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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success? ADVERTISEMENT

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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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]

Learn about our Editorial Process

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-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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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Teaching Philosophies from U-M

U-M graduate students and postdocs created these examples as part of the Rackham-CRLT Preparing Future Faculty Seminar . They are published here with the authors' consent. These examples represent the many different approaches to writing a teaching philosophy. According to CRLT's rubric for evaluating teaching philosophy statements , we consider each example to be "excellent" in at least one rubric category (e.g., goals for student learning, teaching methods, assessment of student learning, teaching inclusively, and structure, rhetoric and language).  

NOTE: These examples are available for review and should not be duplicated. Doing so is an act of plagiarism.

CRLT Occasional Paper No. 23: Writing a Statement of Teaching Philosophy for the Academic Job Search

Engineering

Anonymous ( Biomedical Engineering ) Anonymous ( Industrial and Operations Engineering ) Anonymous ( Industrial and Operations Engineering ) Anonymous ( Materials Science and Engineering ) Anonymous ( Mechanical Engineering ) Ruba Borno ( Electrical Engineering and Computer Science ) Neal Patwari ( Electrical Engineering and Computer Science ) Diane Peters ( Mechanical Engineering ) Alireza Tabatabaeenejad ( Electrical Engineering and Computer Science ) Steven Zalek ( Naval Architecture and Marine Engineering )

Anonymous ( American Culture ) Anonymous ( American Studies ) Anonymous ( Asian Languages and Cultures ) Anonymous ( Ethnomusicology ) Anonymous ( Communication Studies ) Laura Ambrose, ( English Language and Literature ) Tyler Cornelius, ( American Culture ) John W. Hill, ( Theatre Studies ) Jesse Johnston, ( Musicology ) Olivier Delers ( Romance Languages and Literatures ) Colin Roust ( Musicology ) Daniel Mrozowski  ( English Language and Literature ) Corine Tachtiris ( Comparative Literature ) Urmila Venkatesh ( Fine Art )

Natural and Physical Sciences

Anonymous ( Geological Sciences ) Anonymous ( Microbiology and Immunology ) Rachel Adams, ( Cellular and Molecular Biology ) Eileen Rillamas-Sun ( Epidemiology) Corrinne Richards, ( Ecology and Evolutionary Biology ) Lesley Sefcik ( Natural Resources and Environment ) Craig Spencer, ( Mathematics ) Lindsey Waddell, ( Geological Sciences ) Andrea Walther, ( Ecology and Evolutionary Biology )

Social Sciences

Anonymous ( Natural Resources and Environment) Anonymous ( Natural Resources and Environment ) Anonymous ( Psychology ) Anonymous ( Psychology ) Anonymous ( Psychology ) Anonymous ( Social Work/Political Science ) Carrie Beyer ( Education ) Debra Burns Melican, ( Communications ) Yolanda Covington-Ward, ( Anthropology ) Katherine Fiori ( Psychology ) Tiffany Joseph ( Sociology ) Shanna Kirschner, ( Political Science ) Jonathan Lanning ( Economics ) Christopher Odato ( Linguistics ) Carla Pfeffer, ( Women’s Studies and Sociology ) Amy Trahan ( Psychology )

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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.

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Writing a Statement of Teaching Philosophy 

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Many academic and educational jobs require applicants to submit a statement of teaching philosophy (also sometimes referred to as a teaching statement). This document outlines a teacher's beliefs about teaching and how they put those beliefs into practice in their pedagogy. 

A good teaching statement demonstrates what a teacher brings to the classroom—not only their qualifications and personality, but also specific examples of how they make their teaching align with their values.   In addition to presenting a picture of what someone’s teaching looks like to a reader who’s never seen it, teaching statements also offer an opportunity for teachers to reflect and critically engage with their own pedagogy .  

So, what does a statement of teaching philosophy entail?   T eaching statements should be between one to two pages in length, written in the present tense using language that gestures to a teacher’s specific discipline but avoids jargon. The more specificity, the better—good teaching statements avoid empty, generalized statements about what teachers should or shouldn’t do. Instead, they present examples of individual teachers’ practices, and how those align with that teacher’s values and beliefs about educational best practices. And in making connections between theory and practice—in other words, in giving   the what , how, and why of teaching—good teaching statements also avoid simply rehashing the contents of a CV.  

In terms of content, teaching statements should outline:  

• What beliefs and values a teacher holds regarding education, learning, and teaching  
• W hat goals that teacher has for their students    
• H ow that teacher implements readings, activities, discussions, assignments,  etc.  to help students meet those goal s  
• H ow that teacher evaluates and  asse sses  student work  
• H ow that teacher creates an inclusive teaching environment  

Remember that the goal of a teaching statement is to explain a teacher’s overall vision using specific examples. The document should explain what a teacher believes, what a teacher does, as well as why their actions reflect what they believe.

In other words, a statement of teaching philosophy should ground pedagogical action in values—and explain how values contribute to pedagogy. For example, a teacher should explain how their goals for students, activities, and assessment methods reflect their values and contribute to an inclusive classroom. Making these connections will justify a teacher’s beliefs and practices to their colleagues and potential employers—and writing a statement of teaching philosophy can help teachers better understand those beliefs and practices themselves.   

Looking for more on teaching statements? For a  detailed breakdown of how to address these and other points, including examples of Dos and Don’ts and tips for making your teaching statement stand out, check out our Statement of Teaching Philosophy presentation . 

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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 
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Sample Philosophy Statements and Dossiers

Dossiers and philosophy statements allow educators, and those who support education, to reflect on and document their practice.

The following dossiers and philosophy statements are examples for creating a personalized document. They are intended as helpful guides and are not prescriptive for formatting, length or style.

Please refer to the Award category for specific criteria.

