Faculty Focus Special Report Philosophy of Teaching Statements

Philosophy of Teaching
Statements: Examples and Tips
on How to Write a Teaching
Philosophy Statement

May 2009

A MAGNA PUBLICATION

Effective Group Work Strategies for the College Classroom. • www.FacultyFocus.com

Philosophy of Teaching Statements: Examples and Tips
on How to Write a Teaching Philosophy Statement
For most educators, writing a philosophy of teaching statement is a daunting task. Sure
they can motivate the most lackadaisical of students, juggle a seemingly endless list of re-
sponsibilities, make theory and applications of gas chromatography come alive for
students, all the while finding time to offer a few words of encouragement to a homesick
freshman. But articulating their teaching philosophy? It’s enough to give even English pro-
fessors a case of writer’s block.

Traditionally part of the teaching portfolio in the tenure review process, an increasing
number of higher education institutions are now requiring a philosophy of teaching
statement from job applicants as well. For beginning instructors, putting their philosophy
into words is particularly challenging. For one thing they aren’t even sure they have a phi-
losophy yet. Then there’s the added pressure of writing one that’s good enough to help
them land their first teaching job.

This Faculty Focus special report is designed to take the mystery out of writing teaching
philosophy statements, and includes both examples and how-to articles written by
educators from various disciplines and at various stages of their professional careers.
Some of the articles you will find in the report include:
• How to Write a Philosophy of Teaching and Learning Statement
• A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity
• My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality
• Writing the “Syllabus Version” of Your Philosophy of Teaching
• My Philosophy of Teaching: Make Learning Fun

As contributor Adam Chapnick writes, “There is no style that suits everyone, but there is
almost certainly one that will make you more comfortable. And while there is no measur-
able way to know when you have got it ‘right,’ in my experience, you will know it when
you see it!”

Mary Bart
Content Manager
Faculty Focus

Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement • www.FacultyFocus.com
2

Table of Contents
How to Write a Philosophy of Teaching and Learning Statement ................................................................................4

A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity ............................................................5

My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality ................................................6

Teaching Philosophy and Assumptions ......................................................................................................................8

Writing the “Syllabus Version” of Your Philosophy of Teaching ..................................................................................9

Education as Becoming: A Philosophy of Teaching ....................................................................................................11

A Nurse Educator’s Philosophy of Teaching ..............................................................................................................12

Teaching and Advising Philosophy and Style ............................................................................................................13

My Teaching Philosophy: Make Learning Fun ..........................................................................................................15

Teaching Philosophy Statements Prepared by Faculty Candidates ..............................................................................16

Writing a Teaching Philosophy Statement: Why, What and How ..............................................................................17

3

Again, neither approach is inher-

How to Write a Philosophy of ently superior: the key is to find the
one that better reflects who you are

Teaching and Learning Statement and what you believe in. Teachers
whose greatest pleasure comes from
inspiring their students’ creative
abilities are more likely to present
their philosophy in a less structured
By Adam Chapnick, PhD manner. Just like they encourage
their students not to feel constricted
by popular standards or expectations,
their prose should flow freely and
riting a philosophy of Neither approach is necessarily

W teaching and learning
statement isn’t meant to be
easy. Self-reflection can be awkward,
better, but one of them generally suits
each teacher more than the other.
Single-discipline instructors, for
naturally.
Other teachers, whose excellence is
based on their organizational abilities,
their clarity inside and outside of the
and the teaching and learning envi- example, are more likely to think
classroom, and the transparency of
ronment evokes feelings and emotions about teaching and learning in the
their attitudes and beliefs, often prefer
that don’t necessarily translate well context of their field. Teachers whose
the uniformity and imposed discipline
into words. Nevertheless, creating a work crosses traditional academic
of a series of bulleted or numbered
philosophy of teaching and learning boundaries more regularly, or who
thoughts and ideas.
statement is ultimately both person- combine theoretical study with public
Regardless, an effective philosophy
ally and professionally rewarding, and policy analysis, might be more apt to
of teaching and learning should aim
is therefore well worth the effort. take a broader view.
to answer the following questions:
Expressing your philosophy of Having determined which approach
• why do I teach?
teaching and learning in print serves fits you best, the next issue to
• what does good teaching mean to
two main purposes: consider is style. Teaching and
me?
1.It presents a capsule summary of learning philosophies generally come
• what does effective learning mean
your understanding of the value in two forms:
to me?
and purpose of teaching and 1.Some are constructed as a series
• do I have a particular teaching
learning to current and prospec- of personal paragraphs, drawing
style or approach? If so, how
tive employers, students, and col- attention to the teacher’s own
would I describe it?
leagues; and thoughts, feelings, knowledge,
• what makes me unique as a
2.It encourages deep self-reflection and values. They tend to include
teacher?
that in turn enhances your ability personal anecdotes and examples,
• what do I expect from my
to contribute positively to your and are inevitably written in the
students?
learning community. first person. This style is the
• what can my students expect
more common of the two, partic-
from me?
Statements generally proceed in one ularly in subject-specific state-
• what do I do to continue to
of two directions. They are either: ments.
improve?
• subject- or discipline-specific (a 2.Other teachers write more
philosophy of teaching history or formally, listing – perhaps
These questions are in no particular
of teaching physics), and focused through a series of bullets – a set
order, and are not exclusive. Subject
on practical, specialized strate- of ideas and opinions that form
specific teaching philosophies, for
gies; or the basis of the author’s under-
example, will almost certainly answer
• broader statements of general standing of the teaching and
additional questions such as:
aims and ideas, focused more on learning process. This approach
• why am I so passionate about my
your students themselves than on will likely resonate more in task-
discipline?
what they’re learning in the oriented disciplines and individu-
• what strategies make teaching
classroom. als who tend to emphasize
accuracy and specificity.
PAGE 5

4

FROM PAGE 4 words but, ideally, you should aim to Similarly, some find it easier to
develop a version that can fit on a develop two entirely separate state-
and learning in my discipline
single page. Keeping in mind that one ments:
come to life?
of the purposes of creating a • one that is discipline-specific; and
• how do effective teaching and
statement of teaching and learning • another that is broader and
learning in my discipline con-
philosophy is to explain yourself to a perhaps more abstract.
tribute to society?
prospective employer, it makes sense
to have an iteration of your statement There is no style that suits
Most 21st century teaching philoso-
that adheres to the same basic rules everyone, but there is almost certainly
phies will also at least mention the
as the standard resume (1 or 2 pages, one that will make you more comfort-
author’s approach to diversity in the
depending on your degree of special- able. And while there is no measura-
classroom (defined broadly or
ization or expertise). ble way to know when you have got it
narrowly) as well as the role of
It is therefore fairly common for ‘right,’ in my experience, you will
academic technology in the teaching
aspiring teachers to create two know it when you see it!
and learning process. In the contem-
versions of their philosophies:
porary educational environment, it is
• one that is as long as it takes for Dr. Adam Chapnick is an assistant
difficult to imagine a classroom – real
them to express themselves com- professor and deputy director of
or virtual – that does not have to take
fortably; and education at Canadian Forces College.
these two factors into consideration.
• another that can be included in G
The standard length of a teaching
applications that stipulate word
and learning philosophy is 250-750
and space limitations.

