Teaching Philosophy

What is a "Teaching Philosophy"?

A general definition of "Teaching Philosophy": A statement of beliefs and attitudes that demonstrate the purpose of education, role of the teacher, personal concepts or views of pedagogy, the act of teaching, student learning, assessment, classroom management, and classroom environment.

Personal Teaching Philosophies address what a teacher believes about teaching and learning and are typically based upon the teachers individual belief system and life experiences.
 

Professor Schmidt's Personal Teaching Philosophy:

To My Students (often in the syllabus):

"Professor Schmidt believes that a student takes the most from a college course when the course material relates to real life. In order for a course to be a life-impacting experience it cannot simply be a series of dates in which students spew back memorized text material in the form of an exam.

"So be ready to interact, discuss, raise questions, and even disagree with the professor and classmates on various topics, concepts, and types of assignments. This is how valuable, retainable learning takes place. {Take a look at Bloom’s Learning Theory}"

I believe that education is the greatest power that one can possess. Education changes lives.

• Education can be achieved in many ways. College education is only one way. College is difficult; it is not for everyone. Those for whom it is will achieve it with determination, time management, and perseverance.
• I believe students should leave my class with more than new concept knowledge. They should retain the new concept knowledge they have learned for years to come. They should learn critical life skills and a have derived a good understanding of who they are, why they are, and where they are in life.
• Employers do not hire a piece of paper, they hire skill sets. Through my course, I promise to help improve your time management, critical thinking, communication, organization, and leadership skills through deadlines, application and analytical based test questions, performance based assignments, required presentations, group projects, and withdrawal consultations.  

I believe that everyone should have the opportunity to love their work, achieve their goals, and eagerly anticipate the future.

• I am blessed that I love what I do and do what I love. This is evident in my enthusiasm in the classroom. If I am not excited about the concepts I am teaching I have failed at my job.  

I believe a successful educator recognizes the job as multidimensional.

My primary objective is to provide each student with a wealth of knowledge on the concepts at hand. However, my approach to this objective is differentiated and considers the background, goals, learning styles, and personalities of the students. This is done with great care in order to maximize concept retention. Performance assessments, application questions, and relating concepts to current events or real-life are excellent ways to improve retention and frequently used in my classroom. If my students do not retain what they have learned in my class, I have provided little value.

• I am fortunate to possess the skill and talent to guide others along the pathway of their educational endeavors.  This is evident in my never ending approaches to help a student learn so long as effort is forthcoming from all parties and knowledge is truly desired.
• I am blessed to have achieved extraordinary, real-life, corporate experience in my field.  Theories are practical but reality is unpredictable. Merely equipping students with knowledge of theories and concepts is not efficient. It will lead to being overwhelmed and underperforming on the job. I strive to prepare students for reality through application and analytical based assignments, classroom/online discussions, and out-of-the-box thinking.  

Analogy

If an army’s goal is to win the war, their focus is skewed; they will lose battles and ultimately the war.  If an army’s goal is to win battles, they will win so many battles that victory is eventually achieved.  I approach many things in life with this mentality: parenting, marriage, careers, and the classroom. 

• I win battles when a chemistry student decides my economics class is their favorite course or when a student decides to stick it out instead of withdrawing and then earns a B, or when a Student returns years later to repeat concepts, classroom discussions, or words of advice that changed their lives.  

In business, your audience is key. A manager that adapts to the personality, needs, and goals of each individual employee in order to guide them to their greatest level of excellence and maintain or boost morale while achieving company goals will be one of the most successful, respected members of an organization.  

In academics, your audience is key. A professor that differentiates instruction, incorporates multiple assessment types, relates concepts to real-life, and addresses the various learning styles and life experiences as often as possible succeeds in enabling the student to learn, retain, and apply knowledge in multiple facets of life in manners through which the world will be changed.