When we carefully think about the many teachers and professors that we have encountered in our lives, we begin

to see a stark difference in everyone's educational philosophy. Every teacher has their own unique way of delivering learning and teachings to their pupils, and this affects the intensity with which these teachings are accepted, and the fondness with which these teachers are remembered. We all have that one special teacher that we will always remember, and this is solely dependent on that individuals educational philosophy. The philosophy of education of a teacher is a statement of purpose of sorts, which outlines this persons views on the manner in which education is supposed to be delivered. It can also be termed as a vision statement of the person, and what he/she aims to instill in the students in order to develop them on all levels. Every person will have their own individualistic style of teaching their students, and it is their philosophy in education that determines how they intend to go about it. Read about the importance of education to youths. Educational Philosophy Statements When an individual is preparing to become a teacher, he/she is asked to pen down their personal educational philosophy statement. This document serves as a guideline for them during the course of their teaching career, and it should also be a reference for them to stick to their principles. They need to write down what education is in their opinion, and how they plan to go about spreading education in an efficient manner. These statements of educational philosophy should serve as a guiding light for the rest of that persons teaching career, and it should specify their broad goals and purposes of being a teacher. No matter what happens, they should always stick to their philosophy. Education is not an easy gift to impart as it involves many intricacies, and the least that is expected of teachers is to have a clear vision and purpose for doing what they do. Read more on the importance of education. Here are some of the questions that an educational philosophy should commonly answer.

What is the purpose of education in a broader sense, as related to the community and society on a whole? What is, in your opinion, the role of a teacher in a classroom? What are your goals and ambitions for the students you are teaching? What methods do you think facilitate the learning process most effectively? Are you convinced that all students can learn something new everyday? Lastly, what qualities should a good teacher possess?

If one can manage to answer all these questions and pen them down convincingly, then this qualifies as a successful educational philosophy blueprint that one should stick to for the rest of their teaching career. Educational Philosophy Examples An individuals philosophy and education must go hand in hand with each other, and this is reflected in the statement that they create when they are applying for a teachers job. This is more than just a written page of one's beliefs, because if the institution where one is applying is run the right way, they will definitely scrutinize one's educational philosophy very carefully. Here are some small examples of some paragraphs of educational philosophy statements. I believe that each student is unique and has a lot to offer and learn. What he/she needs is an amicable and encouraging environment, where they are not condemned for speaking their mind, but

applauded. They should be uplifted right from the moment they step into the classroom through various ways that hold their interest. Making use of real life and related examples to explain a concept is the best way one can enable them to truly grasp a subject. A teacher is a mere facilitator in the learning process, and should leave all prejudice and discrimination outside the classroom. They should embark on a journey with their students, and be open to learning new things as well. Ultimately, it should be the students who should enable the teacher to learn something new. Along with being humble and patient, a good teacher must know when to take the backseat and let the student develop a curiosity that enables him to explore the answers for himself. Also read about educational psychology. This is the tone that an educational philosophy statement must take, and it should accurately depict what the teacher genuinely feels and aims to achieve.

Sample Teaching Philosophy: Education (Deb Wingert)

My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as a teacher is threefold:

to promote positive learning; to spark learner enthusiasm for learning; and to provide a strong foundation for lifelong learning.

To accomplish this, I enjoy applying a wide variety of strategies based on essential educational principles encompassing cognitive functioning, learning theory, diversity issues, instructional planning and assessment. Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I routinely plan activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing hit or miss learning. Learning theory: I have valued many years of opportunities to apply significant contributions from various learning theories. Behavioral theory offers a wealth of principles that, when used appropriately, can benefit classroom learning and management at all levels. In concert with this, cognitive learning principles offer significant contributions from the state-of-the-art neurosciences, particularly in brain-based research regarding memory systems and active processing of intellectual operations. Some of my favorites that are well received by students include: think-pair-share, classroom jigsaw activities, constructive controversies, and interactive lectures. Cultural diversity, group culture and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design and tailor effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I