A Teaching Philosophy Built on Knowledge,
Critical Thinking and Curiosity
By Susan Judd Casciani

believe that success – whether transferring a fundamental knowledge I will demonstrate my own critical

I personal or professional – is
generated from three critical
building blocks: knowledge, critical
of course content to students while
cultivating their critical thinking skills
through the application of theory and
thinking skills and share my curiosity
for the unexplained or unexamined. I
will value the individual backgrounds
thinking, and curiosity. These concepts to current health-, economic- and experiences of my students, and
building blocks have an enduring, , and industry-related issues. encourage them to teach me as I
cyclical relationship; knowledge helps Through this application, areas that teach them.
us to understand the world around us are void of knowledge will ultimately I expect that my students will have
as well as ourselves, critical thinking emerge. As a teacher, I will strive to a variety of levels of desire for
gives us the ability to incorporate instill a sense of curiosity in my learning. I will strive to nurture an
knowledge and apply it endlessly, and students that will challenge them to environment that will encourage them
curiosity, which is the result of fill this void, whether for themselves to seek areas that excite them, for I
realizing the limitations of current or for all of us. I will do this by believe that true learning occurs best
knowledge, drives us to acquire addi- serving as a role model in the sense when it is most meaningful. I will
tional knowledge. that I too am searching for knowledge expect my students to understand and
I see my role as a teacher as one of – for me, for them and for the future. PAGE 6

5

FROM PAGE 5 provide requisite knowledge, Susan Judd Casciani is a clinical
encourage and develop critical assistant professor and program
utilize their rights for a quality thinking skills, and stimulate natural director of the Health Care
education, and to fulfill their responsi- curiosity that will guide students in Management Program at Towson
bilities to themselves, to me and to their efforts of pursuing success. By University. G
each other in our collective efforts to accomplishing this, I will satisfy the
learn and discover. need within myself to somehow make
My ultimate goal in teaching is to a difference.

My Teaching Philosophy: A Dynamic Interaction
Between Pedagogy and Personality
By B. Jean Mandernach, PhD

y philosophy of teaching sizes a cognitive developmental per- course and related courses, I have

M can better be described as a
philosophy of learning. In
order to be an effective instructor, I
spective. As highlighted by develop-
mental theorists, students learn best
by actively exploring their environ-
three overarching goals for any
course that I teach: 1) to foster
critical thinking so that students may
must focus on student learning and ments. This type of “trial-and-error” become effective consumers of psy-
adjust my teaching strategies in learning can then be fostered by chological information, 2) to promote
response to the pace and depth of having a support structure in place to mastery of course content, and 3) to
student understanding. I view facilitate understanding. The self- encourage application of course
teaching as an interaction between an paced nature of exploratory learning materials to real-world contexts.
instructor and a student; thus, the relies on the notion that effective Since most students, including psy-
impact of this interaction on learning, learning environments actively chology majors, will not become psy-
rather than my activities as an in- engage students with the material chologists, it is important to teach
structor, is of primary importance. and promote meaningful associations students information that is relevant
Approaching teaching as a scholarly between new material and informa- to their lives and their futures. The
activity with continual evaluations tion already known. As an instructor, media is full of psychologically-based
and adjustments allows me to it is my responsibility to help information; my goal as a psychology
maintain a focus on student learning students generate their own context instructor is to teach students how to
and continually improve my instruc- for meaning through the application critically examine this information,
tion. By utilizing flexible teaching of new material to their everyday make decisions about its
strategies, rather than strict lives. accuracy/relevance, and utilize the
adherence to a particular teaching Reflecting upon the dynamic inter- information in their own lives. For
style, I am able to adjust my instruc- action between pedagogy and person- example, after a recent university
tion to match the abilities and preex- ality, my teaching style is best shooting rampage, my Introductory
isting knowledge that each student described as applied, mastery instruc- Psychology class spent a considerable
brings to the classroom. Thus, my tion. While the specific learning goals amount of time locating information
primary role as an instructor is to of a course are dependent upon the (TV, magazines, newspapers,
create interactions which foster nature of the course, the education websites, etc.) about the shootings
interest and understanding for indi- level of the students, the purpose of and examining how this event, and
vidual students. the course within the department, PAGE 7
This approach to learning empha- and the relationship between the

