On Teaching and Learning: Why Sharing Your Teaching Philosophy With Your Students Matters
As educators, we often reflect on our practices, especially as we prepare for a new semester. With the rapid integration of AI and other technological advancements, our teaching philosophies are evolving. But why is it so important to share these philosophies with our students on the first day of class?
A teaching philosophy is more than just a statement about how we teach; it’s a window into who we are as educators. When students enter our classrooms, they may already know our names or have heard about us from peers. However, sharing our teaching philosophy allows them to truly understand who we are in the classroom setting.
Research shows that transparency in teaching methods and expectations significantly improves student outcomes and satisfaction (Winkelmes et al., 2016). By clearly articulating our approach to teaching, assessment, feedback, and student interaction, we set the stage for a semester of open communication and mutual understanding.
When we share our teaching philosophy, we cover crucial aspects such as:
- Our teaching methods and why we use them
- How we see our role and the students’ role in the learning process
- Our goals for the classroom experience
- Our approach to exams and assessments
- How we provide feedback and respond to questions
- Our expectations for student interaction and participation
This transparency serves multiple purposes. Firstly, it helps students understand how to approach us and what to expect, reducing anxiety and uncertainty. As noted by Ambrose et al. (2010), when students understand the ‘why’ behind teaching methods, they’re more likely to engage fully in the learning process.
Moreover, sharing our teaching philosophy opens the door for students to advocate for themselves. If they realize their needs aren’t fully accommodated in our standard approach, they’re more likely to feel comfortable asking for additional support. This aligns with research on creating inclusive learning environments (Hockings, 2010), where acknowledging diverse learning needs is crucial.
To make this sharing process effective:
- Explain how you see your role as an educator
- Emphasize that students are at the core of the education process
- Clarify your goals for their learning and personal growth and encourage them to determine their own learning goals
- Encourage feedback through various channels (anonymous notes, surveys, direct communication)
It’s important to note that some students might initially find this unfamiliar or intimidating. Therefore, framing it as an opportunity for dialogue rather than a one-way communication is crucial. Research on student engagement suggests that when students feel their voice matters, their motivation and performance improve (Kuh et al., 2008).
By sharing our teaching philosophy, we’re not just setting expectations; we’re inviting students into a partnership in their education. We’re saying, “I’m here to help you acquire knowledge and achieve your goals, and here’s how I plan to do that.”
This approach also allows us to address potential challenges upfront. For instance, we can explain the balance between accommodations and student responsibility, ensuring that support doesn’t become a crutch that hinders independent learning.
Empowering Students through Personal Learning Goals
While educators primarily focus on imparting knowledge to facilitate learning, students often enter the classroom with performance goals, such as achieving high grades or surpassing their peers. This common mismatch between educator and student goals can affect how students engage with the material and their overall educational experience. Understanding the distinction between learning and performance goals, as highlighted by Dweck & Leggett (1988) and further discussed in “How Learning Works” by Ambrose et al. (2010), is crucial for students.
Learning goals encourage students to master new skills and deepen their understanding of a subject for its own sake, rather than just performing well on assessments. When students are guided by learning goals, they seek to acquire competence and genuinely understand what an activity or task can teach them. This approach can lead to more robust and enduring learning outcomes, as it promotes engagement with the material at a deeper level.
As part of sharing your teaching philosophy, it’s essential to communicate the difference between learning and performance goals.
Practical Steps for Educators:
- Goal-Setting Session: Early in the semester, allocate time for students to articulate their own learning goals. This can be facilitated through written reflections, small group discussions, or as a reflective assignment.
- Alignment with Course Objectives: Encourage students to review the course syllabus and materials to understand the overarching objectives. Guide them to set personal goals that align with these larger targets, helping them see the relevance and applicability of their personal ambitions within the course framework.
- Choice in Assignments: Offer students options to choose their topics or the nature of projects and assignments. This choice not only caters to diverse interests and learning styles but also promotes creativity and critical thinking. For instance, a project could be presented in various formats, such as a traditional essay, a digital presentation, or a creative video, depending on the student’s strengths and interests. The topic for a project could relate to a student’s area of interest or expertise. For instance, a student with experience playing football in high school might opt to enhance the design of helmets to improve player comfort and boost safety.
- Feedback and Adjustment: Provide continuous opportunities for students to assess their progress towards their learning goals and make adjustments as needed. This can be facilitated through periodic check-ins, reflective assignments, and feedback sessions.
By emphasizing the importance of personal learning goals within your teaching philosophy, you foster a learning environment where students feel empowered to pursue knowledge that resonates with their personal and academic growth. This approach not only aligns educational practices with the intrinsic motivations of students but also promotes a more engaged and fulfilling learning experience.
Conclusion
By sharing our teaching philosophy from the outset, we set a foundation for transparency, trust, and mutual respect in the classroom. This practice not only clarifies our educational approach and expectations but also profoundly influences how students engage with the course material. When students understand the philosophical underpinnings of our teaching methods and the rationale behind course structures and objectives, they are more likely to align their personal learning goals with educational outcomes.
Furthermore, this openness invites students to become active participants in their education, empowering them to voice their needs and preferences. This engagement fosters a deeper commitment to learning and enhances their overall educational experience. Ultimately, sharing our teaching philosophy is not just an administrative or introductory task for the first day; it is a strategic approach that significantly boosts student learning, satisfaction, and success. By fostering an environment where educational goals are shared and understood, we lay the groundwork for a more effective and rewarding learning journey for all students.
If you need help writing your teaching philosophy, here are some resources to help you get started:
Cornell University : Teaching Philosophy Statement
University of San Diego: What is a Teaching philosophy? Examples and prompts
East Carolina University: External Resources for Writing a Teaching Philosophy
Center for Teaching and Learning at Western University: Writing a Teaching Philosophy Statement
References:
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. York: Higher Education Academy.
Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540–563.
Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31–36.
