse and complex matrix of intercultural communication: a video clip from a news broadcast about racist gangs in prisons and how racial tensions will affect prisoners when they are released, a song that used rap music to put forth Christian messages, an advertisement that presented intercultural relations as contexts for consumption [...] In short, the students were able to share a variety of artifacts that addressed issues big and small, exemplifying and extending the intercultural communication theories about race, gender, religion, and globalization (among others) that we analyzed in course materials.”

Make connections to your discipline . Define what it means to be teacher within your area(s) of expertise. As you write, remember that you are not only making a claim about issues related to teaching and learning, you are also supporting your point of view with personal experience and, if possible, outside scholarship. Show how your teaching, research, and professional activities inform one another. Draw specific connections between these areas in your teaching philosophy.

Anna Kathryn Grau (School of Music) makes a case for the importance of music in the humanities and in liberal arts education more generally:

 “Liberal arts education works to make students aware of other points of view, of otherness, both historical and contemporary. The study of music deserves a place in this context, alongside the other humanities. I believe musicology has a crucial, though often overlooked, place in expanding our understanding of how our culture evolved. In the study of music history, we demonstrate to students the historical and cultural contingencies of things often perceived as universal and transcendent. General liberal arts students benefit from incorporating thought about music and its history into their general course of study, while musicians can enrich their own experience and professionalism through better understanding not only of the technical elements of their material, but of its social and cultural role throughout history. For this reason, I am particularly interested in the opportunity to teach music in an interdisciplinary context. Especially in general curriculum courses, the engagement of students with music and listening skills often correlates closely with their ability to see music as part of a larger social-historical picture. "

Make it personal . Avoid making generalizations about all teachers and learners. The more specific your philosophy is to you and your practices, the more valid and compelling it will be because you are not asking your reader to agree to universal claims based on your anecdotal experiences.

Trent Engbers (School of Public Service) explains why grappling with ethical questions is central to his pedagogical goal of encouraging students to consider new ways of thinking:

“My favorite application activities are embedded with ethical questions about the world of public managers and elected officials. The controversial nature of ethical questions engages students in debate with each other and students find that despite their knowledge of 'truth' there is always someone who sees it differently. Following application, I set the context for the next lesson so that ideas build on each other and lead to higher levels of expertise.”

 Getting Started

Here are some questions to consider in your teaching philosophy:

• What attitudes do you feel you must hold (or avoid) to be a successful teacher? How have these attitudes impacted your teaching?
• What are your beliefs about learning? How do you think people learn best? What has informed your beliefs about learning (scholarship, experience, teaching mentors)? How are your beliefs about learning reflected in your teaching?
• What do you hope to accomplish when you teach? What are your learning goals for any given course? Are there some learning goals that exist in virtually all of your courses? Do you change learning goals depending on whether or not the course is for majors or non-majors, undergraduates, or graduate students?
• How do you assess what students need most from you as a teacher? How do you assess if students have fulfilled the course goals?
• Give an example of a particularly successful assignment, unit, or course. What made it successful? How does your example represent your beliefs and values about teaching and learning?
• Give an example of an assignment, unit, or course that didn't work. Why wasn’t it successful? What changes did you make based on that experience to turn it into a successful assignment, unit, or course?
• What type of feedback do you get from students? How has student feedback influenced your beliefs and practices about teaching?

More Examples 

• Paul Booth , associate professor of Media and Cinema Studies in the College of Communication, sets out a clear framework, provides examples in support of that framework, and articulates how the learning spaces he creates lead to concrete outcomes for students.
• Edward Evins does double duty as both a First-Year Writing Instructor and a University Center for Writing-based Learning tutor. His tutoring philosophy exemplifies the best practices of a philosophy statement and has an engaging design connected to an overarching metaphor. 
• Carolyn Martineau , Senior Instructor in Biological Sciences in the College of Science and Health, begins her philosophy with a clear list of key driving elements, and then she supports her mission statement with connected examples. 

How to Write a Philosophy of Education for Elementary Teachers

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

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

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

Structure of a Teaching Philosophy

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

Introduction

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

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

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

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

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

Writing Prompts

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

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

Career Advancement

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

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

Center for Teaching

Teaching statements.

Print Version

• What is a teaching statement?
• What purposes does the teaching statement serve?
• What does a teaching statement include?

General Guidelines

• Reflection questions to help get you started
• Exercises to help get you started
• Evaluating your teaching statement
• Further resources

What is a Teaching Statement?

A Teaching 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. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

• Your conception of how learning occurs
• A description of how your teaching facilitates student learning
• A reflection of why you teach the way you do
• The goals you have for yourself and for your students
• How your teaching enacts your beliefs and goals
• What, for you , constitutes evidence of student learning
• The ways in which you create an inclusive learning environment
• Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a 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 narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• 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 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.

Reflection Questions To Help You Get You Started:*

• Why do you teach the way you do?
• What should students expect of you as a teacher?
• What is a method of teaching you rely on frequently? Why don’t you use a different method?
• What do you want students to learn? How do you know your goals for students are being met?
• What should your students be able to know or do as a result of taking your class?
• How can your teaching facilitate student learning?
• How do you as a teacher create an engaging or enriching learning environment?
• What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
• How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

• The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
• Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

• Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
• Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
• Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

• Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
• Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
• Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

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Writing a Teaching Philosophy Statement

Your teaching philosophy should reflect your personal values and beliefs about teaching. It is a self-reflective statement that describes what you believe and provides concrete examples of what you do in the classroom to support those beliefs. It is written in the first person and should convey a professional image of your teaching. A well-developed teaching philosophy will provide a way to purposefully assess your teaching approach and enable you to articulate your teaching beliefs and values to your students, your peers, and search or teaching award committees.

Most teaching philosophy statements are 1-4 pages long and cover three core areas (objectives, methods, evaluation). They tend to be discipline-specific and will have nuances that reflect that. A teaching philosophy is also a document in progress, and it should change and evolve as your teaching experiences build.

Did you know? Graduate Students and Post Docs may work with CCE’s writing consultants to develop their teaching statements. To learn more, visit ISU’s Center for Communication Excellence website .