6

FROM PAGE 6 critical thinking, it is important to in- In addition to providing preparation
corporate a variety of specific materials, testing is also administered
the information surrounding it, can teaching strategies that help direct via the web. The web-based format
be interpreted in light of psychologi- the learning process yet allow allows students to easily review past
cal theories (parenting styles, adoles- students the freedom of active tests and study questions. I also like
cent development, group decision learning. Advances in instructional to use web-based discussion threads
making, stereotypes, personality, technology have allowed me to move to promote critical thinking and inter-
stress, etc.). This type of active, many of the basic instructional tasks active learning. Through discussion
applied learning has several advan- out of the classroom so that valuable threads, students (or the instructor)
tages: 1) it allows students to actively class time is available for more inte- can pose questions/comments to
engage with the material which grated, applied learning. Specifically, which others can respond. While
promotes general interest in psychol- I use web-based resources in order to these web-based resources do not
ogy; 2) it assists students in develop- administer study questions prior to provide any unique teaching opportu-
ing critical thinking skills; 3) it nity that cannot be imitated in the
promotes a deeper understanding of classroom, they allow many activities
how theories are utilized in a real- to be completed outside of regular
world context; and 4) it enhances class time so that limited class time
retention of material through active can be dedicated to more advanced
processing and the interrelationship I feel that as an instructor, it is activities. Further, web-based
of information. resources are invaluable for connect-
My second broad goal as an in- my responsibility to determine ing the instructor to individual
structor is to promote mastery of the students in a large lecture class.
course material. While there is a con-
exactly what I expect students
Students who would not voice
siderable amount of research con- to understand after completing questions in a large lecture setting
cerning the educational benefits of may be more likely to express
mastery instruction, mastery learning my course, then to facilitate concerns via email or participation in
is not often utilized due to the an online discussion.
increased time and effort required for student learning so that every In summary, teaching at this level
this type of instruction. I feel that as puts me in the unique position of
an instructor, it is my responsibility student reaches this level. working with college students who
to determine exactly what I expect are in the last stage of their formal
students to understand after complet- education. Thus, before they venture
ing my course, then to facilitate into the “real world,” my goal is to
student learning so that every student ensure students have a basic under-
reaches this level. This perspective class and provide tutorials/discussion standing of psychological concepts
implies that I can articulate my questions. In this way, students can and theories so that they may apply
specific learning goals, develop as- use study questions to ensure that this information to their own lives
sessments that effectively measure they understand (and have and become effective, critical
these goals, and have a support completed) the readings, and I can consumers of psychological
structure in place to help students use the results of the study questions information.
reach this level of understanding. In to identify aspects of the readings
addition, mastery learning requires that students are having difficulties B. Jean Mandernach is an
flexibility in instruction as different with. I can then tailor class time to associate professor of psychology and
students will master the material at target areas of confusion and spend research associate for the Center for
different rates, and different students less time reviewing easily understood Excellence in Teaching and Learning
will require different types of assis- topics. Providing the discussion at Park University. G
tance (examples, demonstrations, ac- questions in advance via the web
tivities, case studies, etc.) to foster allows students to think more in-
learning. depth about selected topics and to be
In order to create a classroom that prepared to actively participate in
promotes mastery, application, and class discussions.

7

6.Effective teaching requires flexibil-

Teaching Philosophy and ity. Teachers must try to make
themselves available to meet

Assumptions with students and explore their
concerns both inside and outside
of the classroom. Students are
more likely to require assistance
when assignments are due, and
By Adam Chapnick, PhD teachers should endeavor as best
they can to schedule academic
and personal commitments
accordingly.
eaching combines knowledge, and assessment. They develop

T skill, passion, and compassion.
I believe:
lessons and evaluate student
progress with the diversity of
student learning styles and back-
7.Teaching can always be
improved. Professional develop-
ment – remaining abreast of ped-
1.Students are people. They are grounds in mind.
agogical advancements in the
proud, confident, eager to learn,
field, taking advantage of
but also insecure. They respond 5.Students learn best when they are
changes in academic technology,
to people who make them feel aware of not only what is
promoting the importance of
listened to and respected; people required of them, but also what is
teaching in the community, and
who challenge them and inspire fair to require from their teachers.
maintaining a research program
them to question; people who
which expands the depth and
reward their successes and
breadth of knowledge of the
encourage them to improve. Preparation and enthusiasm teaching subject matter – is
crucial to an instructor’s long
2.Teachers are role models both in are cornerstones of effective
term effectiveness. Academic
the classroom and in the
community. Students look up to teaching. They are colleagues, teaching assistants,
and student evaluations are all
teachers whom they respect, and
good teachers take pride in
contagious and inspire invaluable sources of assistance.
learning from their students. success. Successful teachers Dr. Adam Chapnick is an assistant
professor and deputy director of
3.Preparation and enthusiasm are are committed and dedicated education at Canadian Forces
cornerstones of effective teaching.
to improving themselves and College. G
They are contagious and inspire
success. Successful teachers are
committed and dedicated to their students.
improving themselves and their
students.
Just as students must meet strict
4.Good teachers always try to be analytical and temporal expecta-
fair. They do not ask from their tions, teachers should mark thor-
students that which they would oughly and return assignments
not ask from themselves. They promptly. Feedback should be
communicate high, yet realistic detailed, and means of improve-
and achievable expectations, and ment should be outlined specifi-
then encourage students to over- cally. Students should be
achieve. They recognize that congratulated for their achieve-
students learn in different ways ments, and shown how to learn
and respond differently to a from their mistakes.
variety of forms of instruction

8

classes. Despite the fact that you typically don’t craft your

Writing the “Syllabus philosophy of teaching with a student audience in mind,
there is value in creating a modified, “syllabus version,” of

Version” of Your your teaching philosophy.
In contrast to the one-to-two page, theoretically-driven,
fully-justified, rationally-supported philosophy of teaching
Philosophy of Teaching that is geared toward your academic peers, the “syllabus
version” of your teaching philosophy is a condensed de-
scription that highlights the key components of your
personal philosophy with a particular emphasis on the im-
By B. Jean Mandernach, PhD plications of your philosophy for your students. Students
don’t need- or want- to know the evolution of your concep-
tualization of teaching, nor are they highly invested in un-
derstanding the nuances of why you select particular
very teacher has a philosophy of teaching…whether