Teaching Dossiers

Leslie Reid  2014 Promotion to Teaching Professor  View dossier

Reed Ferber 2016 Promotion to Professor View dossier

Aubrey Hanson 2019 Tenure and Promotion to Assistant Professor  View dossier

David Keegan 2020 Promotion to Professor View dossier

Nomination Dossiers

Sally St. George 2017 University of Calgary Teaching Award Full-Time Academic Staff (Professor)  View dossier

Erin Quinn and Stephanie Bartlett 2019 Team Teaching Award View dossier

Meredith Brockway 2020 Sessional Instructors View dossier

Chelsea Klinke 2020 Graduate Assistants (Teaching) View dossier

David Pattison 2020 Full-Time Academic Staff (Professor) View dossier

Erin Sullivan 2020 Full Time Academic Staff (Senior Instructor)  View dossier

Houston Peschl  2020 Full-Time Academic Staff (Instructor) View dossier

Jean-François Richer 2020 Full-Time Academic Staff (Associate Professor) View dossier

Man-Wai Chu 2020 Full-Time Academic Staff (Assistant Professor) View dossier

Miwa Takeuchi 2021 Award for Full-Time Academic Staff (Associate Professor) View dossier

Mindi Summers 2021 Award for Experiential Learning View dossier

Simon Spanswick 2021 Award for Full-Time Academic Staff (Senior Instructor) View dossier

Carol Ing 2021 Award for Sessional Instructors View dossier   

Carol A. Gibbons Kroeker 2021 Award for Sessional Instructors View dossier

Safaneh Mohaghegh Neyshabouri 2023 Award for Inclusive Excellence View dossier

Philosophy statements

Don Kline 2000 Award for 3M National Teaching Fellowship View philosophy statement

Sylvain P. Coderre 2012 Killam Leadership in Teaching Award (Historical) View philosophy statement

Heather Addy 2014 Award for Full-Time Academic Staff (Senior Instructor) View philosophy statement

Carmen Braden 2014 Award for Graduate Assistants (Teaching) View philosophy statement

Tracey Clancy and Rita Lisella 2014 Award for Team Teaching View philosophy statement

Jeff Dunn 2014 Award for Graduate Supervision View philosophy statement

Ken MacMillan 2014 Award for Full-Time Academic Staff (Professor) View philosophy statement

Nancy Moules 2014 Award for Graduate Supervision View philosophy statement

Soren Boysen and Serge Chalhoub 2015 Award for Team Teaching View philosophy statement

Susanne Cote 2015 Award for Sessional Instructors View philosophy statement

Kyla Flanagan 2015 Award for Full-Time Academic Staff (Instructor) View philosophy statement

Ken MacMillan 2015 Award for Educational Leadership (Informal role) View philosophy statement

Adam McCrimmon 2015 Award for Full-Time Academic Staff (Assistant Professor) View philosophy statement

Sarah Anderson 2016 Award for Graduate Assistants (Teaching) View philosophy statement

Heather Jamniczky 2016 Award for Full-time Academic Staff View philosophy Statement

Gordon Campbell Teskey 2016 McCaig-Killam Teaching Award View philosophy statement

Mayi Arcellana-Panlilio 2017 Award for Full-Time Academic Staff (Senior Instructor) View philosophy statement

Jessica Ayala 2017 Award for Teaching in Online Environments View philosophy statement

Anne Marie Dorland 2017 Award for Graduate Assistants (Teaching) View philosophy statement

Taryn M. Graham 2017 Award for Graduate Assistants (Teaching) View philosophy statement

Don MacMillan 2017 Award for Librarians, Archivists and Curators View philosophy statement

Mike Paget 2017 Award for Non-Academic Staff (Individual) View philosophy statement

Roots of Resilience 2017 Award for Educational Leadership (Group) View philosophy statement

Sally St. George 2017 Award for Full-Time Academic Staff (Professor) View philosophy statement

Katherine Mueller 2017 Award for Sessional Instructors View philosophy statement

Raymond J. Turner 2017 Award for Graduate Supervision View philosophy statement

Fabiola Aparicio-Ting 2018 Award for Full-Time Academic Staff (Instructor) View philosophy statement

Isabelle Barrette-Ng 2018 Award for Educational Leadership (Individual, Informal Role) View philosophy statement

Marina Fischer 2018 Award for Continuing and Professional Education View philosophy statement

Aubrey Hanson 2018 Award for Teaching in Online Environments View philosophy statement

Health Champions Committee 2018 Award for Educational Leadership (Group) View philosophy statement

Jalal Kawash 2018 Award for Full-Time Academic Staff (Teaching Professor) View philosophy statement

Rajeev Nair 2018 Award for Experiential Learning Initiatives View philosophy statement

Colby Regel 2018 Award for Graduate Assistants (Teaching) View philosophy statement

Maria Soos-Gonczol 2018 Award for Non-Academic Staff (Individual) View philosophy statement

Mehrnoosh Tahani 2018 Award for Graduate Assistants (Teaching) View philosophy statement

Naor Cohen 2019 Award for Non-Academic Staff (Individual) View philosophy statement

Colleen Kawalilak 2019 Award for Graduate Supervision View philosophy statement

Annette Tézli 2019 Award for Experiential Learning Initiatives View philosophy statement

Samantha Thrift 2019 Award for Full-time Academic Staff (Instructors) View philosophy statement

Kim Clarke 2020 Award for Librarians, Archivists and Curators View philosophy statement

Greg Tweedie 2020 Award for Teaching in Online Environments View philosophy statement

Anna Pletnyova 2020 Graduate Assistants (Teaching) View philosophy statement

Polly L. Knowlton Cockett 2021 Award for Sessional Instructors View philosophy statement

Catherine Heggerud 2021 Award for Work-Integrated Learning View philosophy statement

Nadine Hoffman 2021 Award for Librarians, Archivists and Curators View philosophy statement

