What's Your Teaching Philosophy?

One of the most powerful exercises I have ever completed was writing down my philosophy on teaching and education. Before you dismiss this idea and begin to search for more "practical" teaching advice, I ask that you keep reading.

Possessing a teaching philosophy serves as a sail to guide you through your career. It provides a framework for your pedagogy—for all your instructional decisions, for how you implement curriculum, how you interact with students and parents. Clearly articulating your philosophy can also serve as a potent talking point during job interviews with principals and others making decisions about whether to hire you.

According to the University of Minnesota's Center for Educational Innovation, developing a teaching philosophy—a place to gather and reflect on all your ideas on teaching and learning—assists you in articulating these beliefs to students, peers, and others. This exercise also serves as a professional development agent, since it requires you to consider whether your teaching practices are aligned with your core beliefs. In other words, you may believe you are an advocate, for instance, for cooperative learning, then review your lesson plans and instruction and realize it has been weeks since your students have actually worked in groups or that your classroom design hampers rather than supports these beliefs. A teaching philosophy becomes a living document (yes, your philosophy can and should change as you grow and learn more), in which you can return to ensure you are teaching and working in a manner that is authentic to what you truly believe.

Assuming you have bought into the importance of writing out your philosophy, let me provide some concrete steps.

Read Widely

Consider perspectives from a wide variety of theorists and philosophers. Let them inform your practice. For instance, you might read Dewey, Piaget, bell hooks, and even other thinkers, who may not have completely worked within education but their ideas can help you improve your practice. For instance, reading Maslow’s theories on self-actualization might help you consider your teaching from a holistic, “humanistic” point of view. Don't discard any potential thinkers—give them a read then decide whether their theories can help build upon your philosophy. If they can't or their ideas seem to fantastical or impractical, throw them out. Here is a suggested list based on texts that have helped shape my own philosophy:

• Dewey, J. (1938). Experience and education. Boston, MA: DC Heath.
• Dewey, J. (1910). How we think. Boston, MA: DC Heath.
• Dimitriadis, G. & Kamberelis, G. (2006). Theory for education. London, England: Taylor & Francis.
• Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings 1972-1977. Edited by Colin Gordon. New York, NY: Pantheon Books.
• Freire, P. (1973). Pedagogy of the oppressed. New York, NY: Contiuum.
• Freud, S. (1920). A General introduction to psychoanalysis. New York, NY: Boni & Liveright.
• Gee, J. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
• Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York, NY: Basic Books.
• Geertz, C. (1973/2000). The interpretation of cultures. New York, NY: Basic Books.
• Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. London, England: Taylor & Francis.

Do an "Audit" of Your Teaching Practices

My second piece of advice to build your philosophy involves conducting an "audit" of  your own teaching practices. Step back and reflect on what you do when you're in the classroom; these are the clues that help you identify what you believe. For example, if you start the school year by creating classroom rules with students, allowing them to provide input, then this speaks to your philosophy. If you run a "tight ship" and practice assertive types of classroom management this also speaks to your philosophy. During the past week's lesson, how much choice did you provide students in their learning? Does your teaching mostly reflect a didactic approach or do you enjoy having students investigate knowledge? Answering these types of questions can help you better articulate your true beliefs. 

Keep a Journal

Maintaining a journal or a blog helps you crystallize your thinking and analyze your beliefs. At the end of the week, jot down some thoughts on how your teaching went. It doesn't have to be long or elaborate; it is for your own growth. Maybe a paragraph, an anecdote. What did you enjoy? What proved challenging? What would you like to change. Keeping an ongoing record of your thinking helps make your beliefs concrete, thus, aiding you in developing your philosophy.

Developing a philosophy of education creates the framework, a guide, for your practice and assists you in your professional development. Write it down, read, reflect, journal and allow your philosophy to evolve as your grow in your practice.