TEACHING PHILOSOPHY STATEMENT EXAMPLES

Photo credit: gcu.edu

As educators, we must help our students to the best of our abilities. This means that we must find different ways/approaches of engaging our students to meet their individual needs. Nonetheless, how we value and see our students is directly proportional to our belief systems–the kind of upbringing we have, the school systems we have been through, the meanings we make out of literature/philosophies that we read, and the educational experts/philosophers/sociologists that we come into contact with, all play key roles in our quest to help our students attain their highest fit. For example, a teacher that was raised in an environment where children have no say in determining what is good for them is likely to hijack the teaching and learning process with little or no input from students–he employs teacher-centered approaches (such as lecture method) to “pour” content into the students’ heads–this is mostly seen in traditional African homes.

Whichever belief you have, you have to put them into a personal constitution known as a teaching philosophy statement. The question is, “what is a philosophy?” In simple terms, it is a principle, guidelines, or belief system that guides one’s actions. Therefore, teaching philosophy is a set of principles or guidelines that guides all that a teacher does in a school setting. These guidelines or principles which I call personal constitution must be written down in most cases in teacher portfolios; it represents your personality as a teacher. All thanks to the 21st-century education systems–there is numerous literature from different philosophers, representing various philosophies of education: realists, idealists, pragmatists/progressivists, existentialists, etc. that can help the teacher to develop her own philosophies.

Before you start to write your teaching philosophy statement, ask yourself the following questions:

·         Why am I a teacher?

·         Who are my students?

·         What do I want them to be in the future?

·         What am I teaching them?

·         How am I going to teach them?

Answers to the aforementioned questions would direct you to write your teaching philosophy statement. For example:

Why am I a teacher?

I am a teacher with the responsibility of providing the necessary environment that would help unlock my students’ intelligence and personalities.

Who are my students?

I believe that my students are different individuals with different capabilities. They have different aspirations and passions. They are naturally gifted to think critically and creatively. They are individuals who need to be guided to take their place in this ever-changing world.

What do I want them to be in the future?

I hope to facilitate the processes around them to help them become what they want to become. I believe it is not my mandate to channel their paths for them rather; it is my mandate to guide them to create their own paths.

What am I teaching them?

I hope to guide them to learn what interests them.

How am I going to teach them?

I will create a classroom that is based on democratic principles by allowing every student to grow through a well-planned process. I will employ learner-centred pedagogies such as group/individual projects, learning/activity stations, group presentations, group discussions. I will prioritize assessing students’ effort rather than predetermined performance. I will help them to develop critical and inquiry skills by challenging them with thought-provoking questions; I will develop a personal student tracking system to help every student (even past students) grow into becoming economically stable; morally sound; socially acceptable; and most importantly, to become global citizens.

Examples of Teaching Philosophy Statements

Example 1 (Using poems)

To teach is to light a fire,

To ignite a passion within,

It's to guide, inspire and lead,

And to help learners begin.

In every student lies a spark,

A potential waiting to be kindled,

My role as a teacher is to nourish,

And to ensure that it's not dwindled.

Learning is a journey of discovery,

Where one explores and finds their way,

As a teacher, I strive to create,

A safe and nurturing space to stay.

To teach is to open doors,

To new ideas, perspectives and more,

It's to create opportunities,

And to help students explore.

My philosophy is simple yet profound,

To educate with care, respect and love,

To empower students with knowledge,

And to guide them to rise above.

Teaching is a noble profession,

An opportunity to make a difference,

To share knowledge, encourage growth,

And to foster lifelong persistence.

Education is the key to success,

It unlocks doors to endless possibilities,

My philosophy as a teacher is to help,

My students reach their full abilities.

My teaching philosophy is to inspire,

To bring learning to life,

To engage, encourage and challenge,

And to help my students thrive.

My goal is to make all learners achievers.

Example 2

My teaching philosophy centers on the belief that every student has the potential to learn and grow. As a teacher, it is my responsibility to create an inclusive and supportive environment where all students feel valued and encouraged to participate. I believe that students learn best when they are actively engaged in the learning process and when they have the opportunity to apply their knowledge to real-world situations.

I am committed to providing a student-centered approach to teaching that is grounded in research-based best practices. This approach emphasizes the importance of understanding each student's individual learning style, interests, and strengths, and tailoring instruction to meet their unique needs.

My ultimate goal as a teacher is to inspire and empower students to become lifelong learners who are motivated to pursue their passions and make meaningful contributions to society. I believe that teaching is a collaborative process that requires a strong partnership between the teacher, the student, and their families.

Example 3

As a teacher, I believe that education is not just about transferring knowledge but also about shaping the future of society. Therefore, my teaching philosophy centers around providing students with a well-rounded education that equips them with the skills, knowledge, and values to become responsible and successful members of their communities.

First and foremost, I believe that education should be student-centered, meaning that the needs, interests, and abilities of each student should be taken into account when planning and delivering instruction. This approach allows me to create a learning environment that is inclusive, supportive, and engaging. I strive to create an atmosphere where students feel comfortable sharing their ideas and opinions, and where they are encouraged to collaborate and think critically. To achieve this, I use a variety of instructional strategies that cater to different learning styles, such as active learning, group work, and project-based learning. I also believe that technology can enhance the learning experience and promote creativity and innovation.