Carol Ing 2021 Award for Sessional Instructors View philosophy statement

Steven Nunoda 2021 Award for Non-Academic Staff View philosophy statement

Soroush Sabbaghan 2021 Award for Teaching in Online Environments View philosophy statement

Nickie Nikolaou 2021 Award for Education Leadership View philosophy statement

Mike Potter, Laleh Behjat, Kartik Murari, Seyed (Yani) Jazayeri, Geoff Messier, Rushi Vyas, Robyn Paul, Monique Sullivan, Kat Dornian, Jason Long 2021 Award for Team Teaching View philosophy statement

Mindi Summers 2021 Award for Experiential Learning View philosophy statement

Kathryn Blair 2022 Award for Graduate Assistants (Teaching) View philosophy statement

Lauren DeDieu 2022 Award for Full-time Academic Staff (Instructor) View philosophy statement

Craig Jenne 2022 Award for Full-Time Academic Staff (Associate Professor) View philosophy statement

Aubrey Hanson and Erin Spring 2022 Award for Indigenous Ways of Knowing Teaching View philosophy statement

Regine King and Patrina Duhaney 2022 Award for Team Teaching View philosophy statement

Victoria Fast 2022 Award for Experiential Learning View philosophy statement

Lorelli Nowell 2022 Award for Educational Leadership View philosophy statement

Jane Slessor 2022 Award for Session Instructors View philosophy statement

Jeff Turner 2022 Award for Sessional Instructors View philosophy statement

Christine Walsh 2022 Award for Graduate Supervision View philosophy statement

Morgan Vanek 2022 Award for Full-Time Academic Staff (Assistant Professor) View philosophy statement

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On this page

• Developing Your Teaching Philosophy
• General Guidelines
• Examples of Approaches
• Examples of Statements

A teaching philosophy statement is a written description of your values, goals, and beliefs regarding both teaching and learning… and uses evidence from your teaching to make the case that you have excelled as a teacher… As a general expression of your beliefs and practices, your teaching philosophy can shape your syllabi or introduce your course website.

Teaching philosophy statements are unique to each individual and reflect contextual factors such as the discipline, influential mentors, personal educational experiences, type of teaching (graduate vs. undergraduate, large vs. small classes etc.), and program-related teaching requirements (e.g. case-based learning), to mention a few.

Why Write a Statement of Your Teaching Philosophy?

A statement of your teaching philosophy is often a required or highly recommended part of a tenure dossier, so many instructors only develop teaching philosophy statements during the tenure submission process. However, this is not the only time a teaching philosophy statement is useful. Early in your career, it is very helpful to have gone through the process of reflecting about your own teaching, which gives you a better idea of your beliefs and strengths as an instructor and the ways in which you could develop your teaching practices over time.  For instance, if you are a proponent of team-based learning, you could seek out new approaches to group learning that would make it a better/more effective learning experience for your students.

Another reason to have a teaching philosophy statement is that it is increasingly common to ask for such a statement as part of the application process for tenure track positions. As well, teaching philosophy statements are usually required for nominations for teaching awards , such as the 3M National Teaching Award.

Developing Your Teaching Philosophy Statement

If you seek a career as an academic, ideally you should begin to articulate your teaching philosophy in graduate school. The sooner you start thinking about your teaching philosophy, the easier it is to formulate a statement when you need it. Once you have articulated your beliefs and practices as an instructor, it is far easier to jot down relevant examples of your teaching strategies and successes as you go. Don’t leave it until the time when a polished teaching philosophy statement is needed.

Over the years, keep a file of

• how you enact your teaching beliefs in your courses
• how your thinking about your teaching practices has evolved
• what you have done to change or enhance your teaching practices
• what new innovations you have incorporated into your teaching.

With this file at hand, it will be a much easier job to pull together or revise your teaching philosophy statement, and include examples to illustrate how you translate your teaching philosophy into effective classroom practices that facilitate student learning.

General Guidelines for your 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 a narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.
• 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 sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• 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.

(List adapted from Center for Teaching, Vanderbilt University )

In addition to these guidelines, another valuable suggestion is to have your Teaching Philosophy statement reviewed by academic colleagues who may have other insights into what you could include in your statement. As well, you need to make sure that you are conforming to specific expectations (if there are any) from your Faculty or Department about what to include in your Teaching Philosophy statement. For example, according to The Teaching Dossier: A Guide for the Schulich School of Medicine & Dentistry (pdf), the statement of teaching philosophy "may include, but not be limited to, discussion in each of the following:

• your personal theory of learning (e.g., what happens inside students when they learn)
• the goals for instruction (what should be learned)
• the role(s) and responsibility(ies) of the student in this process
• the role(s) of the instructor in this process
• a description of the variables which promote learning

Components of Your Teaching Philosophy Statement

A statement of teaching philosophy is a flexible document, and can be successfully constructed in a number of different ways.

One way is to include descriptions of specific teaching strategies (e.g., a description of a particular assignment of class activity) alongside your teaching beliefs. Some instructors prefer to integrate these strategies into the philosophy statement; others prefer to describe them in a separate document (a “Statement of Teaching Practice”). Other common components of a statement of teaching philosophy include:

• your definition of good teaching, with an explanation of why you have developed or adopted this particular definition
• a discussion of your teaching methods: how do you implement your definition of good teaching?
• a discussion of your evaluation and assessment methods and a description of how they support your definition of good teaching
• a description of your students, and their most important learning goals and challenges
• a description of your teaching goals: with what content, skills, or values should students leave your classroom? What are your goals for improving your own teaching?

(List adapted from Centre for Teaching Support and Innovation, University of Toronto )

Nancy Chism’s (1998) classic article on teaching philosophy statements outlines guiding questions for developing key components of a good teaching philosophy statement, including:

Conceptualization of Learning

• How does learning take place?
• Based on my observation and experience, what do I think happens during a learning episode?