What are your objectives as a teacher?

It is important to start by describing where you want to end. In other words, what are your objectives as a teacher? The rest of your philosophy statement should support these objectives which should be achievable and relevant to your teaching responsibilities; avoid vague or overly grandiose statements. On the other hand, you will want to demonstrate that you strive for more than mediocrity or only nuts-and-bolts transference of facts.

Consider these writing prompts:

• Do you hope to foster critical thinking and problem-solving strategies, facilitate the acquisition of life-long learning skills, or prepare students to function effectively in an information economy?
• What is your role in orienting students to a discipline, to what it means to be an educated person in your field?
• How do you delineate your areas of responsibility as compared to your students’ responsibilities?
• In what specific ways do you want to improve the education of students in your field?
• 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?

How will you achieve those objectives?

Once you have a clear vision of your teaching objectives, you can discuss the methods you use, or will use, to achieve those objectives. Here is also where you can elaborate on your knowledge of learning theory, cognitive development, curriculum design, etc. as the topic(s) relate to the teaching strategies you implement.

It is useful to explain specific strategies or methods you use and tie these strategies directly to your teaching objectives. For example, if you include a field trip as part of your course, what are the learning objectives associated with the fieldtrip? How do you decide whether to use collaborative or individual projects based on your teaching objectives? When appropriate, relate your strategies to national-level needs for teaching in your discipline. If you have developed instructional materials that have been or could be disseminated, be sure to discuss them and how they support your teaching objectives and possibly national-level disciplinary objectives.

How will you measure your teaching effectiveness?

In this section discuss how you intend to measure your effectiveness relative to the objectives and methods you have outlined. Because your teaching objectives are most likely related to student learning, you will probably use measures of student attainment of learning outcomes, rather than simply how many chapters you can cover from the textbook. The end of semester course evaluations completed by students can also be used to measure teaching effectiveness. Consider having a peer evaluate your teaching and provide input on the quality of teaching materials you have developed as well as your effectiveness in the classroom. Having multiple methods of evaluation rather than just a single source provides a more comprehensive picture of your teaching effectiveness.

A final section to include in your teaching philosophy statement is quite simply- Why do you teach? Here is where you can be, if not grandiose, at least a bit grand. What, to you, are the personal rewards of teaching? How do you want to make the world or at least higher education better? When you are overworked and feel undervalued, to what ideals do you return in order to rejuvenate yourself and inspire your students? How do you want to make a difference in the lives of your students? Why does teaching matter to you?

Responses to all of these questions will require some reflective thought and you will likely benefit from discussing them with other faculty in your department. Consider bouncing your responses off of your colleagues, ponder their responses, re-evaluate your positions, revise, talk some more, etc. Over time your responses will change to reflect how you have grown and changed as a teacher. Think of your teaching philosophy as a work in progress over the course of your career.

Writing a Teaching Philosophy

Susan Yager, Professor in English, is a frequent lecturer in the CELT Preparing Future Faculty program on the topic of writing a teaching philosophy statement. In this 2013 Writing a Teaching Philosophy Statement video (12m 31s), she shares her experience in developing her own teaching philosophy statement and tips for beginner writing for the first time.

After, review the second video , which features Karen Menzel, CELT Program Specialist and co-director for the Preparing Future Faculty program. Karen provides a step-by-step process for developing a teaching statement. You can follow along using this PDF.  

ISU Center for Communication Excellence (CCE)

Graduate Students and Post Docs have the ability to meet with CCE’s writing consultants. To learn more, visit ISU’s Center for Communication Excellence website .

59 Teaching Philosophy Statement Examples

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]

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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) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori's 4 Planes of Development, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori vs Reggio Emilia vs Steiner-Waldorf vs Froebel

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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Teacher Interview Questions: What is your teaching philosophy?

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

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

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

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

Speak with enthusiasm and focus on the children.

What’s more, try to talk with some enthusiasm.  You consider teaching your personal mission, you see meaningful purpose in this job, and are thrilled to have an opportunity to make a positive difference in the lives of your students. And your teaching philosophy–which you are glad to share with the school principal (and with other interviewers), will help you make it happen…

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

Teaching Philosophy’s Principles Overview and Analysis Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction to Business Course

Principles of marketing course, principles of management course, introduction.

The role of a teacher is to guide students towards not just an understanding of the material but also its application in their career and its importance in their education. Directing learners towards this awareness in a course aimed to introduce them to the subject should become one of the teacher’s key goals. For undergraduates, it may be hard to retain motivation and dedication to a process whose purpose in their life they do not understand and, therefore, for many learning becomes a pointless and meaningless endeavor.

Presenting them with a variety of discipline options within the business sphere is an essential step in professional self-identification, possible only through interacting with the appropriate curriculum. My role, as a teacher, thus becomes crucial to forming students’ understanding of the course material and directing them towards attaining specific goals and skills made possible in a positive teacher-student dynamic.

Attaining Program Objectives, Learning Outcomes, and Course Objectives

The program’s overall objectives all aim to create competent, progressive, and morally oriented professionals and specialists who will create a positive contribution towards a better world of business. Helping pupils achieve this character growth is my responsibility, which is made possible by encouraging already existing tendencies instead of trying to instill new, alien concepts through punishment. Through a friendly approach towards students, which does not devolve into favoritism, it is possible to promote a positive attitude towards education, creating a positive learning environment as a result.

Critical evaluation of material, which should become undergraduates’ main tool, becomes possible to learn through the implementation of student-centered teaching strategies such as lectures and group discussions, while appropriate assessment strategies permit quantifying their progress. Guiding this learning process by creating a convenient setting for my pupils’ personal growth thus remains my priority when achieving program objectives.

Introduction to Business, as a preliminary course, becomes an essential component of students’ education that contributes to their future comprehension of further, specialized material. Understanding expert’s terminology and the mechanics of entrepreneurship, marketing, management, economics, and finance, as well as the ethical and social responsibility rooted within these disciplines; all open the possibility of comprehending further business-related information. As learners may have to choose between these varying fields of study, covered within introductory courses, and I, thus, hope to guide them by providing them with a suitable level of basic knowledge.