E
instructional strategies or the theoretical underpinnings of
they know it or not. Simply put, a philosophy of your pedagogical endeavors. Rather, they need to know
teaching is your conceptualization of the teaching your perspective on your role as the teacher and how this
and learning process. While some people have very explicit translates into your expectations for your students.
and clear teaching philosophies, others have invested less With this in mind, how do you modify your philosophy of
time in formulating a concrete picture of their position on teaching for inclusion in the syllabus?
the teaching-learning dynamic. 1) Start by crafting your “complete” philosophy of teaching.
There are a number of ways to go about conceptualiz-
ing and creating your personal philosophy of teaching;
Despite the fact that you typically don’t craft see Chism (1998) or Goodyear and Allchin (1998) for
popular models. In addition, the Internet is filled with
your philosophy of teaching with a student guidelines and recommendations for writing an
audience in mind, there is value in creating a effective philosophy of teaching; see
• http://ftad.osu.edu/portfolio/philosophy/
modified, “syllabus version,” of your teaching Philosophy.html,
• http://www.cofc.edu/~cetl/Essays/
philosophy. DevelopingaPhilosophyofTeaching.html,
• http://chronicle.com/jobs/news/2003/03/
2003032702c.htm,
There are many reasons to articulate your philosophy of • http://www.celt.iastate.edu/teaching/
teaching, some reasons driven by external requirements philosophy.html or
and others by the personal or pedagogical value inherent in • http://www.lll.hawaii.edu/sltcc/tipps/
reflecting on your approach to teaching. You may be asked philosophy.html for detailed information about how to
to prepare your teaching philosophy as a component of write a teaching philosophy- and what to avoid when
your application for an academic position, as supportive doing so.
documentation in your portfolio for promotion/tenure con- 2) Reflect on your philosophy by asking yourself “What
sideration, or as a portion of an application for teaching does this mean for my students?” As you review your
awards/grants (Montell, 2003). Alternatively, you may elect teaching philosophy, focus on the implications for
to articulate your philosophy of teaching as a reflective students. In three or four sentences, summarize the key
activity to clarify your role as a teacher, examine the rela- components of your philosophy as it applies to your
tionship between your theoretical approach to teaching and classroom and/or the expected interactions between
your classroom practices, or highlight personal instructional you and your students. In essence, the “syllabus
and educational goals (Brookfield, 1990; Goodyear & version” of your philosophy of teaching starts by ex-
Allchin, 1998). plaining to the students your general view on
But, beyond personal insight or academic requirements, teaching/learning and your rationale for structuring
there is another reason – an equally, if not more, important their educational experience in the manner that you do.
reason – to articulate your philosophy of teaching: to
PAGE 10
provide guidance and direction to the students in your

9

Chism, N. V. N. (1998). Developing a philosophy of
FROM PAGE 9
teaching statement. Essays on Teaching Excellence 9 (3),
3) Clearly define your role in the classroom and the 1-2. Professional and Organizational Development Network
learning process. In one or two sentences, define for in Higher Education.
your students how you will approach learning activi- Goodyear, G. E. & Allchin, D. (1998) Statement of
ties and what behaviors they can expect from you in teaching philosophy. To Improve the Academy 17, 103-22.
relation to your philosophy. Stillwater, OK: New Forums Press.
4) Highlight your expectations for your students in Montell, G. (2003, March 27). What's Your Philosophy
relation to your philosophy of teaching. In one or two on Teaching, and Does it Matter? Chronicle of Higher
sentences, describe the behaviors you expect from Education. Retrieved February 26, 2009 from
your students as it relates to your approach to their ed- http://chronicle.com/jobs/news/2003/03/
ucational experience. Be concrete and explicit so that 2003032701c.htm.
your expectations serve as a guide to direct student
activity in the course. B. Jean Mandernach is an associate professor of psychol-
The key in crafting the “syllabus version” of your philos- ogy and research associate for the Center for Excellence in
ophy is not to try to capture or convey the complexities Teaching and Learning at Park University. G
surrounding your philosophy of the teaching-learning in-
teraction. Rather, you should strive to maintain a student
focus and integrate only the aspects of your philosophy Student-centered Statement of Teaching
that are central for the learner. With this in mind, keep the Philosophy
following considerations in mind when adapting your phi-
losophy of teaching for inclusion in the syllabus: y philosophy of teaching can better be
• Be brief, clear, and concise. Students cannot benefit
from a teaching philosophy that they do not read or
that they do not understand.
M described as a philosophy of learning. So,
what does this mean for you? I consider this
course to be an equal collaboration between you and
• Utilize student-centered language. Write the “syllabus me. As such, it is my responsibility to be an effective
version” of your teaching philosophy in a manner that instructor; this means that it is my job to monitor
talks to the student rather than about them. your learning and adjust my teaching strategies in
• Avoid using pedagogical jargon. Again, students can’t response to the pace and depth of your understand-
benefit from a philosophy that they don’t understand; ing. But as, with all successful collaborations, my in-
utilize language relevant to the student population. volvement is only half of the equation; in order for
• Adjust the “syllabus version” to be relevant to each this to be a valuable educational experience, you
class. While your philosophy of teaching is stable, must be an effective student. What you will gain from
your expectations of students in relation to your phi- this course depends upon your investment in
losophy may change according to class level, course learning. Learning relies upon the interaction between
content or student characteristics; it is important to you, me and the course material; thus, it is your in-
adjust the “syllabus version” of your teaching philoso- vestment in this interaction that will drive your
phy accordingly. mastery of course material.
As we progress through this course, I will utilize a
Because teaching philosophies are often composed to range of instructional strategies to target the abilities
meet institutional requirements for tenure and promotion, and preexisting knowledge that each of you brings to
or as part of the job search process, they rarely reflect a the classroom. I will strive to create interactions
student audience. Revising your teaching philosophy into a which foster interest and understanding for each of
“syllabus version” is an ideal way to test our theory-driven you. In exchange, I expect you to invest full effort in
proclamations about teaching against the realities of all learning activities, engage in the course material
classroom teaching. [Editor’s note: see sidebar for an and apply yourself to a deeper understanding of
example of a syllabus version.] course material. G

References:
Brookfield, S. (1990). The skillful teacher. San Francisco:
Jossey-Bass.

10

simple: be accessible to students and

Education as Becoming: treat them with respect. Accessibility
means being available not just during
class and office hours, but at any rea-
A Philosophy of Teaching sonable time. I encourage them to call
me at home, and I promise them a
response to email messages within 24
hours.
By Ralph S. Stevens III, PhD As important as being accessible is
being respectful. I make it a principle
to avoid anything sarcastic, disparag-
ing or condescending in my communi-
n a lecture in my world literature horrible and disgust at the disgusting,