Conceptualization of Teaching

• How do I facilitate learning?
• What are my assumptions about teaching?
• Why do I teach the way I do?
• How do I motivate, challenge, or support students?
• How do I deal with students who struggle?
• How do I vary my approach?

Goals for Students

• As a result of learning, what do I expect my students to know, do, or value (in their careers and future lives)? Why?
• What does my teaching philosophy mean for my students?

Implementation and Assessment

• How are my conceptions of teaching and learning transformed into instructional strategies?
• What are the consequences of my instructional strategies?
• How do I know my teaching is effective?
• What data do I use to gauge my effectiveness?

Your Future as a Successful University Teacher (Personal Growth Plan)

• What goals have I set for myself as teacher?
• How will I accomplish these goals?
• What are some present challenges to overcome in order to achieve my goals?
• How have I developed?
• What evidence do I have that can demonstrate my development?
• What has changed over time in my assumptions and actions?
• How have I met goals that I set in the past?

Examples of Approaches to Writing Your Teaching Philosophy

Adapted from Reflections (Spring 2000) by Mike Atkinson

There are numerous approaches you can take when writing your teaching philosophy. Let's examine several of these by looking at the reflective statements from some of Western's award-winning teachers. These should not be considered as mutually exclusive strategies. In fact, many instructors use a variety of these styles.

Focus on the Purpose of Teaching

This approach presents a general statement about what you see as the "job" of a university instructor. You might consider what the instructor ideally should do in the classroom. How does this help the student to develop? Remember to keep your comments focused and to the point.

"My responsibility as a teacher is to create an environment where students are empowered to think critically and creatively, to learn to seek resources to achieve their learning goals, to develop as self-evaluators, and to receive constructive feedback about their work. I am very cognizant of the need for undergraduate students to acquire specific knowledge while they develop the attitudes and skills that are essential to professional practice in nursing." (Carroll Iwasiw) "Teaching in a professional faculty, I am constantly mindful of the need to ensure that the theory I discuss is presented in a context that is meaningful to my students. Most of my students are mature students, for whom relevance of subject matter to their chosen careers is highly valued. Most of my graduate students have had substantial experience as teachers and administrators and are looking for theory to explain, if not outright solve, the problems they encounter in practice." (Greg Dickinson) "The primary challenge I have faced is related to the fact that my field--Restoration and eighteenth-century literature--seems remote to most students. My job, I believe, is to make the field come alive for the classes I teach, to demonstrate its centrality in the culture of the late twentieth century, and to instil a love for works that might initially appear intimidating in their neoclassicism or vexing in their satiric density." (Alison Conway) "Teachers provide a catalyst for learning by making information understandable and applicable to students. A teacher must have an intense passion for teaching. An effective teacher also has the will and the ability to show emotion, realizing that genuine emotions not only reveal his or her character, but also are an effective and personal means of communication. And not least, a teacher must know the importance of being humble." (F. P. H. Chan)

Personal Reflection

Here, the individual outlines how and why he or she entered the profession of academia. This may be quite specific ("My father was a customs officer and I became intensely interested in people's ability to lie") or very general ("For as long as I can remember, I have been interested in helping students to learn"). Some questions for you to consider: Why did you become a university instructor? Who were your role models? What attracted you to your specific area of study?

"I chose to study French when I entered university because of an intense interest in language and languages, which I developed in my first year of secondary school. In my teaching, I start from the assumption that each student either has a similar fascination already and that my task is to help her follow it further, or that she has the potential to be as fascinated as I am, and that my job is to help her develop that enthusiasm for the subject matter." (Jeff Tennant)

Citing Specific Tactics

In this approach, the instructor discusses specific examples of things she or he has done in the classroom. The focus here is not so much on a listing of activities as it is on a demonstration of pedagogical approach.

"Even in large lectures of a few hundred I attempt to invite at least minimal participation, for example, through 'You Be the Judge' exercises. In smaller settings I employ debates, role-playing, dialoguing, and mock trials or hearings--techniques that require students to 'sift through the evidence,' enabling them to adopt various perspectives and make defensible arguments for them." (Greg Dickinson)

"Let me start by saying that I find the term 'philosophy' to be rather too pretentious for my approach to teaching. However there are several things that I do in an attempt to be as effective as possible in the time available. I try to be organized so that both the student and I know what is coming, where we have been and what is expected. I also work hard at getting the students involved individually in the lectures and keeping them up to date in the course material. I try to know everyone's name and I ask lots of questions in class. On a weekly basis, I hand out short problem sets and we hold sessions in which student volunteers present the answers on the board to the rest of the class. The vetting of the problem sets can be quite time consuming, but I am convinced that it is one of the most effective things that I do". (D. H. Hunter)

The Larger Picture

An instructor may want to set a broad philosophical background for his or her own pedagogical approach. As always, this does not have to be a lengthy discussion of philosophical theory. Rather, the focus is on your own values and beliefs. Such statements tell the reader a great deal about your personal approach to teaching, interaction with students, your choice of instructional format, evaluation, and so on. Think about what values are the most central to your beliefs about education. Equality? Perseverance? Exploration? Whatever you choose, this is a good way to begin your statement of teaching philosophy.