I, as a teacher, must encourage my undergraduates’ eagerness to continue within their field of study during this process of course outcome attainment through the creation of a positive learning experience rooted in individualization. Understanding the differences between pupils, their objectives, and approaches to goal attainment is not just an extension of teacher-student respect — it permits supporting undergraduates in decisions that affect their academic life and, therefore, profession.

If involving pupils in their learning process becomes an essential factor in their information comprehension, then a teacher’s role is to implement techniques that make this possible. While group discussions allow students to develop their skills between themselves, additional strategies such as case studies and presentations immerse the undergraduates in a life-like situation. Using these methods to further the idea of the received knowledge as applicable and valuable helps attain numerous objectives simultaneously, which range from a comprehension of fundamental functions to the apperception of social responsibility. A simulated environment as a learning ground, if correctly created by the teacher, maybe more productive than numerous theoretical lectures.

Instilling a basic understanding of business and its disciplines becomes a prerequisite to more complex knowledge, without which students cannot aspire to professionalism. The creation of a positive learning environment, which is not only student-centered but also permits them to apply practically the taught theory, makes the education of future experts possible. Therefore, retaining my role as a guiding factor in their training makes me responsible not for molding them as characters, but mentoring them into making the correct choices for themselves.

The Principles of Marketing is a specialized, specifically oriented course that aims to develop further learners’ cognition of marketing as a process and responsibility, delving into business disciplines. Since the course is demanding and requires thematic understanding and I must allow pupils to voice their thoughts and, as a teacher, contain myself to a guiding role. This approach becomes even more crucial considering that the intersection between skills apperceived by learners in the past and topics covered in the course become complements of each other, permitting students to pursue individual learning.

Creating an efficient system of support for pupils’ education through encouraging internal guidance based on motivation and personal discipline, thus, becomes a teacher’s chief objective, which not only fulfills course objectives but also benefits undergraduates.

The program objectives, centered on developing a critical approach to information, understanding the course material, and instilling a high level of ethical and moral responsibility as a continuation of student’s previous skills and knowledge. Case studies, group discussions, and lectures permit creating an adequate learning atmosphere in which pupils can be guided to support each other in their education process.

My role is to lead them to ask questions about the material, start academic discussions between themselves, and regulate these arguments to remain respectful and beneficial, thus promoting a positive learning atmosphere. This approach permits cultivating a particular type of familial atmosphere that is backed by the support and mutual respect, which remain essential features of the professional world. Testing, after interaction with theoretical and practical material, permits evaluating the extent of students’ understanding within the content of the course and creates an impartial grading rubric, avoiding possible favoritism despite the friendly learning atmosphere.

Building upon undergraduates’ previous understanding of business, my goal in this course is to expand and deepen their knowledge of the marketing discipline. Urging learners to ask questions during lectures and participate in class discussions permits them to learn on their own, with only supportive guidance on my part as an educator. At this stage, it is vital that pupils, already knowing the basic principles of marketing, understand the mechanics, influences, and repercussions behind its most common processes.

Comprehending, for example, the impact of environmental factors on buyer behavior and the place of such a buyer in the marketing strategy allows students to orienteering themselves within an already set and experienced marketing world. Ushering learners towards this knowledge in a course aimed to introduce them to the subject should become one of the teacher’s key goals. Therefore, delving into critical topics such as the place of ethics and social responsibility in marketing is only possible after establishing positive contact with undergraduates.

Case studies, modeled after real-life situations, are an essential aspect of education that allows undergraduates to study in a controlled, yet life-like setting. While this task has indubitable intelligence outcomes attached to it, is a teacher’s opinion, the more critical aspect of this assignment is its contribution to teaching pupils collaborative techniques.

Teamwork retains its position as one of the most valuable points of the professional world and permitting students to understand the importance of cooperation in a classroom secures a reliable future for the marketing world. Case studies, additionally, allow undergraduates to follow through cause and effect situations that have already come to fruition and, thus, may be exemplary. This kind of teaching technique, through the application of theory in practice, prepares learners for their professional life and prevents them from making already performed mistakes.

Leading my pupils to a deeper understanding of the marketing discipline and permitting them to interact with information on their terms by asking questions and participating in group projects recreates a reduced-scale professional setting. By recognizing the fact that my undergraduates’ goals differ between themselves allows not only releasing my expectations but also helps to establish positive teaching relationships with them.

This method, in turn, leads to my learners trusting me to not merely teach but also give them advice on aspects of their academic career and, thus, influencing their future occupation. Respecting this placed confidence, while continuing to create beneficial learning conditions, grants future professionals a chance at a hands-on learning experience that may be indispensable to their career.

Management is an essential discipline for those who will be working with people in any way as a discipline rooted within intercommunication and reliant on establishing contact in a professional yet confident manner. The Principles of Management course, therefore, is not only dependent upon students’ previous knowledge of basic management concepts but also requires them to be appropriately communicable and open towards perfecting their skills.

Making marketing more attractive to undergraduates by creating an accessible and merit-reliant course is a step towards bettering the overall quality of experts within the professional world through stimulating inter-disciplinary approaches. Mentoring learners towards an understanding of complex management mechanisms and techniques is my goal, as a teacher, as well as motivating them to partake in future management projects.

The goal of such a course is trifold, based on bettering students’ understanding of business administration, critical evaluation approaches, and their social responsibility as future experts. Cause and effect explanations permit achieving this knowledge, as well as vivid and real-life examples and hands-on experience, which permit further reinforcing learners’ already existent skills. Learning to work as a team member, rather than as a solitary unit, is crucial to this course, urging undergraduates not just to participate but also to interact with each other as well as their teachers.

Establishing and guiding positive contact between students is a teacher’s duty in this type of course, creating an atmosphere where learners are permitted to draw conclusions from their mistakes and even help each other learn. Stimulating these interactions, intercepting possible negative repercussions, working with pupils’ unwillingness to overcome total self-reliance, and teaching delegation skills through modeled situations is only possible if the teacher establishes positive connections between learners. Perfecting these pre-established lines of communication is a vital step in educating undergraduates.