I courses I talk to my students about
why we read literature. These
students are not taking the course
pleasure at the pleasing and joy at
things that are good.
This is why we read literature, I tell
cation, and to be always courteous
and encouraging. It is the best way to
“lead out” the best in a person.
Good communication is the founda-
because they want to read Homer and them. We read to develop the imagina-
tion of instruction. Instruction itself is
Sophocles. They are taking it because tion, so as to recognize the nature of
student-centered. I once heard an ex-
we tell them they have to. World lit is things and people. We read to develop
perienced teacher say that learning
a degree requirement. But why do we the affections, in learning to respond
begins with questions and “there is
require it? to what we imagine. A work of litera-
knowledge in the room.” No one
My answer is based on a distinction ture invites us to enter and imagine a
comes to a lesson without some
between education and training. world both strange and familiar. My
knowledge, and students who ask
Training, I say, is learning to do. students have never known the char-
questions already have some grasp of
Education is learning to become. Both acters, or been to the places, they read
what they are trying to learn. I try to
are important, and each is part of about. They don’t know what it’s like
include in my each assignment
what we call “a college education.” to be an epic hero like Odysseus. The
something that will elicit knowledge
Together they are what I think of as world of the Trojan War is a strange
and questions. When introducing a
teaching. one. But they can imagine what it
new work of literature, for example, I
I am training my students when I would be like for a man to stand alone
ask students to discuss what it was
teach them how to do things like on a strange island, as Odysseus does
like for them to read that work. I use
unpack a metaphor or identify the at the nadir of his adventures,
threaded discussions in our course
climax in the plot of a Greek tragedy; pleading for hospitality from a teenage
platform, Blackboard, and make active
showing them how to use secondary girl doing her laundry with her
participation a third of the course
sources in a documented essay, or friends.
grade, with high standards for partici-
how to resolve a paradox in a meta- This is education, the act of
pation. I participate and am able to
physical poem. Successful teaching becoming whole people by developing
see, from students’ posts, what they
results in students being able to do the affections and the imagination. It
know (“there is knowledge in the
such things. is the other part of teaching. But
room”) and what their questions are
Education is different. I point out training and education, are not
(“learning begins with questions”).
that the word “education” comes from separate. Teaching as training brings
What I learn from discussions then
the Latin e-ducere, meaning “to lead me into contact with, not a machine
informs what I present in my lectures.
out” and I say that for me this means to be programmed to do certain
In these ways and others, I make the
leading out the best in a student. Here, things, but that whole person who is
student, rather than the subject
teaching means exciting the affections the concern of education. My teaching
matter, the center of my teaching. The
and the imagination. It means leading to do can be conducted so as to be
extent to which these methods
out of a student not her inherent learning to become, appealing to the
succeed is the extent to which I can
ability to do something—that’s best in each of my students.
educate, leading out the best in my
training—but her capacity to respond But how? I begin with communica-
students.
to something so as to know the value tion as the foundation of good
it has, for her, for her community. teaching, because through effective
Ralph S. Stevens III, Ph.D. is an
Education, by this definition, “leads communication I can reach the whole
associate professor of English at
out” the ability to feel horror at the person. The principles I follow are
Coppin State University. G

11

ically analyze their actions, reflect on

A Nurse Educator’s Philosophy their own skill sets, and critique the
clinical decisions of others (Jeffries,

of Teaching 2007). Learning from these methods
are evaluated using multiple choice
tests, debriefing, discussion and ob-
servation.
My teaching philosophy is in its
By Frostenia Milner infancy. I will use humor to engage
my students and include their
feedback as I continue to learn and
grow, for I want to live this
….we learn from one another how survival with ever changing technolo- philosophy.
to be human by identifying ourselves gies and therapies. My teaching
with others, finding their dilemmas in methods incorporate argument Frostenia Milner is clinical coordina-
ourselves. What we all learn from it is mapping to develop clarity of tor at the School of Nursing, North
self-knowledge. The self we learn Carolina A&T State University. G
about …is every self. IT is universal -
the human self. We learn to recognize
ourselves in others… (It) keeps alive I believe that education is a
our common humanity and avoids
reducing self or other to the moral
two-way proposition. The
status of object (Watson, 1985/1988, student's part of the
pp. 59-60).
proposition is to come to
am a novice to baccalaureate

I nursing education. My goal is to
participate in preparing nursing
students to practice as generalist
class prepared to learn and
my part is to create an
within the health care social environ-
interactive environment that
ment. It is my responsibility to create
a student-centered classroom that engages the student in the
fosters the practice of critical
thinking, the development of clinical learning process in and out
thinking, and life-long learning. The
classroom is where caring in nursing of the classroom.
is role modeled for the student.
Caring is demonstrated when there is
acknowledgment that students come reasoning based on supporting
to the classroom with a variety of ed- evidence and to come to a conclu-
ucational experiences, cultural back- sion, which in the case of nursing is
grounds, and learning styles. I believe the most appropriate clinical decision
that education is a two-way proposi- (Billings, 2008). Through this guided
tion. The student's part of the propo- process the content to be taught is
sition is to come to class prepared to discovered as the student works
learn and my part is to create an in- through the problem. I use problem-
teractive environment that engages based learning which is a well estab-
the student in the learning process in lished strategy for developing critical
and out of the classroom. thinking (Rogal and Snider, 2008).
Nursing is a dynamic discipline. Case studies are used to simulate ex-
Life-long learning is integral to periences allowing the student to crit-

12

For me to be a complete teaching

Teaching and Advising professional, I must offer time for a
conversation in the hall. I need to be

Philosophy and Style in the classroom before class begins
and stick around after class is over.
My office door needs to be open,
with me inside as much as possible
for students to stop by or call for my
By W. Stephen Damron help, advice or whatever they need. I
owe them the time to read a resume
and offer constructive comments. I
owe them the time to discuss career
or me, the most important part I try to read the level of understand-

F of teaching, advising, and
mentoring students is caring. It
all begins with caring for students
ing they are achieving from my expla-
nations and make adjustments or
even start over if necessary. Listening
alternatives they may be wrestling
with, or personal problems they may
bring to me. I owe my students the
time necessary to write the best
and what becomes of them. They are lectures my skills will allow. I owe
real people. They have needs and them the time required to write a
wants, strengths and weaknesses, good, thoughtful, honest letter of rec-
likes and dislikes, hopes and dreams. I have discovered through ommendation when they ask. I also
I am part of the hopes and dreams owe them time in thought, thinking
because I help them with the the years that a very
about how I might do my job better
education that they have factored
into their futures. That leap-of-faith
important thing I can do for and serve them more effectively.
Good teaching is time consuming.
on their part vests me with enormous my students (and myself) is I have discovered through the years
interest in what becomes of them. It that a very important thing I can do
makes me a better person, a better to share the real me, warts for my students (and myself) is to
teacher, and a better mentor. As long share the real me, warts and all, with
as caring is there, I find I can dislike and all, with them. How can them. Part of the reason for this is
them, be angry with them, hurt by that I feel they deserve to relate to a
them, perplexed, exasperated, put
I expect them to be honest
person genuinely willing to expose
out, or just generally disgruntled with with me unless I am willing his feelings, values, and a distinctive
them and still teach them. What I do viewpoint about his society and the
not feel I could ever do is be indiffer- to be honest with them? world. The other less noble reason is
ent to them and still be effective. that students recognize when I try to
Besides, caring for them has its fake it. How can I expect them to be
perks. I find that when I care they honest with me unless I am willing to
care back, and I like that. is especially important in advising. be honest with them? What my
Listening is next to caring. The Good advising depends on hearing students get is the real me. I never try
people I presume to teach deserve my what the advisee says, and to hide a bad mood, or the fact that
ear above all others except my wife sometimes what isn’t being said as they’ve angered me, or hurt me, or
and children. Even if that were not well. It depends on asking the right failed to meet my expectations. If I
so, I simply could not teach without questions and patience to wait for the am insecure about a lecture or class
listening. The success of my real answer, not just the one that activity, I don’t try and fake it. I tell
classroom style depends on feedback comes out first. Good listening also them. I find they are more than
during class, after class, and on eval- requires thinking about what I’ve willing to forgive me a commonplace
uations. Practicing a listening attitude heard before responding to it. lecture or activity if I don’t press on
is essential or that feedback will not As in so much of life, time on task as if it were good. Similarly, I tell
happen in a way that helps us. is required. I owe my students my them if I feel they did a good job on
Listening also means listening to the time, which includes time spent with
non-verbal responses from the group. them and time spent on their behalf. PAGE 14