routinely design my instruction using the research-based learning cycle; this cycle provides the framework for me to encompass a repertoire of effective strategies, which can both accommodate individual preferences, engage diverse learners, and help establish a respect for differing preferences and perspectives. Curriculum and Instructional Planning: An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I plan and implement lessons that clearly identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery. This helps me teach with both clarity and focus. Assessment: I strongly believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. To this end, I have developed (and continually use!) a firm foundation in assessment basics, from alternative types of assessment (rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction. Following these basic principles helped me grow in my love for teaching and learning. More importantly, I have discovered that, by sharing my passion for teaching and learning, and using these principles with enthusiasm and empathy connects with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively impacts learners, ultimately connecting them to their passion and lifelong learning. General Teaching Philosophy When I think about what my classroom will look like, I envision a welcoming atmosphere that students can feel comfortable in. There will be a lot of discussing, interactive learning, and most importantly, thinking. Because engagement is a vital part of the learning process, our lessons will be interesting and motivating. And in the words of a past professor, I believe that motivation is the key to understanding and consequently learning. This can be accomplished through using engaging texts and activities, allowing students to bring in their own texts, doing hands-on activities, and making lessons practical for the students. When these ideals are met, the chances are improved that the students will learn the material. The question then becomes what do I want them to learn? Subject matter is of course a huge aspect of it. Even more specifically, I think the main points of the subject matter should be emphasized. For instance, I care more about a student being able to read than I do about whether or not they know how to correctly use subordinate clauses. And while the subject matter is indeed important, I want to teach more than just course material. I want students to learn how to think. I want them to recognize connections, to apply their knowledge, to develop critical thinking skills, and to learn something about themselves. I want them to develop an awareness and appreciation for the world around them. True, this sounds ambitious, but I believe that you dont get anywhere in life by setting your goals low.

Another aspect that I feel is vital to a classroom is career preparation. Though this motivation is usually felt mostly by upperclassmen in high school, it is very important at every level in the education process. Skills as simplistic as learning how to effectively work in a group can be great preparation for life after school, whether the student is going to college or directly into the work force. As students grow older and begin to think about their careers, lessons can be implemented to develop their skills in these areas. I like to include writing assignments that allow students choices, and if they choose to do so, they can use this as an opportunity to practice for life after school. For example, if a student knows that he or she will be going into business, they could choose a project or style that would allow them to develop their skills in this area.

Classroom management is another facet of teaching that I feel comfortable in dealing with. I believe that settings up rules and procedures at the start of a class will help curtail some potential problems. Being consistent in enforcing these rules will let students know that they must indeed abide by them. However, I do not think that setting specific rules for every single situation is practical. Defining a broader rule which can then be applied to many situations is the best method. Lastly, Id like to say that I think the best classroom management skill is developing a good rapport with students. When this is accomplished, I believe that it makes the management side of teaching much easier. In closing, Id like to add in quote that I feel greatly impacts philosophy on life, including my life in the class. Everything is done with a purpose. Whether it be a specific lesson, a unit, an assignment, or even a question, I think that everything that is done in the class should be geared towards one of the goals of the class. When this is accomplished, the class will be successful.

Writing a teaching Phylosophy

A teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. In addition to general comments, your teaching philosophy should discuss how you put your beliefs into practice by including concrete examples of what you do or anticipate doing in the classroom. Teaching philosophies are typically between one and four double-spaced pages but may be longer or shorter depending on your circumstances. They are written for two particular audiences. The first is search committees, since teaching philosophies are increasingly becoming part of the academic job search dossier. The second audience is yourself and your colleagues. In this case, the teaching philosophy serves a formative purpose a document that helps you reflect on and improve your teaching. Starting a teaching philosophy can be a difficult task, but it need not be. The steps outlined in this tutorial provide a structure for taking you through the drafting process step by step. Of course, there are as many different ways of writing teaching philosophies as there are writers. What we suggest here is one possible approach to drafting the essay. Feel free to deviate from this plan, skipping or adding steps to accommodate your personal writing style.