Communication must be encouraged by me, as the teacher, as students are expected to collaborate during the course and learn from these interactions. Because undergraduates of varied curriculums are invited to partake in the management course, urging undergraduates to create communication networks will be additionally beneficial to their careers. Inter-disciplinary connections are not only useful in the long run but also help strengthen the management discipline due to the inflow of new ideas and techniques made possible through collaboration.

Therefore, I should guide pupils towards this understanding of communication as a skill that is essential to have at any business job, not just in management but also entry-level positions, and as a possible promotion-deciding factor. Management techniques and overall communication rely on people reaching a compromise and being able to interact adequately, which turns into a continuous learning process for teachers, students, and professionals alike.

Directing learners towards perceiving the needed knowledge on their own becomes possible through the application of hands-on experience, and the safest way to achieve this in an academic setting is through group activities. Presentations, therefore, become a point of intersection between communicative and professional skills, repeating the same communicative structure as professional situations. A teacher’s job is to allow students to make their conclusions from modeled cases for future use, which retain their relevance even if they decide not to pursue a career in the management sphere. Demonstrating critical communicative competencies is necessary for an educator teaching this kind of course as, while it is essential to present examples, it is even better to be one actively.

The Principles of Management course is socially demanding as it is built almost entirely on communication skills and some of the program outcomes, such as networking results, are not altogether possible to evaluate. However, through numerous team-building activities, teamwork project assignments, and the creation of an environment that is permissible for formal and informal communication it is feasible to evaluate each student’s perfection of their skills.

The teacher’s role, in such a course, should be not only guiding but also exemplary, as it is just not enough to say that the professional setting deems a particular skill necessary and beneficial in the professional environment. To become a representative of the professional world, a teacher must demonstrate the taught competencies themselves and consider the course as a chance for their growth too.

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Seven principles for good teaching, what are the seven principles.

How can undergraduate education be improved? In 1987, Arthur W. Chickering and Zelda F. Gamson answered this question when they wrote "Seven Principles for Good Practice in Undergraduate Education." They defined what good education means at the undergraduate level. The seven principles are based upon research on good teaching and learning in the college setting.

These principles have been intended as a guideline for faculty members, students, and administrators to follow to improve teaching and learning. Research for over 50 years on practical experience of students and teachers supports these principles. When all principles are practiced, there are six other forces in education that surface: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices work for professional programs as well as the liberal arts. They also work for a variety of students: Hispanic, Asian, young, old, rich, poor.

Teachers and students have the most responsibility for improving undergraduate education. However, improvements will need to be made by college and university leaders, and state and federal officials. It is a joint venture among all that is possible. When this does occur, faculty and administrators think of themselves as educators that have a a shared goal. Resources become available for students, faculty, and administrators to work together.

The goal of the seven principles is to prepare the student to deal with the real world.

Principle 1: Encourage contact between students and faculty.

Building rapport with students is very important. The contact between students and teachers are vital to the students' success. One of the main reasons students leave school is the feeling of isolation that they experience. The concern shown will help students get through difficult times and keep working. Faculty have many avenues to follow to open up the lines of communication.

For the regular classroom:

• Invite students to visit outside of class.
• Know your students by name.
• Help students with problems in their extracurricular activities.
• Personalize feedback on student assignments.
• Attend student events.
• Advise students regarding academic courses and career opportunities.
• Seek out students you feel are having a problem with the course or are frequently absent.
• Encourage students to present their views and participate in class discussions.
• Have regular office hours.
• Help students to work with other faculty. Let them know of options, research, etc. of other faculty.
• Share personal experiences and values.
• Use the one-minute paper at the end of class to get feedback on what the student is learning and how well they are learning it.
• Talk to students on a personal level and learn about their educational and career goals.

For distance and online courses:

• Try computer conferencing.
• Use list serves.
• Clearly communicate your email response policy.
• Encourage e-mail correspondence and discussion forum use, especially beneficial for those that are shy or are from different cultures because it allows them a different avenue of communication that might be more comfortable.
• "Chat time" online with faculty (at various times, scheduled weekly).
• Use pictures of faculty/students.
• Visit the distance sites, if possible.
• Have an on-site support person.
• Maintain eye contact with camera and local students.
• Arrange for group work at a distance site.

Principle in action:

• A York College (PA) professor has incorporated an invitation in the syllabus to encourage contact during office hours: "You are encouraged to stop in during office hours to talk about any problems or suggestions you may have concerning the course; about careers (especially graduate school or the benefits of majoring or minoring in (Insert your course here); or just about things in general. If you want to talk to me and find the schedule hours to be inconvenient, feel free to schedule an appointment."
• Faculty at St. Norbert College, Wisconsin, use electronic mail discussion groups. Many instructors find that the students are more willing to participate in a written discussion than to speak up in class. The instructor monitors the discussions and participates along with the students, adding personal perspectives and ideas to those of the students.
• The Residential College of Winona State University has implemented a "living-and-learn" environment to encourage student and faculty interaction. It is located 12 blocks from the main campus and houses 400 students in large, mostly single rooms. Academic activities at the Residential College include freshman seminars, sophomore common reading seminars, and an in-resident program with notable scholars or artists participating with students in a variety of experiences. Residential College faculty are located there and hold office hours. The interaction between students and faculty are enhanced because of the increased interaction.

Technology, like e-mail, computer conferencing, and the World Wide Web/Internet, now gives more opportunities for students and faculty to converse. It is efficient, convenient, and protected. It allows more privacy so that students are able to discuss more openly without fear that other students are going to hear. E-mail also gives student more time to think about what they want to say. With these new alternatives to face-to-face communication, interaction from more students should increase within the classroom.