"Teaching is one of the most important of all human activities with a potential for great good or harm. It is far more complex than most people realize and makes large professional and personal demands on the teacher. It repays the teacher's efforts many times over in terms of the gratification in being a part of the awakening and development of students". (W. Wayne Weston)

"My cognitive machinery is not designed for fine detail work. I think about and understand the world in broad strokes on large canvasses. In the classroom, my emphasis is always on the big picture because that is where I am most fluent. I tend to 'dig down' to the necessary level of organizational detail rather than 'build up' from all of the component bits and pieces. I am open with my students that they probably command more of the minutiae of the discipline than I--but I also warn them of the speed with which our knowledge of minutiae changes. I try to model a way of being intrigued by, and working with, knowledge rather than being chock-full of it." (Tom Haffie)

"My philosophy of teaching is less philosophy and more value-based. However, I do have some basic tenets that I hold dear to my pedagogical practice. My first premise sounds trite but is absolutely critical to what I do in class: I believe I teach students, not a subject. Of course, it is not completely true and I do teach a subject, but I am teaching students about a subject. I have long admired the question, 'What is worth knowing? and try my best to remind myself of that question when I prepare for classes. Its corollary is equally important, 'How do you go about getting to know what is worth knowing?' For both questions, the issues of HOW to teach and HOW to learn are critical. Teaching to me is about process first, content second." (Don Morrow)

"The encounter between teacher and student is an honoured tradition in which one passes on parcels of knowledge to the other. Particularly in the university environment, it involves more than the dissemination of detailed information: the myriad of facts are only kindling used to fuel the desire to imagine, to reason, and to think." (F. P. H. Chan)

Identification of Goals

We have a variety of goals in mind whenever we teach a class. Some of these are broad and quite loosely defined ("I want my students to gain an appreciation for chamber music.") Others may be very specific and could reasonably be thought of as instructional objectives ("By the end of this course, students will be able to identify correctly all of the major structures in the human nervous system and will be able to suggest the likely cause of any neurological disorder when presented with a hypothetical scenario"). Whatever your goals, it is useful to set them out clearly. In this way, you (and your students) can know whether or not the goals have been achieved. "The following are the general goals I set for myself in the courses I teach:

To encourage students to make the subject matter their own. In the case of language courses, this involves encouraging them to make use of French every chance they get, both inside and outside the classroom. To help students make progress in the learning of their second language by giving them the means to identify and correct their errors. To encourage students to challenge their common sense assumptions about language by analyzing it from a rigorous scientific viewpoint.

To help students, through the study of sociolinguistics, to recognize sources of social and ethnic prejudice in beliefs people have about language and about differences between groups of people based on their language and use of language.

To establish with students a cordial relationship between learner and teacher based on mutual respect rather than one based on authority. To be available to students for assistance with their work when they need it. To this end I encourage students to make an appointment to see me if they are unable to come by during my regularly scheduled office hours." (Jeff Tennant)

Examples of Teaching Philosophy Statements

• Nanda Dimitrov:  Teaching Philosophy – Intercultural Communication
• Gavan Watson:  Statement of Teaching Philosophy
• Eric Anderson, 2014 Teaching Excellence Award Winner – General Education (CHSS)
• Yoosun Chung, 2012 Teaching Excellence Award Winner – Teaching with Technology (CEHD)
• Gregory Grimsby, 2014 Teaching Excellence Award Winner (CVPA)
• Christopher Hamner, 2013 Teaching Excellence Award Winner (CHSS)
• Jeff Offutt, 2013 Teaching Excellence Award Winner – Teaching with Technology (VSE)
• Michael Summers, 2014 Teaching Excellence Award Winner (COS)
• Sample Teaching Philosophy Statements from past University of Calgary Teaching Award recipients, including graduate teaching assistants
• Sample Teaching Philosophies organized by field of study from graduate students at the University of Michigan

Information for registrants in the Western Certificate in University Teaching and Learning

A teaching philosophy is part of the Teaching Dossier that you will submit for the Certificate . It should be:

A succinct, clearly reasoned statement of your personal beliefs about teaching and how these have influenced your choice of teaching methods, i.e., an explanation of why you do what you do...maximum length 2 pages (Required)

If you are an inexperienced teacher you can discuss what you would do, rather than what you have done with respect to classroom teaching.

The Teaching Dossier is a highly personal document that reflects your unique approach to teaching and student learning . We recommend that you review samples of dossiers and philosophy statements to develop a clear understanding of their structure and organization.  However, if you find yourself drawing from the ideas of others when developing your statement, please consult " How not to plagiarise " and, where in doubt, cite sources appropriately.

If a dossier or philosophy statement that you submit in support of the Certificate is deemed to have been plagiarised in any way, you will have to wait a minimum of six months before you are able to submit revised (and wholly original) documents and receive the Certificate.

CTL Programs

The following programs periodically have workshops on writing teaching philosophy statements:

Faculty Mentor Program   Future Prof Series (FPS)

Further Reading

• 4 Steps to a Memorable Teaching Philosophy (Chronicle of Higher Education)
• Teaching Philosophies and Teaching Dossiers Guide (Taylor Institute for Teaching and Learning, University of Calgary)
• Exploring Your Teaching Philosophy: Sample Exercises (Centre for Teaching Excellence, University of Waterloo)

If you need individual assistance in writing a teaching philosophy statement, please contact one of our educational developers .

Chism, N. V. N. (1997-98). Developing a philosophy of teaching statement. Essays on teaching excellence: Toward the best in the academy, 9 (3). Retrieved from: http://podnetwork.org/content/uploads/V9-N3-Chism.pdf

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What Is a Teaching Philosophy? Examples and Prompts

The life of a teacher is an extremely busy one. From early morning until long after dark, teachers dedicate the better part of their day to their students. Amid the lesson planning, the snack breaks, the recess duty, grading and the myriad other daily tasks, it can be easy to lose sight of the why of teaching. 

Why are you drawn to the classroom, and what is it about your love of teaching that makes it a fulfilling career? What’s the overarching philosophy that guides your teaching practice? Even on the busiest school days, every teacher should be able to explain their “why” by returning to their teaching philosophy.

What Is a Teaching Philosophy Statement?

Simply put, a teaching philosophy is a written statement that includes: 

• Your core belief(s) about the purpose of teaching and learning 
• A high-level description of how you teach 
• An explanation of why you teach that way
• Any primary specializations 
• Examples of your teaching philosophy in practice in the classroom (if space allows)

A teaching philosophy statement should demonstrate that you are purposeful, reflective and goal-oriented each time you stand at the front of your class. Not only does committing this statement to writing help to solidify your own beliefs — it can help you collaborate with other teachers, apply for jobs and even write grant proposals. Ideally, evidence of your philosophy will be apparent in your resume and portfolio content. 