In addition to academic knowledge, I also believe that teaching should focus on the development of character and social-emotional skills. I believe that it is important for students to develop empathy, kindness, and resilience, which will help them navigate their personal and professional lives. Therefore, I integrate character education and mindfulness practices into my teaching, which help students develop a positive self-image and build healthy relationships with others.

Furthermore, I believe that education should foster curiosity, a love for learning, and a desire for lifelong learning. Therefore, I encourage my students to take ownership of their learning by setting goals, seeking feedback, and reflecting on their progress. I also believe that it is important for students to develop a growth mindset, which helps them approach challenges as opportunities for learning and development.

Finally, I believe that education should be inclusive and equitable. As a teacher, I strive to create a learning environment that is safe, respectful, and welcoming for all students, regardless of their background, race, ethnicity, gender, or abilities. I believe that it is important to celebrate diversity and promote cultural competence, which helps students develop an appreciation for different perspectives and experiences.

In conclusion, my teaching philosophy centers around student-centered learning, character education, lifelong learning, and inclusivity. I believe that by fostering these values, I can help my students develop into responsible and successful individuals who will make positive contributions to their communities.

Please we hope to improve through your feedback. Do not hesitate to take our Readers’ Feedback form   By:

Bright Damankah

THE ROLE OF STAKEHOLDERS IN STUDENT FAILURE AND SUCCESS

In any educational system, the stakeholders - including parents, teachers, administrators, and policymakers - play a critical role in the success or failure of students. When students fail to meet academic expectations, it is often the result of a complex interplay between various factors, including inadequate resources, societal pressures, and the quality of instruction. This article explores the role of stakeholders in student failure, highlighting the need for greater collaboration and accountability across all levels of the education system.

Parents

Parents are the first and primary stakeholders in a student's education. Research has consistently shown that parental involvement and support is a critical predictor of student success (Đurišić & Bunijevac, 2017). However, when parents are absent, uninvolved, or lack the necessary resources to support their child's education, the chances of student failure increase significantly. This is especially true for low-income families, who often struggle to provide basic necessities, such as food and housing, let alone educational resources–books, uniforms, bags, footwear, etc. Parents also have an important role in advocating for their child's needs, including access to high-quality instruction, academic resources, and mental health services. In order to address student failure, it is essential for educators and policymakers to work collaboratively with parents to address the unique needs of each student.

Teachers

Teachers are the frontline stakeholders in the education system. They play a critical role in delivering high-quality instruction, supporting student learning, and promoting academic success. However, when teachers lack the necessary resources, training, and support to do their jobs effectively, it can contribute to student failure. In addition, teacher burnout (Landeche, 2009; Hakanen et al., 2006) and turnover perhaps, a result of large class sizes in developing countries like Ghana – can have a negative impact on student learning, particularly in schools with high rates of poverty and student mobility. To address student failure, it is essential for policymakers and administrators to invest in teacher training and professional development, provide adequate resources and support, and ensure that teachers are compensated fairly for their work.

Administrators

Administrators are responsible for overseeing the day-to-day operations of schools and ensuring that all students have access to high-quality education. They play a critical role in creating a positive school climate, promoting equity, and providing resources and support to teachers and students. However, when administrators lack the necessary resources or fail to provide adequate support to teachers and students, it can contribute to student failure. In addition, school policies and practices can inadvertently create barriers to student success, such as exclusionary discipline practices or high-stakes testing. To address student failure, it is essential for administrators to prioritize equity and inclusivity, provide resources and support to teachers and students, and create policies and practices that promote academic success for all students. Again, it is worth noting that administrators protect the core values of the school, making sure that the discipline of the school is not compromised (if it does, there is a 100% chance that students will fail abysmally). As the adage goes, “When discipline is out of the door, success flies through the window.” Administrators must have a school-wide goal for discipline and bring teachers on board to develop and implement individual class goals –it could be as simple as creating classroom rules and procedures (Alber, 2010).  

Policymakers

Policymakers are responsible for creating the laws and regulations that govern the education system. They play a critical role in ensuring that all students have access to high-quality education, regardless of their background or socioeconomic status. However, when policymakers fail to provide adequate resources, support, or funding to schools, it can contribute to student failure. In addition, policies and regulations can unintentionally create barriers to student success, such as high-stakes testing or underfunding of schools in low-income communities. To address student failure, it is essential for policymakers to prioritize equity and inclusivity, provide adequate resources and support to schools, and create policies and regulations that promote academic success for all students. Sometimes, it appears governments in developing nations are careless about the plight of their education systems. For example, in Ghana, almost all the ministers of education (both past and present) speak more words than they act. Instead of promoting equity in education, they rather focus on the political distribution of educational resources.

Conclusion

The role of stakeholders in student failure is complex and multifaceted. It requires collaboration and accountability across all levels of the education system, including parents, teachers, administrators, and policymakers. By prioritizing equity, inclusivity, and providing adequate resources and support to students and educators, we can create an educational system that promotes academic success for all students, regardless of their background or socioeconomic status.

References

Alber, R. (2017, August 18). Rules and routines in the classroom. Edutopia. https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

Đurišić, M. & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. C.E.P.S. Journal 7 (3), Pp. 137-153. https://files.eric.ed.gov/fulltext/EJ1156936.pdf

Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, pp. 495-513.

Landeche, P. (2009). The correlation between creativity and burnout in public school classroom teachers. Thesis submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College, Baton Rouge, LA. http://etd.lsu.edu/docs/available/etd-07082009- 090811/unrestricted/landechethesis.pdf.