• Building awareness and diversity into student life: Pomona College. (1991). Liberal Education, 77 (1), 38-40.
• First year experience creates a community of learners: Augsburg College. (1989). Liberal Education, 75 (5), 28-29.
• Furlong, D. (1994). Using electronic mail to improve instruction. The Teaching Professor, 8 (6), 7.
• O'Neill, K.L. and Todd-Mancillas, W.R. (1992). An investigation into the types of turning points affecting relational change in student-faculty interactions. Innovative Higher Education, 16, (4), 227-290.
• Wilson, R.C., Gaff, J.G., Dienst, L.W., and Bavry, J.L. (1975). College Professors and Their Impact on Students. New York, NY: John Wiley.

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Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.

• Use cooperative learning groups
• Have students participate in activities that encourage them to get to know one another.
• Encourage students to join at least one organization on campus.
• Assign group projects and presentations
• Utilize peer tutoring.
• Encourage students to participate in groups when preparing for exams and working on assignments.
• Distribute performance criteria to students is that each person's grade is independent of those achieved by others.
• Encourage students from different races and cultures to share their viewpoints on topics shared in class.
• Use chat sites and discussion forums for student-to-student communication.
• Set up teams to interact through e-mail or phone bridges with enough people at each site.
• Encourage students to respond to their peers' work by posting it on the internet.
• Have a question and answer time online.
• Use teleconferencing for idea sharing.
• Encourage online discussion groups that require interaction.
• Work on group projects through phone and e-mail.
• Team-teach courses.
• Include an "ice-breaker" activity to allow students to share their interest and to learn about others.
• Students in communication courses at Miami University develop a group "code of conduct" to help facilitate cooperative learning. A sample code is given out as a model. The sample code includes: respect each other, criticize ideas instead of people, listen actively, seek to understand before being understood, contribute to group discussion, keep an open mind, share responsibility, and attend all meetings. Students are encouraged to customize the code to address other shared concerns the group may have. Students refer to the code after each class or group session to assess their performance and identify areas for improvement.
• At Naugatuck Valley Community-Technical College, students are tested both individually and collaboratively. Students are given a test date but are not told in which fashion they will be tested. Group tests are highly structured and a unanimous decision must be reached for the answer. The collaborative testing method helps students experience a sensitivity for diversity and others' point of view; develop and refine skills in persuasion, listening, and reading; and share responsibility and accountability. This method also reduces test anxiety among students.
• In a first-year composition class at University of Minnesota students videotape themselves discussing apprehensions before taking the course, their feelings when they received their papers back, and what they learned from the class. Next quarter, the video is shown to new students in the course to show that the feelings they are experiencing are shared by others and helps motivate them to succeed.

Cooperative learning has several benefits. Students care more about their learning because of the interdependent nature of the process. Retention is higher because there is a social and intellectual aspect on the content material. Students also find the method more enjoyable because there is no competition placed upon them. Cooperation, not competition, is more effective in promoting student learning.

• Cassini, C. (1994). Collaborative testing, grading. The Teaching Professor, 8 (4), 5.
• Grading student projects: A project in itself. (1994). Adapted from For Your Consideration, 3 (3), by The Teaching Professor, 8 (2), 3-4.
• Johnson, D.W. and Johnson, R.T. (1985). Cooperative Learning: Warm Ups, Grouping Strategies and Group Activities. Edina, MN: Interaction Book Co.
• McKinney, K. and Graham-Buxton, M. (1993). The use of collaborative learning groups in the large class: Is it possible? Teaching Sociology, 21, 403-408.
• Prescott, S. (1992). Cooperation and motivation. Cooperative Learning and College Teaching, 3 (1).
• *Special note: The National Center on Post secondary Teaching, Learning, and Assessment has developed a source book on collaborative learning. Contact: NCTLA, Penn State University, 403 S. Allen St. Suite 104, University Park, PA 16801.

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Principle 3: Encourage active learning.

Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.

• Ask students to relate what they are learning to something in real life.
• Use journaling.
• Give students concrete, real-life situations to analyze.
• Encourage students to suggest new reading, projects, or course activities.
• Ask students to present their work to the class.
• Use of simulation software to run "what-if" scenarios allows students to manipulate variables and circumstances.
• Practice role modeling and use web-based case studies to practice new thinking skills.
• Encourage students to challenge your ideas, the ideas of other students, or those ideas presented in readings or other course materials in a respectful matter.
• Set up problem solving activities in small groups and have each group discuss their solutions with the class.
• Allow flexibility in choosing material so that it is more meaningful to the learner (e.g. students choose their own topic, project format, etc.).
• Have an interactive web page.
• Debate on-line.
• Present students work for other students to review.
• Talk about what students are learning by creating a learning group through e-mail, telephone, chat room, or conferencing.
• Use e-mail for group problem solving.
• At Iowa State University, history students interview prominent historical individuals during a press conference. After the press conferences, students work in groups identifying the main ideas and creating headlines and news articles that highlight those ideas.
• Structured journal writing is a major part of several classes at Lesley College. Each journal entry has two parts: the first paragraph emphasizes points for recall and retention; the second part emphasizes application of the content to the student's life experience and observation.
• An education professor at the University of Wisconsin-La Crosse has created a hypothetical school system, complete with administration, teachers, pupils, and families. The goal is to help the students learn the legal aspects of special education. During the semester, the students take on all roles as they participate in legal cases involving students with disabilities. Students gain an understanding of the law as it applies to special education and students with disabilities, and they develop a human understanding of the human side of the cases.

Promoting active learning in higher education is a struggle because of the learning background that many students come to classes with. This is due to the fact that the norm in our nation's secondary schools has been to promote passive learning. A large amount of information needs to be covered with not enough time, so teachers resort to lecture in order to economize their time to cover as much material as possible. Students progress from topic to topic with no real understanding of the content and how it relates to their life. Effective learning is active learning. The concept of active learning has been applied to curriculum design, internship programs, community service, laboratory science instruction, musical and speech performance, seminar classes, undergraduate research, peer teaching, and computer-assisted learning. The common thread between all these events is to stimulate students to think about how they as well as what they are learning and to take more responsibility for their own education.