Depending on the context, a teaching philosophy statement can be several sentences or several pages long. You will occasionally be asked to provide some form of this statement when applying for certain academic or administrative positions. Versions of it may also appear as the introduction to your teaching portfolio, as your LinkedIn bio, your resume objective statement or your bio for any accreditations (such as for contributions to a publication, awards, volunteer work, etc.). 

You will likely never be asked to recite it. That said, when sitting for interviews, teaching applicants should demonstrate a clear teaching philosophy through their answers.

Teaching Philosophy Prompts

Think about your teaching philosophy as your teaching portrait. 

Portraits can look different depending on the subject’s age and life experiences, and a teaching philosophy is no different. Younger teachers may focus on their goals and any areas of interest they studied in college. More senior teachers may update their philosophy statements to reflect their lived experiences in the classroom and how those experiences informed (or resulted from) their teaching philosophy.  

The clearer and more crystallized your teaching philosophy is, the easier it will be to draw upon it in the classroom. Use any combination of the following prompts — organized from immediate to future-facing — to begin writing your own philosophy statement.  

The basics 

Why did you decide to become a teacher? 

What teaching methods do you use?

How do you assess your students’ learning and growth?

Do you follow certain standards?

What are your strongest qualities as a teacher?

Do you have an academic specialization?

Why do you like to teach certain subjects?

How do you use technology in the classroom ?

How do you incorporate new techniques, activities, curriculum and technology into your teaching?

Student advocacy  

How do you motivate your students?

How do you think students learn best? 

How do you approach learners who are struggling?

How do you promote and maintain educational equity ?

How would you describe your interactions with your students?

Preservation in the classroom

What’s your classroom management style ? 

How do you handle stress ?

Describe a time you handled a challenging situation.

The Big Questions 

How do you define learning? 

How do you define teaching? 

What is the purpose of education?

How does education improve society?

Do you believe all students can learn?

What does it take to be a good teacher?

Looking ahead

What goals do you have for your students?

What goals do you have for yourself?

What achievements do you like to see at the end of every school year? 

Why do you continue to want to teach?

How will you continue to grow professionally?

Just like leading students through an essay prompt, begin by creating an outline around a single thesis statement. Build a case for your core belief by giving specific examples and demonstrating an in-depth knowledge of pedagogy. Be sure to connect philosophical statements to practical outcomes or examples; otherwise, you risk the “word salad” problem, wherein the statement sounds nice but means very little to the average reader. (See Formatting Your Teaching Philosophy Statement [Plus Best Practices] below for more tips.)

>>Related Reading: 5 Reasons Why Continuing Education Matters for Educators

Be prepared for your philosophy to change over time — it’s not meant to live in stone! If you feel you need to re-write it, follow the prompts above to recrystallize your beliefs and objectives.

CLASSROOM MANAGEMENT TEMPLATE [FREE TEACHING TOOL] 

Use our handy 3-page Classroom Management Template to create a plan for everything that goes into successfully operating a classroom.

Components of a Teaching Philosophy Statement

In a one- or two-sentence teaching philosophy statement, you’ll likely touch on your experience, grade and subject specialization, preferred methods and high-level goals. When crafting a longer statement, it should contain some specific components that paint the clearest picture of your teaching style. 

According to the University of Minnesota , strong teaching philosophy statements share the following elements:

• Offer evidence of practice (specific examples)
• Are student-centered
• Demonstrate reflectiveness
• Demonstrate that the writer values teaching
• Are well written, clear and readable

Long-form teaching philosophy statements should follow the same tried-and-true format as a well-crafted student essay:

Introduction

This first section should include mention of: 

• Your teaching methods
• Any subject or pedagogical specialties
• Your preferred method of assessment
• Your high-level goals for all students

As you go into more detail about your experience and teaching practice, it’s a good idea to give examples that support your philosophy. If you choose to cite any educational researchers or studies, be sure you credit your sources. You may want to touch upon:

• A list of courses you have taught
• A list or short descriptions of effective learning engagements
• What you consider the ideal classroom environment
• Your personal approach to classroom management
• How you facilitate age-appropriate learning
• How you facilitate learning for students of differing abilities
• How you involve students in their own learning and assessment
• An example of a challenge you solved in the classroom 

Conclusion 

A good teacher is never done growing and learning. Wrap up your philosophy statement by describing your objectives, which should include student-oriented academic goals, professional development goals and the ideal outcomes of your teaching career. Your conclusion could include: 

• content mastery
• discovery and knowledge generation
• critical thinking
• problem solving
• individual fulfillment
• self-directed learning
• experiential learning
• engaged citizenship
• …or something else?
• The goals you’ve already achieved as a teacher, as well as those in progress
• What makes you unique as an educator

If you are asked for supplemental materials as part of a teaching job application, you can provide: 

• Peer reviews
• Letters of recommendation
• Students’ comments
• Performance ratings
• Lesson plans
• Teaching activities

Formatting Your Teaching Philosophy Statement [Plus Best Practices]

Your teaching philosophy is unique to you, so there is no right or wrong way to go about it. That said, there are some best practices to follow when it comes to formatting and readability to make it easy for potential employers and others to read. 

Write in the first person: You’re writing about your own goals, vision and philosophy — it’s okay to use “I” statements! 

Write in the present tense: Your philosophy statement should reflect your current views and experience level, not those you hope to have someday.

Avoid wordiness: Your teaching philosophy should be easy enough for an eighth-grade reader to understand, barring any pedagogical terminology. Making simple concepts more complicated for show is an easy way to lose your reader. Unless you’re going for a university lecturer position, avoid the AP-level vocabulary words on principle. 