13

FROM PAGE 13 should feel empowered by the respect room come alive with excitement
and honesty with which I deal with over the topic by the simple willing-
an exam or if they especially pleased them during the disagreement. ness to share her own enthusiasm. It
me in a day’s discussion session. I Learning is serious business and I occurred to me that not only were the
am human too and they need to do my best to convey that attitude intricacies of the topic at hand indeed
know that. There is freedom in just with my actions. I establish policies interesting but so was the entire topic
being me that helps teaching and in my class that I feel actively of mineral nutrition. My enthusiasm
learning to happen. There is an promote responsibility and I run a for the topic persists to this day.
honesty that becomes a part of one- tight ship in my classroom. My What a gift! I try to give others that
on-one relationships that can be students and I have such little time same gift.
achieved no other way. As a teacher, it is my job to
I owe it to my students to challenge stimulate and encourage thinking
them. That commitment is rooted rather than to provide answers and
deeply in my own experiences. As my As a teacher, it is my job to resolve problems. It is my obligation
life has progressed, I have become in- to give students professional compe-
creasingly aware that the people who stimulate and encourage tency, energy, demand of excellence,
have held me to higher standards are and fair treatment. It is my job to
the ones I hold in increasingly higher thinking rather than to touch lives and challenge them to
regard. In my own teaching, I prefer learn how to use their inherent capa-
respect in the long term than to
provide answers and resolve
bilities and their knowledge base to
always have their fond regard in the problems. resolve problems for themselves. To
short term, and thus I challenge do this, I have to ask questions they
them. If there is one thing that prac- must work hard to answer. The great
ticing this craft has taught me, it is pay off in that is when they ask
that I rarely get more by asking for together that there is no time to questions I must work hard to
less. Thus, my courses are rigorous waste with disruptive behaviors or answer.
and demanding. I consider myself a busy work. However, learning is best I am not a man of many or varied
lifelong learner and promote that accomplished when enjoyed, so I causes. I simply believe that the only
attitude with my students. People keep my classroom atmosphere light hope for mankind and our world is
need to learn the value of reading, with humor and by encouraging for as many of us as possible to know
writing, and reflective thought. They student participation. I also explain as much as possible about that world
also need to practice. I provide op- the rules up front and stick to them. I and ourselves. Helping with the
portunities. I feel that is a responsibil- have found that I can ask and receive knowing is what I do. I teach.
ity to them, my colleagues, and to a great deal from students if I am
society. open, fair in what I expect, and W. Stephen Damron is a professor
I hope I leave my students stronger equitable in my treatment of them. and teaching coordinator in the
after they interact with me. Students I try always to convey a sense of Animal Science Department at
should leave my class with the basis wonder and adventure about Oklahoma State University. G
for a new perspective or with a learning. When I was in graduate
question to mull or a curiosity to school, I took Mineral Nutrition from
satisfy. An advisee should leave my Dr. Jane Savage. Mineral nutrition
office with confidence that together had never been one of my favorite
we are charting the path he/she topics until then. One day while
wants, or at least making progress reviewing a journal article in class Dr.
toward finding a path. A student Savage commented, “I think this is so
looking for a new major should feel interesting!” Earth shaking commen-
he/she has an honest and fairly tary it was not. Yet, I will never forget
presented picture of my discipline that statement or that wonderful lady
and thus be enabled to make such an and teacher. It was not what she said
important decision. Even a student but the fact that we all knew she
with whom I am in disagreement meant what she said. She made the

14

dynamic confident speakers when

My Teaching Philosophy: they have named behaviors to
perform. The focus is on a concept,

Make Learning Fun behaviors to fulfill the concept, and
the experience of executing the
concept, with its simple keywords, in
various situations. Focusing on
holistic/atomistic goal setting and
By David E. E. Sloane, PhD achievement is also a skill that gener-
alizes to all areas of life–which is
what I urge them to remember. By
y teaching philosophy is drill exercise, and "own" them ab- the end of the course, each student

