Teaching philosophy thesis statement

The Statement of Teaching Philosophy is a brief page narrative explicating your values and beliefs about teaching and learning. It is usually written in the first person, but the style and tone will vary from person to person and according to one's discipline.

Teaching philosophy thesis statement

Teaching philosophy thesis statement

Department of English Winner of the Graduate Associate Teaching Award As an instructor of rhetoric and composition courses, my aim is to motivate students to begin a personal exploration toward effective, ethical communication. This can only happen if they feel genuinely inspired by the improvement made within the short period of a quarter and confident in their ability to learn more—if they feel, in a word, empowered.

To these ends, I practice and continually refine pedagogical strategies that reveal how power, knowledge, and discourse are inextricably woven together with the arts of persuasion, more formally known as rhetoric. I anchor my pedagogy in three interrelated principles, outlined below around Latin maxims.

How to Cite Personal education philosophies should not be overly theoretical, but instead be one to three pages of your beliefs clearly articulated.
{{optin_title}} What is a Philosophy of Teaching Statement? A philosophy of teaching statement is a narrative that includes:

These dictums are not mere flourishes; were you to take my class, you would hear them repeated regularly. Forming the foundation for specific teaching strategies and the constant evaluation of those methods, these principles never allow me to forget that the best teacher is one who adopts the perspective of a perpetual learner.

To lead by example, then, I am always seeking to further my own skills in listening, collaboration, and application of knowledge to everyday practices. Audi Alteram Partem Like the development of any other skill, critical thinking requires practice, whereby repetitious acts form patterns that become easier to perform, eventually becoming natural, almost instinctual.

As a methodology, audi alteram partem encourages the exploration of claims and their structures of reasoning and evidence, all in an organic, conversational manner.

My larger goal, though, is to foster the natural trajectory of this thought pattern so that students go beyond small claims to examine larger cultural mores.

One recent student email demonstrates this move: Holy Audi Alteram Partem! Docs only get rich by keeping people from getting sick — we should drop that into health care reform!

In short, I teach rhetoric—the art of persuasion—by teaching the art of listening. To be an effective instructor, I must listen attentively to students in order to discover their unique learning styles and the particular motivations guiding their education.

My strategies for doing so have taken several years to develop and are still evolvingperhaps because they are counter-intuitive at first glance: For example, I recently asked those in my section of ENG Introduction to Rhetoric if they would like to include a peer-evaluation component in their first project, and the majority voted in its favor.

From there we radically democratized the entire process: Then, with the help of a detailed online survey I designed, they submitted responses on those elements they found most productive, why so, and how they would like to see the peer evaluation integrated. Docendo discismus in action, then, looks like this: This is just one example among many energizing, ever-evolving attempts to empower students by encouraging them to perceive themselves as valuable teachers.

There are smaller instances, such as calling for volunteers to lead discussion, and more involved cases, like having former students visit a current class to talk about how they succeeded at a particular project—without me in the room to moderate or influence.

Though it may seem paradoxical, I have discovered through trial and error that the best way for students to cultivate a sense of ownership in their education is through the radical sharing of knowledge.

The experience of working with several hundred students, however, has significantly altered my approach to communicating the value and importance of a heightened rhetorical consciousness.

Over the past three and a half years, I have moved away from a top-down method of inculcation, where I repeatedly, explicitly declare the importance of rhetorical education, to a bottom-up, micro approach.

Using this strategy I focus on seemingly banal, everyday occurrences in a casual tone and exploratory atmosphere. It only takes a few class sessions before students seek to supplant my examples with their own, which I encourage.

Only after allowing this to continue for several weeks will I begin to explicitly drive home the importance of sensitizing ourselves and others to surrounding rhetorical forces. I have discovered that the most effective route for making my courses valuable and practical to everyday experience is my communication with students throughout the composition process.

Because of the importance of feedback, I have selected a representative example for the instructional materials section, where I elaborate my approach to positive, practical feedback.

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In outlining the pedagogical principles that guide my teaching style and strategies, I aim to show how these maxims constitute a powerful frame for viewing the world.Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. Return to writing a philosophy statement Philosophy of Teaching Tim Jensen Graduate Teaching Associate Department of English Winner of the Graduate Associate Teaching Award As an instructor of rhetoric and composition courses, my aim is to motivate students to begin a personal exploration toward effective.

A statement of personal philosophy of education is a reflective piece, generally pages long that summarizes your core educational beliefs (your core beliefs about the purpose, process, nature, and ideals of education). An educational philosophy statement or teaching philosophy statement is a brief essay that all nearly prospective teachers are required to write.

Vanderbilt University explains: "A teaching (philosophy) statement is a purposeful and reflective essay about the author’s teaching beliefs and. SAMPLE TEACHING STATEMENTS Table of Contents (1)History sample #1 (2)History sample #2 (3)History sample #3 (4)Music sample the thesis statement and the clean paragraph.

My favorite exercise is to pull a paragraph from a 2. reading, cut up the sentences on slips of paper, and ask students to reconstruct the paragraph.

In philosophy papers, your thesis will state a position or claim. The thesis is the most important part of your paper; it tells the reader what your stance is on a particular topic and offers reasons for that stance.

Philosophy of Teaching - Tim Jensen - UCAT