Use specific examples: Potential employers — or readers of your academic papers — want to know how your philosophy plays out in the classroom. Your expertise in project-based learning (PBL) will carry more weight if you can describe a specific assignment you designed around PBL, and what the outcome was. 

Skip the clichés: If you say you want to teach to “change the world,” or that you believe “children are our future,” be prepared to give concrete examples of what you mean. Teaching philosophies are not meant to be abstract or even overly aspirational — leave this to motivational posters. 

If you find you are struggling to craft your ideal philosophy statement, ask a colleague to review and highlight possible areas for expansion or clarification. You can even ask this colleague to note any recurring themes they notice, so you can mention them briefly in your introduction. Compare your draft to others in your field with similar specialities or levels of experience and make changes as necessary.

Take the next step in your professional journey with our Education certificate programs . >

The easiest way to maintain and share your philosophy statement and portfolio is to keep everything in a digital format. Whether that’s an editable PDF you can make small changes or updates to, or a cloud-based folder you can invite others to view, digital is the safest and most portable format.  

Teaching Philosophy Examples 

Here are some examples of teaching philosophy statements from real teachers. Note that each statement will not follow all of the prompts above, but this is because each statement should be unique and personal to each educator. 

“My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. They should be able to have choices and let their curiosity direct their learning as I operate as a facilitator.” Mr. B., Language Arts, 5th & 6th grade

FAQs About Teaching Philosophies

Do i need a teaching philosophy to get a teaching job.

Most teachers who earn master’s degrees are asked to write a philosophy statement as part of their program. Whether or not you have a master’s degree in education, you may be asked to provide some form of a teaching philosophy statement when applying for certain academic or administrative positions. You may also want to craft a version of this statement as the introduction to your teaching portfolio, as your LinkedIn bio, your resume objective statement or your bio for any accreditations (such as for contributions to a publication, awards, volunteer work, etc.).

You will likely never be asked to recite your teaching philosophy, and a lack of a formal written philosophy should not bar you from consideration for teaching jobs. That said, when sitting for interviews, teaching applicants should demonstrate a clear teaching philosophy through their answers.

Can I change my teaching philosophy?

Yes! In fact, teachers should expect their philosophy to change with time, experience, and professional and personal development. If at any point you feel you need to re-write your philosophy statement, follow the prompts in this article to recrystallize your beliefs and objectives.

Helpful Resource Links

Effective Classroom Management Solutions Certificate

Addressing topics like teaching positive social skills, diverse learners and restorative justice, this certificate helps current educators strengthen their overall classroom management approach. 

Professional Teachers Program Series

A series of self-paced courses covering remote teaching, student anxiety, educational equity and homeschooling, all designed for the mid-career to veteran teacher. 

Using Inquiry, Discussion, and Experience to Develop Critical Thinkers and Inspire Lifelong Learning 

How can you authentically engage students while ensuring they receive the education they require? This course presents new ways to approach tired subjects, and capture students’ interest along the way. 

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82 Philosophy of Education Essay Topic Ideas & Examples

Need to write a philosophy of education essay? Looking for philosophy of education research topics or essay ideas? Read this article, and you will surely ace your paper!

🏆 Best Philosophy of Education Topic Ideas & Essay Examples

📌 interesting philosophy of education essay topics, 👍 philosophy of education research topics, ❓ essay questions on philosophy of education.

A philosophy of education essay is focused on the nature of education and philosophical issued related to it. In your paper, you can write about philosophy’s contribution to education. Or, you can study its history starting from ancient times.

In this article, you will find excellent philosophy of education essay examples and topic ideas for various assignments. Feel free to use them for inspiration!

