As the semester comes to an end, my students in the School of Education at the University of South Dakota are writing their teaching philosophy for their final assignment. Developing a philosophy of teaching and learning is a thoughtful and personal experience. It helps teachers hone their craft and ask themselves questions about why they do their job the way they do. I deeply appreciate that every teacher has their own individual philosophy because we need a wide array of attitudes and beliefs regarding teaching to meet the vast needs and differences among students.
Many educators revisit their teaching philosophy every year. It is a living and breathing document, which changes and evolves along with the educator. I like to think of an educational philosophy as my reasons for why I teach the way I teach. Here some questions that I ponder when I reflect on my teaching philosophy:
What are my personal attitudes and beliefs about teaching?
I personally enjoy examining my beliefs, and I see this as an essential step in writing a teaching philosophy. Early in one’s teaching career, it’s easy to think that there are many “shoulds” and “right” ways to teach. I found myself doing and saying things that I didn’t want to do, didn’t agree with, or didn’t make sense to me, just because I thought I “should” do it or because one of my fellow teachers that I admired did things that way. It’s difficult to teach inauthentically and exhausting to uphold someone else’s standards. Exploring personal attitudes and beliefs about teaching makes it easier to make decisions and creates a natural environment for learning.
Am I more traditional or more contemporary in my philosophy of teaching?
Educators are on a spectrum from traditional to contemporary, and it’s helpful to reflect on where you land on a continuum. Those with traditional views of teaching tend to want to preserve the past and create a common American educational experience among generations. Such educators tend to focus on reading, writing, and arithmetic and helping students achieve specific milestones at set times, such as reciting a passage from Romeo & Juliet in the 9th grade. Whereas, educators with a contemporary philosophy tend to see teaching as evolving with the times. Classrooms adapt to the culture, society, and needs of their students. Contemporary teachers do not often dictate, but rather guide students to resources to support them in their learning. Lessons are often project-based and anchored in student choice. I find it helpful to know that all educators move back and forth on the pendulum between traditional and contemporary views.
What is the purpose of school and the public education system?
When you are a teacher, your students frequently ask “why are we doing this?” and I think it is a great question. I believe teachers should ask it of themselves all the time. I also feel that the United States is currently asking this question of ourselves as a society. Why do we send our kids to school? What should they learn while they are there? Why should they learn it? What do we think the purpose of education is? Who do we think should pay for education and how much are we willing to spend on it? Until what age do we think students need to go to school? Do all students need to go to community college or university? If students did not go to school, what would they do instead? Should character and personal values be taught in school and if so, which values should be taught? What other societal needs should the school system be required to provide? Mental health resources? Lunch? Sports? Arts? Activities?
Why should teachers examine their ideas about education?
For me, a teaching philosophy is an anchor. It helps me remember who I am and why I am doing what I am doing. It also shows me that I am not the same educator that I was when I first started in the classroom. Socrates said an unexamined life is not worth living. I believe that teachers are worthy of the time it takes to examine their craft.
The views and opinions expressed on SDPB’s Teacher Talk are those of the authors and do not necessarily reflect the official policy or position of the University of South Dakota.