• Gabennesch, H. (1992). Creating quality class discussion. The Teaching Professor, 6 (9), 5.
• Hands on experience in course's focus: Temple University. (1989). Liberal Education, 75 (4), 33-34.
• Harrison-Pepper, S. (1991). Dramas of persuasion: Utilizing performance in the classroom. Journal of Excellence in College Teaching, 2.
• Interdisciplinary approach to technology. (1998). Liberal Education, 74, (2), 23-24.
• Nalcolmson, P. and Myers, R. (1993). Debates: Techniques for improving student thinking. The Teaching Professor, 7 (3) 6.

Principle 4: Give prompt feedback.

By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Throughout their time in college and especially at the end of their college career, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

• Follow-up presentations with a five minute period for students to write down what they have learned in class.
• Provide informative comments that show the students' errors and give suggestions on how they can improve.
• Discuss the results of class assignments and exams with the class and individual students.
• Vary assessment techniques (tests, papers, journaling, quizzes).
• Offer on-line testing, software simulations, and web-based programs that provide instantaneous feedback.
• Have question and answer sessions.
• Use audio and/or video recordings to assess performances.
• Return grades for assignments, projects, and tests within one week.
• E-mail gives instant feedback instead of waiting for the next lesson.
• Use on-line testing, software simulations, and web-based programs that provide instantaneous feedback.
• Monitor bulletin boards regularly and give specific information feedback to students.
• Use pre-class and post-class assessments.
• Schedule a chat group where you, the instructor are present. Use it as a question and answer session when appropriate.
• Send acknowledgment e-mails when you receive a students work.
• Post answer keys after receiving assignment from all students.
• Use of hyperlinks within text to provide feedback to questions raised within the text.
• At the University of Scranton, a management professor, used computer scored multiple choice tests and quizzes which allowed the professor to have the tests graded during the break that followed the test or quiz. The students immediately received their results and were able to discuss the exam in detail. Students were able to understand the material better through the class discussion that occurred after the test.
• Hollins College students taking the Critical Thinking course submit two copies of their papers. The second paper is critiqued by another student.
• Faculty at Winona State University in the Communication Studies Department have to evaluate as many as 30 speeches a day. They developed a system of codes for the most common comments on speeches. These codes were programmed into a computer program and instructors were able to listen to the speech and type in the codes for the appropriate comments. This gave extra time to make specific comments on the individual speech and also gave students complete and prompt feedback on the entire speech.

The importance of feedback is so obvious that it is often taken for granted during the teaching and learning process. It is a simple yet powerful tool to aid in the learning process. Feedback is any means to inform a learner of their accomplishments and areas needing improvement. There are several different forms that feedback can take. They are oral, written, computer displayed, and from any of the interactions that occur in group learning. What is important is that the learner is informed and can associate the feedback with a specific response.

• Brinko, K.T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64 (5), 574-593.
• Dohrer, G. (1991). Do teachers comments on students' papers help? College Teaching, 39 (2), 48-54.
• Enhancing instructor-class communication. (1994). The Teaching Professor, 8 (3), 3-4.
• More on student self-assessment. (1992). The Teaching Professor, 6 (10), 7.
• Svinicki, M.D. Four R's of effective evaluation. (1993). Reprinted from The Center for Teaching Effectiveness Newsletter at the University of Texas as Austin, in The Teaching Professor, 7 (9), 3-4.

Principle 5: Emphasize time on task.

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectations for students, faculty, administrators, and other staff, can create the basis for high performance from everyone.

• Expect students to complete their assignments promptly.
• Clearly communicate to your students the minimum amount of time they should spend preparing for class and working on assignments.
• Help students set challenging goals for their own learning.
• Have realistic expectations (don't expect 10 papers in 10 weeks).
• Encourage students to prepare in advance for oral presentations.
• Explain to your students the consequences of non-attendance.
• Meet with students who fall behind to discuss their study habits, schedules, and other commitments.
• Be careful that time on task is real learning, not busy work.
• Do not use technology for technology's sake. It must be relevant and useful to the topic.
• Have progressive deadlines for projects and assignments.
• Teach time management.
• Discussion topics from class posted in a discussion group on the web .
• Understand that there will be problems with the distance and technology along the way.
• Identify key concepts and how those will be taught. Given the amount of time, decide what realistically can be covered.
• Each distance class should involve some kind of achievement expectation that is laid out at the beginning of the course. Assign some content for out of class time.
• Give up the illusion of doing it all as you might in a regular classroom.
• Vary the types of interaction. In creating an interactive environment, it can be overwhelming to the students and teacher if the types of interaction required are too time consuming.
• Consider both in and out of class time.
• Make sure you know what your goals are and that the learners understand them as well.
• Have regular discussions that require participation.
• At Fort Lewis College in Colorado they have an "Innovative Month". Students are offered a series of five week summer domestic and foreign travel experiences that help them relate what they learned in the classroom to real life. The groups are limited to eight to fifteen students pre faculty member. Examples of Innovative programs include, "Management in Action", "Native American Schools", and "Music and Theater in England".
• At Lower Columbia College, the Integrative Studies Program is a block of 15 to 18 credit hours, organized around a theme. Students enroll in "traditional" courses, ut must enroll in the full block. This lets the faculty reorganize the day from the traditional fifty minute classes to include whatever schedule of lectures, seminars, conferences, and discussion groups needed to achieve learning objectives for that week.
• Wake Forest University teaches time management and study skills in their Learning Assistance Program and in the Learning to Learn class. Through a counseling/teaching model in the Learning Assistance Program, students are individually encouraged to learn and develop strategies to improve their academic performance. In the Learning to Learn Course, first and second year students study learning theory with emphasis on demonstrating how good time management and appropriate study skills positively affect outcome.

An easy assumption to make would be that students would be more successful if they spent more time studying. It makes sense but it over simplifies the principle of time on task. Student achievement is not simply a matter of the amount of time spent working on a task. Even though learning and development require time, it is an error to disregard how much time is available and how well the time is spent. Time on task is more complicated than one might assume.