This tutorial follows a basic three-part process. 1. You'll begin by generating ideas for your teaching philosophy based on your attitudes, values, and beliefs about teaching and learning. 2. Next, you'll organize your ideas and create a working draft. You'll also check to make sure that you've illustrated your personal beliefs with specific examples of classroom practice that take into account disciplinary contexts and constants. 3. Finally, you'll assess your first draft, comparing it to a rubric a set of guidelines for effective teaching philosophies. Your assessment should point the way toward gaps in the essay or areas that need to be reworked during subsequent revisions. Keep in mind that the teaching philosophy is a document in progress. As your teaching changes and your professional identity grows, your teaching philosophy will also change and grow. So revisit it periodically and rewrite it as your beliefs and experiences progress and change.

Philosophy of Learning
by Mike Kaechele I have been working on creating an on-line portfolio the past week or so. This is a page that I made that I thought I would share with you: In college you have to write a philosophy of education, but I choose to write a philosophy of learning instead because that is what is important to me. Lectures dont motivate, active learning does. I believe that whoever is doing is learning. I believe learning is social and should happen in community through investigations, experiments, questions, and conversations. The learner should have an active role in choosing both the content and the method of their learning. I believe learning should be holistic, not compartmentalized into artificial subjects. I believe that every learner is an individual human being with her own feelings, emotions, strengths, weaknesses, passions, and dreams to explore. I believe textbooks are a poor source of learning, unmotivating, and a crutch for teachers. I believe learners should be connected to the world through on-line tools to share and expand their learning. I believe that learning should be real world right now, not just preparation for later careers.

I believe students can and should make meaningful contributions to all fields of study today. I believe learning should be assessed informally and formally with formative assessments not just high stakes tests at the end. I believe that all students can learn, but that curiosity and motivation has been driven out of many of them by the boredom of how we do school. I believe the reward for learning is personal satisfaction and enjoyment, not a letter grade. When you stop learning youre dead. Im still learning every day

1. The nature of the learning process Students gain knowledge and understanding in a social setting. They interact with peers and instructors through a process of negotiation. They interact with the broader intellectual community through thoughtful reading of texts and journals. Each student starts from an initial base of knowledge and experience. All students work from this point to build a more meaningful understanding of the subject matter and to enhance their ability to ask questions and find answers. They must learn how to deal with new situations with tough problems and unknown answers. 2. The steps students must take in the learning process o Articulate initial knowledge o Add to what is already known to refine and enrich it with the student's own efforts o Articulate and correct misconceptions o Make connections between concepts o Understand the viewpoints of others o Realize the limitations of their own ideas o Create and test new ideas o Be concerned with mental processes as well as the "answer" o Reflect on the way their conceptions are changing o Ask questions (what if..?) o Develop the ability to be imaginative and creative 3. The ideal learning environment o Initial activities are accessible to everyone and come from common experiences o The environment is both accepting and critical o Students are made to feel free to propose their own ideas without premature judgment o Students learn to support their ideas while interacting with peers and instructors o Conversations take place in which all students feel they can contribute

Ideas are illustrated and student interest engaged through demonstrations and experiments o An environment is created that fosters self motivation among the students o A variety of types of learning activities are used to meet the wide range of student needs o Students must develop a sense of accomplishment and satisfaction 4. Responsibilities of teachers o Help students learn the language of the discipline o Explain goals and methods o Validate knowledge brought by each student o Create interest and generate curiosity o Encourage students to work hard o Communicate standards of judgment o Help students learn how to use language precisely o Wean students from dependence on instructors o Act as a resource without directly answering every question o Provide time to puzzle, wonder, and struggle o Don't judge prematurely o Provide fair criticism o Encourage collaboration o Be an active listener and learner o Encourage students to work in new situations o Question students so they realize the process of seeking explanations is critically important 5. Responsibilities of students o Make use of initial knowledge o Think freely o Engage in an active social process of testing and clarifying their understanding o Develop the ability to work effectively and intensely o Avoid premature judgment of themselves or others o Ask questions o Carefully consider the ideas of others o Learn to think independently and take responsibility for their own actions o Value others as useful colleagues o Evaluate their own progress in an objective manner