M that all learning experiences
should be fun and exciting,
and if they aren't, the teaching
solutely.
I build larger skills and concepts
around keywords. I ask my students
can provide six holistic concepts
organized into 40-50 or more
atomistic behaviors and tell which
ones they will use, and why. Giving
modality needs to seek and adapt to chant them when we review the
new strategies, whether game material, and I ask a random student students de-mystified behaviors at
playing, behaviors, model test cases, to explain one or another–always the center of the course gives them so
or lecture-discussion combinations simply, always citing simple much to do positively and actively
that shake up the lecture model. behaviors. By the end of a given that they don't have time for stage
Then, the learning process should be course in Business Writing, Technical fright or other negatives.
narrowed down to specific behaviors Writing, or Advanced Public It's fair to ask if this can be gener-
which can be demystified, easily Speaking, students have explained alized. Yes. Students use a book and
practiced, easily replicated, and, at and chanted many times. The drilling index cards. First, they bring three
base, subject to easy memorization is fun, as well, because they can cards with a sentence from the
around key words. I have organized shout. Yes, I have a noisy classroom, reading. Any sentence is correct! This
an online Mark Twain course around but they remember the associated is process. The next day I ask another
four words beginning with E, for skills and techniques, and they have student to explain the first student's
example. Everybody starts from the to say them until they can say them sentence. I look for volunteers, then I
same reference point to document, il- with assurance. Learning gets to be a ask fail-safe questions to model the
lustrate, or argue. little like cheerleading. It works for explanation behavior. Everyone’s
My classroom is a nutty place, es- them, so it works for me. sense of idea-sentences grows.
pecially in the speaking and writing My biggest target is students Building through a course like this,
courses I am thinking about here. achieving both holistic organization students amass hundreds of index
Every nutty thing I do is intended to and behavioral mastery of the cards; they are allowed to use them
help students recall the connected atomistic individual skills. An on tests. The reward is attractive. It
ideas or behaviors. I circulate a candy example from a speaking course highly motivates especially those
bowl while I’m talking; chocolate is might be helpful. The course is built students who are "lost" but yearning
an added retrieval cue, and a real at- around six rules. Rule 1 is "Control for a key to getting good grades. They
mosphere-relaxer. They remember Your Environment." This allows me willingly do the hard work of taking
what we were talking about when to introduce the theories of Maslow intense notes on their reading
they remember the chocolate. I sing about self actualization and relate because they know there is a pay-
the prepositions to "Yankee Doodle," them to a speaking environment. The back. By repetition, students get to
accompanied by my banjo. They beg atomistic behaviors develop into a list pick better and better sentences,
for more–who wants to hear more of 15 specific actions each student often making more than three cards. I
about prepositions!? What it boils can do–control the temperature, eliminate the mystery factor and the
down to is fitting specific knowledge, move desks and chairs, make a guessing factor, and reward plain sys-
behaviors, and actions around key or- seating chart, greet entering audience tematic hard work.
ganizing ideas, and I make them easy members individually, and so on. In English literature courses, I try
to remember and fun to play with. Fearful undergraduates and to do the same. My students get a
We often repeat the keywords as a withdrawn graduate students become PAGE 16

15

FROM PAGE 15 poems. I am applying ideas of study may be mysteries–wonderful
Josephine Miles and Kenneth Burke, ones–but the procedures they apply
worksheet that identifies a wide but I am adding the sense that a should be simple and easily
number of minor forms in poetry. poem is a machine like a motorcycle, performed, not mysterious. I love
Before we talk about "meaning," and they can take it apart in much teaching like this.
where the untestable generalities the same way as mechanics work on
flourish, we count nouns, verbs, and an engine. David E.E. Sloane, PhD., is a
adjectives to see if the poem is For me, teaching is about what the professor of English and Education at
concrete, emotional, or active, since students take away with them that the University of New Haven. G
these traits correlate with eras and they can always bring back as a
modes of English poetry, we learn to simple behavior. The things they
discover mechanical things about

Teaching Philosophy Statements Prepared by
Faculty Candidates
By Maryellen Weimer

ypically, teaching philosophy of the philosophy statement and of include references so that the

T statements are prepared as part
of promotion and tenure
dossiers or for teaching awards.
teaching itself is reinforced when
candidates are asked to discuss them
with those conducting the interview.
candidate can demonstrate a
knowledge of literature relevant to
college-level teaching and learning.
However, increasingly they are being As for what a new faculty member The philosophy statement should
requested by those interviewing for should put in the teaching philoso- show that the candidate is interested
open faculty positions. The article phy statement being used as part of in teaching and expects to grow and
referenced below documents the an application packet, the author develop further as a teacher.
extent to which that is happening in makes a number of recommenda- Teaching continues to be an
one discipline. tions. Along with ideas about how important part of virtually all
What should faculty reviewers look students learn, those activities that academic positions. As the author
for in a teaching philosophy the candidate believes promote points out, search committees often
statement of a candidate? What learning, some recognition of varia- are more comfortable assessing the
should those applying for academic tions in approaches to learning, and a research history and potential of can-
positions put in a teaching philoso- discussion of factors related to didates than they are evaluating what
phy statement? The author of this learning should be included. Also kind of teacher the candidate will be.
article suggests models of teaching important is the kind of feedback that Careful analysis of a teaching philos-
and learning. Of learning, he writes, will be provided to students, and ophy statement, coupled with follow-
“Candidates should demonstrate how their learning will be assessed. up questions on its content, can
knowledge of models of how Content that relates to teaching, provide much revealing information
students learn, how best to including expectations for students, about a candidate’s potential. To
encourage learning, and how to preferred learning environments, ensure that all candidates start from
assess whether learning has favored instructional methods, and the same place, it is appropriate to
occurred.” (p. 336) It is equally the nature of relationships with provide a list of areas that review
important that candidates be able to students that foster learning, should committees would like the teaching
discuss how they would apply their be discussed. philosophy statement to address. This
written philosophy in different The author recommends that
teaching situations. The importance teaching philosophy statements PAGE 17

16

FROM PAGE 16 show a candidate that it takes Purposes and organizational
teaching seriously, one of the best structure. Journal of Chemical
article proposes a structure and a times to convey that message is Education, 85 (3), 336-339.
series of questions that can be used during the interview process.
as a starting place. It also contains a Reprinted from The Teaching
link to a sample philosophy Reference: Eierman, R.J. (2008). Professor, May 2008. G
statement that follows the proposed The teaching philosophy statement:
structure. If an institution wants to