• Britton, B.K., and Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83 (3), 405-410.
• Earth-sea-sky course combines art, science: Mississippi State University. (1988). Liberal Education, 74 (2), 29-30.
• Geiger, K. (1994). Rethinking school time: New, Better, and different...as well as more. The Washington Post, June 12, 1994. p. C3.
• Ludewig, L.M. (1992). The ten commandments for effective study skills. The Teaching Professor, 5 (10), 3.
• Terenzini, P.T., and Pascarella, E.T. (1994). Living with myths: Undergraduate education in America. Change, pp. 28-32.

Principle 6: Communicate high expectations.

Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.

• Give a detailed syllabus with assignments, due dates, and a grading rubric.
• Encourage students to excel at the work they do.
• Give students positive reinforcement for doing outstanding work.
• Encourage students to work hard in class.
• Tell students that everyone works at different levels and they should strive to put forth their best effort, regardless of what level it is.
• Publicly acknowledge excellent student performance.
• Revise courses when needed so students remain challenged.
• Work individually with students who are struggling to encourage them to stay motivated.
• Encourage students to do their best instead of focusing on grades.
• Call attention to excellent work in bulletin board postings or class list serves.
• Show examples of your expectations with previous students' work.
• Publish student work.
• Provide corrective feedback. State what you did and did not like.
• Be a role model to students. Model the behavior and expectations that you expect from students.
• Expect students to participate.
• Try to make assignments interesting and relevant to create interest.
• Ask students to comment on what they are doing.
• Suggest extra resources that support key points.
• At Bellevue University (Nebraska), students in the Introductory Psychology course are given a guide for answering essay questions on their syllabus. The suggestions are designed to provide direction to answering a broadly stated essay question. Three exams are given throughout the course. The list of suggestions as well as the essay question are included on the first two exams. On the final exam, only the essay question is given. Students are allowed to practice their writing skills until the assistance is no longer needed.
• In order to understand how students at SUNY-Plattsburgh learn and develop and how the school can help them to do so, students are required to take the College Outcomes Measures Project examination of the American College Testing Program (ACT COMP) as freshmen and again at the end of their sophomore year.
• Clayton State College requires students to exhibit seven different writing styles. Several levels of proficiency are present for each of the seven criteria. All students must pass writing assessments on four different occasions.

Although it is often only discussed at the instructional level, high expectations also includes the students' performance and behavior inside and outside the classroom. College and universities expect students to meet their high expectations for performance in the classroom, but also expect a personal and professional commitment to values and ethics. They include the discipline to set goals and stick with them, an awareness and appreciation of the diversity of society, and a philosophy of service to others.

• An American Imperative: Higher Expectations for Higher Education. An open letter to those concerned about the American future. Report on the Wingspread group in Higher education. (1993).
• Defining what students need to know: Clayton State. (1988). Liberal Education, 74 (3), 29-30.
• Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. (1990). Learning communities: Creative connections among students, faculty, and disciplines. New Directions for Teaching and Learning, (4), San Francisco, CA: Jossey-Bass.
• Nuhfer, E.B. (1993). Bottom line disclosure and assessment. The Teaching Professor, 7 (7), 8.
• Williams, J.H. (1993). Clarifying grade expectations. The Teaching Professor, 7 (7), 1

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.

• Use Web technologies to allow students to pick and choose learning experiences that fits the way they learn.
• Encourage students to speak up when they do not understand.
• Use diverse teaching activities and techniques to address a broad range of students.
• Select readings and design activities related to the background of students.
• Provide extra material or activities for students who lack essential background knowledge or skills.
• Integrate new knowledge about women, minorities, and other under-represented populations into your courses.
• Use learning contracts and other activities to provide students with learning alternatives for your courses.
• Encourage students from different races and cultures to share their viewpoints on topic discussed in class.
• Use collaborative teaching and learning techniques and pair students so they compliment each others abilities.
• Give students a problem to solve that has multiple solutions. Guide them with clues and examples.
• Consider field trips.
• Be familiar with Howard Gardner's research on multiple intelligences.
• Encourage students to express diverse points of view in discussions.
• Create learning activities filled with real-life examples and diverse perspectives.
• Provide Saturday lab experiences by contracting with local high schools or community colleges.
• Some CD-Roms are available that offer a simulated lab.
• Balance classroom activities for all styles (some books, some hands on, some visual).
• Explain theory from a practical approach first then add the structural approach.

Principle in Action:

• Realizing that students can interpret exam questions in different ways, students at Georgia State University in the nursing program are given the chance to modify multiple choice exam questions that they find confusing. This student input lessens test anxiety and gives the student an opportunity to demonstrate what they know.
• Western Washington University's Fairhaven College has a cluster college with an interdisciplinary curriculum and an emphasis is place on student-centered approaches to teaching and learning.
• At Kalamazoo College, the K Plan gives students an on and off campus study that allows them to spend a significant amount of their time in college on career-development internships, foreign study, and individualized projects.

The meaning of diversity is very clear from effective institutions. They embrace diversity and systematically foster it. This respect for diversity should play a central part in university decisions, be apparent in the services and resources available to students and resources available to students, be a feature of every academic program, and practiced in every classroom.

• Hill, P.J. (1991). Multiculturalism: The crucial philosophical and organizational issues. Change, 38-47.
• Jacobs, L.C., and Chase, C.I. (1992). Developing and Using Tests Effectively: A Guide for Faculty. San Francisco, CA: Jossey-Bass.
• Kolb, D. (1981). Learning styles and disciplinary differences. In The Modern American College, edited by A.W. Chickering and Associates. San Francisco, CA: Jossey-Bass.
• Lynch, J.M., and Bishop-Clark, C. (1993). Traditional and nontraditional student attitudes toward the mixed age classroom. Innovative Higher Education. Winter, 109-121.
• National Institute of Education. (1984). Involvement in Learning: Realizing the Potential of American Higher Education. Final report of the study group on the conditions of excellence in American higher education. Washington, DC: U.S. Department of Education News.