• Philosophy of Multicultural Education The amalgamation of cultures is both a benediction and blasphemy of the K-12 teaching space. It is safe to say that the majority of schools in richer districts are mostly white scholars and recognized teachers.
• Philosophy of Education by Nel Noddings One of the most important and frequently addressed concepts of educational philosophy of the present days is the concept of the relationship between social and cultural diversity in the contemporary world and the changes it […]
• Personal Philosophy of Education The philosophy embraces the use of intrinsic competencies and skills that have the potential to produce the most desirable results. In order to achieve the best results, a personalized model should be developed to address […]
• Author’s Philosophy of Education I believe that the purpose of education is to help students discover their strong characteristics and potential and employ those to become the best version of themselves and achieve future social and financial well-being.
• Plato’s Philosophy on Exposure to Education Plato establishes what education is worth for both the individual and the state in The Republic, emphasizing the crucial function of those who select the materials to educate the state’s future guardians.
• Radical Philosophy of Adult Education A major focus of the radical educational philosophy is to equip learners with skills that are vital for dealing with social, political, and economic changes in society.
• Al-Ghazali Philosophy: Principles of Education The future of the Arab and Islamic world is dependent on the results of the battle between the teachings of al-Maududi and those of al-Ghazali.
• The Role of Globalization in Education and Knowledge The article is focused on the problem of the failure to distinguish between the notions globalization, globalism and cosmopolitanism that leads to the failure to consider the place of the current education in the modern […]
• Creating a Theoretical Framework for the Teacher’s Philosophy of Education Considering the variety of philosophical approaches to the primary goals, content, structure and methods of the educational programs, a young teacher is not obliged to decide on only one of them and can blend the […]
• Philosophy of Education: Key Points An important argument of many philosophers and thinkers is that arts and liberal education adds another very important component to the mindset and understanding of a person.
• Doctor of Philosophy in Education Leadership Additionally, education leaders have also been charged with the responsibility of enhancing the understanding of global issues in various disciplines, which calls for the regular changing of the focus in concepts in the associated disciplines […]
• Philosophy of Facilitation. Adult Education A normative contract from the group members empowers the professional facilitator to take responsibility for the processes that guide group members in discussing the content of their tasks.
• Philosophy Role in Education Another definition of philosophy is ‘the world view.’ The main definition for a philosophy that will be considered in this article is that which defines it as a conceptual framework that is vital in the […]
• Teaching Philosophy in the Scope of Education Therefore, discussing the teaching philosophy, it is possible to state that a teacher is a person who assists in developing the personal potential of an individual, and teaching is a process of adopting an individual […]
• Philosophy of Education Within this system, the teacher assumes the role of a leader to give direction and guidelines to students in addition to supporting the substance of a school.
• Teaching Philosophy and the Use of Technology Teachers have diverse abilities on the use technology and application of technology in teaching. In some instances, teachers had conflicting beliefs about the use of technology in teaching and learning.
• The Notion of Educational Philosophy This enables an individual to understand properly, the formula that is the ultimate goal in the never ending pursuit of edification.
• Thoughts on Educational Philosophy It is against this scope that this paper intends to explore the meaning of truth, how it is taught and the theoretical basis of learning and teaching.
• The Philosophy of Education Is an Important Pedestal for a Preparing Tea
• Personal Philosophy of Education – Jerome Bruner: Concept of Discovery Learning
• History and Philosophy of Education and Special Education
• The Psychology and Philosophy of Education in Ayn Rand’s The Comprachicos
• Progressivism: The Philosophy of Education That Best Suits Me as Teacher
• The Philosophy of Education With Regard to African Americans
• Philosophy of Education, Teaching and Learning Statement
• The Philosophy of Education and Motivational Theory
• Developing the Right Philosophy of Education
• Rethinking the Philosophy of Education
• Developing a Personal Philosophy of Education
• The Philosophy of Education Is Closely Modeled by Jerome
• Types of Teachers: Classification, Philosophy of Education
• Understanding the Philosophy of Education According to a Nation at Risk
• The Foundations of Whitehead’s Philosophy of Education
• The Impact of Philosophy of Education on the Changing
• National Philosophy of Education
• The Philosophy of Education Is Its Differing Aims
• Philosophy of Education Based on Curriculum Perspectives
• The Philosophy of Education and How a Philosophical Education
• History and Philosophy of Education
• The Philosophy of Education and my Goals as a Future Teacher
• Why Is The Philosophy of Education Important
• The Philosophy of Education Is the Key Component for Education
• The Development of a Personal Philosophy of Education
• The Theory of the Philosophy of Education
• The Ancient Greek Iconoclast’s Philosophy of Education
• When It Comes to One’s Philosophy of Education Each Person
• Learning About the Philosophy of Education and Its Use
• The Philosophy of Education and Basic Values of Expeditionary
• Philosophy of Education, Worldview, and Educational Leadership
• The Importance of Educators’ Philosophy of Education in Preparing Their Students for Their Lives After School
• The Role of Albery Camus in the Philosophy of Education
• A Future Teachers Philosophy of Education
• Essentialism, a Conservative Philosophy of Education
• Christian Philosophy of Education: The Fear of the Lord
• Islamic Philosophy of Education Theory Theology Religion
• What A Philosophy of Education Is Used for A Classroom
• The Role of Relationship Building in My Philosophy of Education
• What Is the Scope of the Philosophy of Education?
• Why Do We Study the Philosophy of Education?
• How Does Philosophy Influence Education?
• Why Is the Philosophy of Education Critical?
• Why Does Philosophy of Education Play an Important Role in the Development of Young’s Abilities?
• What Are the Aims of the Philosophy of Education?
• What Is the Main Idea of the Philosophy of Education?
• What Is the Content of the Philosophy of Education?
• What Are the Merits and Demerits of Each Philosophy of Education?
• What Is a Statement of Philosophy of Education?
• What Are the Main Features of the Philosophy of Education?
• What Is the Philosophy of Education in Simple Words?
• How Is the Philosophy of Education Impacted?
• What Is the Importance of the Philosophy of Education?
• What Is the Modern Philosophy of Education?
• What Is the Most Common Educational Philosophy?
• What Is the Importance of the Philosophy of Education and Curriculum?
• What Are the Examples of the Philosophy of Education?
• What Is the Philosophy of Education for Teachers?
• Who Are the Great Philosophers of Education?
• What Is Modern Educational Philosophy?
• Which Are the Characteristics of the Philosophy of Education?
• What Are the Aims of Educational Philosophy?
• What Is a Philosophy of Education, and Why Is It Important?
• What Is a Philosophy of Education Statement?
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Home — Essay Samples — Philosophy — Personal Philosophy — My Personal Philosophy of Education

My Personal Philosophy of Education

• Categories: Personal Philosophy Philosophy of Education

About this sample

Words: 1412 |

Updated: 13 November, 2023

Words: 1412 | Pages: 4 | 8 min read

The essay analyzes the author's personal philosophy of education as a student and an aspiring teacher. The author emphasizes the importance of gaining knowledge from education, even when faced with the challenges of a heavy workload and academic stress. They believe that completing the work and gaining knowledge is a privilege and that building a strong connection with professors is crucial for successful learning.

The author's philosophy of education revolves around the idea that every child should have the right to high-quality education. They reflect on their experiences with various teachers and teaching styles, recognizing the impact that exceptional educators can have on students' lives. The author values teachers who can establish personal connections with students and make learning enjoyable.

The influence of scholars such as John Dewey and Jean Piaget is evident in the author's philosophy. They appreciate Dewey's emphasis on learning through experience and Piaget's contributions to child development theory. The author believes in creating a learning environment where students actively participate in their education and where motivation is nurtured.

Table of contents

Introduction, my philosophy of education, influence of scholars, video version.

• Berk, L.E. (2012). Infants and Children; Prenatal through Middle Childhood. Pearson; New York, New York.
• Talebi, K. (2015). John Dewey--Philosopher and Educational Reformer. Online Submission, 1(1), 1-13.

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