Writing a Teaching Philosophy Statement:
Why, What and How
By P. N. Ramani, PhD

ost teachers applying for Key elements
M academic positions in
colleges and universities are
often asked to submit a statement that
A teaching philosophy
statement is a kind of personal
A teaching philosophy statement
usually includes:
• Your goals and values – your
explains their teaching philosophy. "mission statement" for anyone personal values as a teacher and
People responsible for selecting and goals for your students,
recruiting teachers, however, are who is committed to teaching. • Your description of how you teach
divided in their opinions about why – the approaches and methods
such a statement is required or how it It demonstrates that you are
(unique to you and specific to
is used (Montell, 2003).
reflective and purposeful about your discipline) you use to
While some institutions use the achieve those objectives,
statement to weed out those who are your teaching, and helps to • Your assumptions about teaching
not committed to teaching as a and learning – your justification
vocation and also those who may be communicate your goals as a for why you teach the way you
good researchers but poor teachers, teach, and
most candidates consider the require- teacher and your corresponding • Your discussion of how you
ment as a potential stumbling block in intend to measure through self
their job search. The statement is
actions in the classroom.
and student assessment your ef-
sometimes seen as a way of letting discussing coherently what they do in fectiveness vis-à-vis the objectives
the applicants know about the impor- the classroom and why. and methods you have outlined.
tance of sound teaching principles
and practices. In other words, the in- Content The statement may describe how
stitution would expect to have an in- A teaching philosophy statement is you want to make a difference in the
dication of whether the candidate has a kind of personal "mission lives of your students and your path
thought seriously about teaching and statement" for anyone who is to professional improvement (Chism,
learning. (Montell, 2003). committed to teaching. It demon- 1998; Haugen, 1998; Mihram &
Even if academics do not agree on strates that you are reflective and pur- Anderson, 2004).
the importance of a teaching poseful about your teaching, and
statement in the hiring or tenure helps to communicate your goals as a
process, every practising teacher teacher and your corresponding PAGE 18
should be able to write a statement actions in the classroom.

17

FROM PAGE 17 include in, or exclude from, your ideas about teaching and learning.
statement. (http://ftad.osu.edu)
Benefits Use metaphors
A well articulated teaching philoso- Key questions to ask of In describing your concept of the
phy statement offers several benefits yourself teaching-learning process, you may
to the teacher, at both personal and As a first step towards developing a use metaphors, such as "container-re-
professional levels. At the personal teaching philosophy statement, ceptacle or vessel", "journey-guide",
level, it helps preserve "your personal Chism (1998) suggests asking oneself "master-disciple", "filling station",
sanity and morale" as it helps clarify some basic questions, such as the "coach", "gardener", or "choreogra-
to yourself why you are doing what following. The answers to these may pher", as a way of articulating your
you are doing (Brookfield, 1990, p. be incorporated in your teaching phi- ideas. Your readers will have a
16). losophy statement. clearer understanding of how you see
At the professional level, as • What are my concepts or views your role vis-à-vis your students in
mentioned before, it helps you to on how people (like my students) the teaching-learning process
discuss coherently what you do in learn and how can I facilitate that (Grasha, 1996). Metaphors also help
the classroom and why you do it in learning? demonstrate your understanding of
that way. It helps you to be clear • What goals do I have for my the purpose of education and the role
about the effect you are having "on students and why? of a teacher in the educational
students and their learning" • How do I transform my concepts process.
(Brookfield, 1990, pp. 18-19). It also about teaching and learning and
sets the benchmark for measuring the goals for my students into Make it memorable and unique
appropriateness of your instructional classroom practices? A teaching philosophy statement
methods, the scope of your activities • How do I know that my should set you apart from others. It
in and out of the classroom, the as- classroom practices are effective? should create a vivid impression of
sessment of student learning, and the one who demonstrates clear thinking,
effectiveness of your teaching. By including specific examples unique teaching practices, and com-
Moreover, the statement "provides mitment to the vocation of teaching.
stability, continuity, and long-term of teaching strategies and By including specific examples of
guidance" and helps you "remain teaching strategies and techniques,
focused on teaching goals and to ap- techniques, your statement your statement will help your readers
preciate the personal and professional visualize the rich learning environ-
rewards of teaching." (Goodyear and
will help your readers visualize ment you want to create for your
Allchin, 1998, pp. 106-7) It can thus students.
the rich learning environment
lead to a change in your teaching
behaviors and ultimately foster pro- you want to create for your Key questions others will ask
fessional and personal growth. in reviewing
students. • Are the concepts and views
Developing a teaching presented clearly and lucidly?
philosophy statement • Does the approach to teaching
There is no one formula or a set Own your teaching philosophy and learning demonstrate reflec-
format for writing a teaching philoso- This is your teaching philosophy, tive thinking and careful
phy statement. You may use a not someone else's. You will have a planning or flexibility when ap-
question/answer format or use sense of "ownership" of the teaching propriate?
visuals and quotes. It is generally 1-2 philosophy statement by writing • Does it address fully the institu-
pages long and written in first- about your own beliefs and experi- tional context of teaching and
person, mostly using the present ences. It is better to avoid dogmatic learning, and scholarly research
tense. It is written in a language that statements, such as "students learn in the field?
can be easily understood by the effectively only through group work" • Does the statement show
readers. You may seek guidance from or "the best way to teach is through awareness of the conventions
someone in your field on the disci- the problem-based learning method". and expectations of the disci-
pline-specific jargon and issues to In this way, you appear open to other pline?

18

FROM PAGE 18 Organizational Development Network Does it Matter? The Chronicle of
in Higher Education. Higher Education (Chronicle Careers),
• Is the statement modest or Goodyear, G. E. & Allchin, D. March 27, 2003.
ambitious? (Mihram & Anderson, (1998). Statement of teaching philoso- Stating a Teaching Philosophy
2004; phy. To Improve the Academy 17, 103- (2007). Last Modified: 30 November
http://www.usc.edu/programs/cet/ 22. Stillwater, OK: New Forums Press. 2007.
resources/teaching_philosophy/) University of Southern California,
Grasha, A. F. (1996). Teaching with Center for Teaching and Excellence
Conclusion style: A practical guide to enhancing website. http://www.usc.edu/
A teaching philosophy statement is learning by understanding teaching programs/cet/resources/
a living document that evolves over and learning styles. Pittsburgh, PA: teaching_philosophy/
time. It need not be comprehensive, Alliance Publishers.
but should be interesting to read. It Haugen, Lee (1998). Writing a
should essentially state what you Teaching Philosophy Statement. Dr. P. N. Ramani, a professor of
actually believe in and practice. Center for Teaching Excellence, Iowa English, is currently Quality Assurance
State University, March 1998; Last Officer, QA Department, at the
References update: January 6, 2009. Ministry of Manpower in the Sultanate
Brookfield, S. (1990). The skillful Mihram, Danielle & Anderson, of Oman. G
teacher. San Francisco: Jossey-Bass. Lawford (2004). Stating Your Teaching
Chism, N. V. N. (1998). Developing Philosophy. PowerPoint Presentation,
a philosophy of teaching statement. University of Southern California,
October 20, 2004.
Essays on Teaching Excellence 9 Montell, Gabriela (2003). What's
(3), 1-2. professional and Your Philosophy on Teaching, and

19

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