The Seven Principles:

• Encourage contact between students and faculty
• Develop reciprocity and cooperation among students
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning
• Benson, David, Lu Mattson and Les Adler (1995). Prompt Feedback. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (55-66). Bolton, MA: Anker Publishing Company, Inc.  
• Brown, David G. and Curtis W. Ellison (1995). What is Active Learning?. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (39-53). Bolton, MA: Anker Publishing Company, Inc.  
• Bunda, Mary A. (1993). The Seven Principles for Good Practice in Undergraduate Education. Instructional Exchange 4 (1-6), 1-4.  
• Chickering, Arthur W. (1991). Institutionalizing the Seven Principle and the Faculty and Institutional Inventories. New Directions For Teaching And Learning. Jossey Bass Inc. 47.  
• Chickering, Arthur W. and Ehrmann, Stephen C. (2000). Implementing the Seven Principles: Technology as Lever. [Online]. Available: http://www.hcc.hawaii.Edu/intranet/commi.../FacDevCom/guidebk/teachtip/7princip/htm. [2001, January 10}.  
• Chickering, Arthur W. and Gamson, Zelda F. (1987). Seven Principles for Good Teaching in Undergraduate Education. AAHE Bulletin 39, 3-7.  
• Chizmar, John F. and Walbert, Mark S. (1999) Web-Based Learning Environments. The Journal of Economic Education 30 (3), 248.  
• Codde, Joseph (2000). Applying the Seven Principles for Good Practice in Undergraduate Education. {Online}. Available: http://www.msu.edu/user/coddejos/seven.htm. [2001, January 10].  
• Cookman, Claude (1998). A Computer-Based Graphics Course and Student's Cognitive Skills. Journalism and Mass Communication. 53 (3), 37-49.  
• Cross, K. Patricia. 1997. The Freshman Year: Working Out the Puzzle of a College Education. Paper presented at the Sixteenth Annual Conference on The Freshman Year Experience, Columbia, SC, February 22. (Eric Document Reproduction Services No. ED 410 773)  
• Graham, Charles R., Cagiltay, Kursat, Craner, Joni, and Lim, Byung-Ro (2000). Using the Seven Principles to Evaluate Online Courses. Paper presented at Distance Learning 2000: Proceedings of the Annual Conference on Distance Teaching and Learning, Madison, Wisconsin. (Eric Document Reproduction Services No. ED 456 235)  
• Hatfield, Tim and Susan Rickey Hatfield (1995). Cooperative Learning Communities. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (23-38). Bolton, MA: Anker Publishing Company, Inc.  
• Lidman, Russell M., Barbara Leigh Smith, and Thomas L. Purce (1995). Good Practice Respects Diverse Talents And Ways Of Learning. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (95-106). Bolton, MA: Anker Publishing Company, Inc.  
• Millis, B. J. (1991). Fulfilling the promise of the "seven principles" through cooperative learning: An action agenda for the University classroom. Journal on Excellence in College Teaching. 2, 139-144.  
• Revak, Marie (2000). If Technology is the Hammer, Where's the Nail?. Cooperation and Collaboration in College Teaching 10 (1), 21-23  
• Scott, Robert A. and Dorothy Echols Tobe (1995). Effective Undergraduate Education Communicates High Expectations. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (79-94). Bolton, MA: Anker Publishing Company, Inc.  
• Sturnick, Judith A. and Keith J. Conners (1995). Good Practice Encourages Student-Faculty Contact. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (9-21). Bolton, MA: Anker Publishing Company, Inc.  
• Vorkink, Stuart (1995). Time On Task. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (67-78). Bolton, MA: Anker Publishing Company, Inc.

Walker Center for Teaching and Learning

• 433 Library
• Dept 4354
• 615 McCallie Ave
•   423-425-4188

Eberly Center

Teaching excellence & educational innovation, teaching principles.

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on.

Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.

Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities..

Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.

Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

There is amazing variation in what is expected of students across American classrooms and even within a given discipline. For example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. As a result, students’ expectations may not match ours. Thus, being clear about our expectations and communicating them explicitly helps students learn more and perform better. Articulating our learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course) gives students a clear target to aim for and enables them to monitor their progress along the way. Similarly, being explicit about course policies (e.g., on class participation, laptop use, and late assignment) in the syllabus and in class allows us to resolve differences early and tends to reduce conflicts and tensions that may arise. Altogether, being explicit leads to a more productive learning environment for all students. More information on how clear learning objectives supports students' learning. (pdf)

Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

Coverage is the enemy: Don’t try to do too much in a single course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in a course. This involves (a) recognizing the parameters of the course (e.g., class size, students’ backgrounds and experiences, course position in the curriculum sequence, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably accomplished.

Effective teaching involves recognizing and overcoming our expert blind spots.

We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., make connections, draw on relevant bodies of knowledge, and choose appropriate strategies) and so we often skip or combine critical steps when we teach. Students, on the other hand, don’t yet have sufficient background and experience to make these leaps and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. Though it is difficult for experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for granted, so that students can see expert thinking in action and practice applying it themselves.

Effective teaching involves adopting appropriate teaching roles to support our learning goals.

Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in guiding students’ thinking and behavior. We can take on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, commentator). These roles should be chosen in service of the learning objectives and in support of the instructional activities.  For example, if the objective is for students to be able to analyze arguments from a case or written text, the most productive instructor role might be to frame, guide and moderate a discussion.  If the objective is to help students learn to defend their positions or creative choices as they present their work, our role might be to challenge them to explain their decisions and consider alternative perspectives. Such roles may be constant or variable across the semester depending on the learning objectives.

Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields).  Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.  Much of this information already exists (e.g., student work, previous semesters’ course evaluations, dynamics of class participation), or we may need to seek additional feedback with help from the university teaching center (e.g., interpreting early course evaluations, conducting focus groups, designing pre- and posttests). Based on such data, we might modify the learning objectives, content, structure, or format of a course, or otherwise adjust our teaching. Small, purposeful changes driven by feedback and our priorities are most likely to be manageable and effective.

Home / Essay Samples / Education / Teaching Philosophy / The Core Ideas Of My Philosophy Of Teaching

The Core Ideas Of My Philosophy Of Teaching

• Category: Philosophy , Education
• Topic: Personal Philosophy , Teaching Philosophy

Pages: 3 (1215 words)

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