8 Questions Every Educator Should Ask

Theoretical Thursday

 

8 Questions Every Educator Should Ask

Thinking is the hardest work there is, which is probably the reason why so few engage in it. – Henry Ford

Throughout this week, as scholars and lifelong learners, we have endeavored to explore various aspects of constructing a teaching philosophy. This statement is an important element of every educator’s teaching portfolio. It serves as a personal theoretical basis to our practice, a way of explaining how it is we think about what it is we do.

No two are exactly alike, just as no two teachers interact with their students and the course materials in the same way. Your teaching philosophy is a personal document that helps to identify who you are as an individual teacher, and what you have to offer. Therefore, it is helpful to have a current philosophy handy any time you are exploring new positions, looking to add another school to your schedule, or revising your portfolio for online posting. Goodyear and Alchin (1998) remind us that, “regardless of the purpose, the activity [of creating a teaching philosophy] represents a deep commitment to teaching and also to growing personally and professionally” (p. 104). Without a well-thought-out, written expression of your educational beliefs, you may not be taken seriously.

This activity is the first on my blog because I believe in its importance, and I realize how challenging it can be. O’Neal, Meizlich, and Kaplan (2007) acknowledge the most difficult part of the process is actually getting started. That being said, they offer two sets of questions to help us begin. 

Ask yourself “big” questions first, such as:

• What motivates me to learn about this subject?

• What do I expect to be the outcomes of my teaching?

• How do I know when I've taught successfully?

Next, use more specific questions to pin down the particulars. My favorites of those provided are:

• Why do you teach?

• If you had to choose a metaphor for teaching/learning, what would it be?

• How do your identity/background and your students’ identities/backgrounds affect teaching and learning in your classes?

• How do you take into account differences in student learning styles in your teaching?

• What is your approach to evaluating and assessing students?

In addition to these eight great questions, O’Neal, Meizlich, and Kaplan (2007) included FAQs and even a rubric to help us assess our work. So, review these helpful articles. Question yourself. Look to the teaching philosophies others have penned for ideas and examples. Then write your own, and be proud. You are making a difference in the world and that is exciting!

Please lend your voice to our January Survey, and join me tomorrow for our Weekly Wrap Up.

See you then,

Melynda

@Melynda_Conner

#TCBHigherEd

References:

Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan & D. Lieberman (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Vol. 17 (pp. 103-122). Stillwater, OK: New Forums Press. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1403&context=podimproveacad

O’Neal, C., Meizlish,  D., & Kaplan, M. (2007). Writing a Statement of Teaching Philosophy for the Academic Job Search. Center for Research on Learning and Teaching Occasional Papers, 23(1), 1-8. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf