TTP Group8

GROUP
GR 8
O
UP
Let’s play a game!
Gib-ber-ish
Game
Here are the mechanics of the game; Example Word:
• In this Gibberish Challenge a user basically needs Scoop he’d who

to get the words or phrase taken from the (Scooby-Doo)
lecture
• The words or phrase takes nonsense at all
• And You need to read it again and again until the
correct phrase will definitely strike your head.
• The participant who gets the correct answer gets
a price.
Feel low saw fee
Feel low saw fee
Philosophy
Eh seen siya list hym
Eh seen siya list hym
Essentialism
Frog rest see vy seem
Frog rest see vy seem
Progressivism
Module 8: Various Philosophies
of Education
-Marina Acerit
-Nerissa Batoon
INTRODUCTION
In this lesson, you’ll learn about educational

philosophies. Educational philosophies is a
statement that clarifies beliefs and values about
education. It guides teachers in setting
objectives, selecting content, and using teaching
strategies. Understanding influential
philosophies is important for aspiring
educators.
LEARNING OUTCOMES
Explain the major educational philosophies
of education
Determine which of educational philosophies
are learner-centered and subject-centered
Examine the major contribution of each
educational philosophy in the educational or
classroom policies and/or practices
Formulate personal education/teaching
philosophy statement
TOPIC 1: ESSENTIALISM
Essentialism is an educational philosophy that focuses on

teaching basic competencies and transmitting a series of
progressively difficult topics. It emphasizes the historical
context of the material world and culture, aiming to provide a
solid understanding of the present day. Essentialist educators
believe that education should preserve society rather than
change it. In this philosophy, teachers are considered the
authority of knowledge and play a major role in students’
intellectual and personal development.
Why Teach?
The focus of teaching or education for the essentialists

is to: acquire basic knowledge, skills and values and to
transmit the traditional moral values and intellectual
knowledge that students need to become model citizens.
What to Teach?
Essentialism tries to instill all students with the most basic
knowledge, skills, and character development. Essentialists
believe that teachers should teach traditional moral values and
virtues. Basic or essential knowledge to be taught to students
include reading, writing, math, science, history, foreign language,
music, and technology. The study material of the students of the
elementary schools must concentrate upon the basic skills, and as
for the secondary school, the curriculum shall concentrate upon
that particular discipline that student is going for.
How to Teach?
Essentialists believe in mastery learning. Methods of

teaching use are lecture, memorization, repetition,
practice or drill, and assessment.
TOPIC 2: PERENNIALISM
Perennialism in education is the idea that school curricula should
focus on what is everlasting. You can remember the word
'perennialism' by remembering that perennial means lasting for many
years. Perennialism in education emphasizes teaching unchanging
principles that have stood the test of time, as they can solve problems
in any era. It prioritizes intellectual development, viewing humans as
rational beings. The teacher, in this philosophy, is a mental
disciplinarian skilled in logical thinking and reasoning, guiding
students to develop these faculties.
Why Teach?
The overall aim should be students’ exposure to

history’s finest thinkers as models for discovery. The
goal of a perennialist education is to teach students to
think rationally and develop minds that can think
critically. A perennialist classroom aims to be a closely
organized and well-disciplined environment, which
develops in students a lifelong quest for the truth.
What to Teach?
As with the essentialists, perennialists are educationally
conservative in the requirement of a curriculum focused
upon fundamental subject areas: English, languages
(grammar, rhetoric), geography, history, mathematics,
natural science, philosophy, and fine arts. The three R’s,
which always signified the formal disciplines, are the
essence of liberal or general education. The loftiest
accomplishments of humankind are emphasized– the great
works of literature and art, the laws or principles of science.
How to Teach?
Minimally-directed discussions through the Socratic method in
order to develop a historically oriented understanding of concepts.
Perennialists disapprove of teachers requiring students to absorb
massive amounts of disconnected information. A skilled teacher
would keep discussions on topic and correct errors in reasoning, but
it would be the class, not the teacher, who would reach the
conclusions. While not directing or leading the class to a conclusion,
the teacher may work to accurately formulate problems within the
scope of the texts being studied, Perennialism, typically considered
to be teacher-centered.
TOPIC 3: PROGRESSIVISM
Progressivists believe that education should focus on the whole child,

rather than on the content or the teacher. John Dewey, the foremost
proponent of progressivism believed that the school should improve
the way of life of our citizens through experiencing freedom and
democracy in schools. Shared decision making, planning of teachers
with students, student-selected topics are all aspects. Books are tools,
rather than authority. It advocates that Learning is rooted in the
questions of learners that arise through experiencing the world. It is
active, not passive.
Why Teach?
To develop learners into becoming enlightened and

intelligent citizens of a democratic society
To teach learners so they may live life fully NOW.
What to Teach?
Curriculum content is derived from student

interests and questions; need-based and relevant
curriculum - curriculum that respond to students’
need and relates to students’ lives and
experiences.
How to Teach?
The progressive education philosophy says that
educators should teach children how to think rather
than relying on rote memorization. The scientific
method is used so that students can study matter and
events systematically and first hand. It advocates the
use of experiential teaching like experimentation,
problem-based learning or hands-on projects that
allow students to learn by actively engaging in
activities that put their knowledge to use
TOPIC 4: CONSTRUCTIVISM
Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the
world we live in. Understanding is influenced by the interaction of prior
knowledge and new events. Each of us generates our own “rules” and
“mental models,” which we use to make sense of our experiences.
Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. Principles of Constructivism: Knowledge
is constructed, rather than innate or passively absorbed; learning is an
active process; all knowledge is socially constructed; all knowledge is
personal; learning exists in the mind.
Why Teach?
Honebein (1996) summarizes the seven pedagogical
goals of constructivist learning environments:
1) To provide experience with the knowledge
construction process (students determine how they
will learn).
2) To provide experience in and appreciation for
multiple perspectives (evaluation of alternative
solutions).
construction process (students determine how they
will learn).
Why
2) ToTeach?
provide experience in and appreciation for
multiple perspectives
Honebein (1996) (evaluation
summarizes of pedagogical
the seven alternative
solutions).
3) To embed learning in realistic contexts (authentic
tasks).
4) To encourage ownership and a voice in the learning
process (student centered learning).
5) To embed learning in social experience
(collaboration).
tasks).
4) To encourage ownership and a voice in the learning
process (student centered learning).
Why Teach?
To embed
Honebein
5) learning inthe social
(1996) summarizes experience
seven pedagogical
(collaboration).
6) To encourage the use of multiple modes of
representation, (video, audio text, etc.)
7) To encourage awareness of the knowledge
construction process (reflection, metacognition).
What to Teach?
Teach students how to learn

How to Teach?
Constructivism modifies the role of the teachers, so

that they help students to construct knowledge rather
than to reproduce a series of facts. The constructivist
teacher provides tools such as problem-solving and
inquiry-based learning activities with which students
formulate and test their ideas, draw conclusions and
inferences, and pool and convey their knowledge in a
collaborative learning environment.
TOPIC 5: EXISTENTIALISM
Existentialism in education is a teaching and learning

philosophy that focuses on the student’s freedom and
agency to choose their future. Existentialist educators
believe there is no god or higher power guiding their
students. Thus, they encourage all students to exercise
personal agency and create their own meaning for life
One of the themes of this educational philosophy is the

famous phrase of Jean Paul Sartre’s Existence precedes
Essence. Essence: who we are, our identities; Existence:
the fact that we are alive, right now. Existentialists believe
we have to choose for ourselves who or what we will
become. Existentialist would advise: “Stop searching for
the purpose of life!”; “You must create purpose for
yourself.”
Why Teach?
The aims of teaching under existentialism are: to

help students understand and appreciate themselves as
unique individual who accept complete responsibility
for their thoughts, feelings and action; to help students
define their own essence by exposing them to various
paths -education of the whole person.
What to Teach?
The subject matter of existentialist classrooms should

be a matter of personal choice. Students are given a
wide variety of options from which they to choose -
tremendous emphasis is given to Humanities to
provide students with vicarious experiences that will
help unleash their own creativity and self-expression -
vocational education is regarded more -encourage
creativity and imagination
How to Teach?
Methods of teaching under existentialism are focus on

individual - learning is self-paced, self-directed. Great
deal of individual contact with the teacher. Employ
values clarification strategy.
TOPIC 6: BEHAVIORISM
Behaviorism believes that people learn behaviors through rewards

(reinforcements) and punishments. By carefully shaping desirable
behavior, morality and information is learned.
Why Teach?
Behaviorism as philosophy of education and theory of

learning believes that the aim of teaching is to shape
desirable behaviors and conducts of the learners.
What to Teach?
Behaviorism has no prescribed subjects or curriculum

content to be taught to learners. However, this
philosophy considers that socially desirable and
acceptable behaviors can be conditioned and shape to
the learners.
How to Teach?
There are no particular and established teaching methods advocated by
the philosophy of behaviorism. Behaviorism’s primarily concern is the
use of the behavioral principles to shape and manage students’
classroom behavior. Behaviorism believes that people learn behaviors
through rewards and punishments. Hence, reinforcement (rewards) is
meant to increase a good behavior while punishment is meant to
reduce or eliminate bad behavior.
The following are some suggestions how behaviorism applies to the

through rewardsTOPIC 6: BEHAVIORISM
and punishments. Hence, reinforcement (rewards) is
How to Teach?
The following are some suggestions how behaviorism applies to the
classroom to manage students’ behavior:
Compliment Good Behavior
The simplest way in which to apply positive reinforcement is to praise a
student when she behaves well or successfully completes a task. You
could employ a system of giving gold stars that result in a small prize
when enough have been earned. Take advantage of the effectiveness of
simple statements of praise. When offering praise, however, opt for a
through rewardsTOPIC 6: BEHAVIORISM
and punishments. Hence, reinforcement (rewards) is
Howsimplest
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way in which to apply positive reinforcement is to praise a
student when she
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simple statements of praise. When offering praise, however, opt for a
specific statement such as, "you really showed mature insight right there"
as opposed to a vague statement such as "nice work." The fact is that
students can sense when praise is generic or insincere. Reserve such
comments for when you really mean them, so your students won't take
them as empty words.
when enough
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Support Praise With Evidence
Saying nice things to your students will work fine for a while, but they
might stop believing you unless you can show them exactly why their
behavior warrants praise in the first place. Whenever possible, show them
the proof: point out the specific act and explain why it was so important.
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when enough
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them keep their work in portfolios for you to review regularly. The routine
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Negative reinforcement isn't punishment. Rather, it's when reward

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diorama, on the condition he behaves appropriately during health
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threaten to cancel an upcoming field trip, or an upcoming class party
TOPIC 7: LINGUISTIC PHILLOSOPHY
Linguistics is the scientific study of language – the

structure, meaning, development, how humans process
and interpret language. Philosophy is the academic
discipline that applies logic and reason to answer
questions about human nature, life, ethics and
knowledge. Linguistic Philosophy in simple terms is
the application of the philosophy of science to
linguistics. This discipline believes that it is important
to concentrate on language as the very method and
matter core of the discipline of philosophy.
Why Teach?
The main focus of teaching language should be to

develop the communication skills of the learners.
The expected end product of every instruction are
the learners who possess communicative
competence.
What to Teach?
The communication skills and the practical uses of language are core
contents of language instruction. Students must learn the macro skills:
listening, speaking, reading, writing and watching. They must learn the
communicative competence. Communicative competence represents the
ability to use language correctly to communicate appropriately and
effectively in a variety of social situations. Currently, the communicative
competence model is constructed of four competence areas: linguistic,
sociolinguistic, discourse, and strategic. Two of them focus on the
functional aspect of communication, and the other two reflect the use of
the linguistic system.
What to Teach?
Linguistic and Sociolinguistic
The linguistic competence deals with grammar. It includes vocabulary,
spelling, punctuation, and pronunciation. Students have to know rules that
govern sentence structure, word formation, tenses, sound interactions, word
and phrase meanings, and collocations. In other words, syntax,
morphology, semantics, phonology, and phonetics are all subjects of
interest to the linguistic competence area. Students have to be moving
towards mastery of each one of them to construct grammatically correct
sentences.
What to Teach?
Linguistic and Sociolinguistic
The sociolinguistic competence is concerned with culture and social
rules that govern appropriate language use. For instance, this includes
knowing in what setting we need to be more formal, how we express
politeness, how we address people correctly, how we treat certain topics,
any taboos, and what terms are politically correct. Addressing such area
tells us how to use language and how to respond in a conversation
appropriately rather than just grammatically correct. Mastering this
competence reveals a more advanced level of language fluency.
What to Teach?
Discourse and Strategic
The discourse competence is our knowledge of what patterns of
organization and cohesive devices we can use to connect sentences.
We organize words, phrases, and sentences and produce and
comprehend conversations, articles, messages, and literature. We can
speak, write, read, and listen to information of various types.
What to Teach?
Discourse and Strategic
We know how to build sentences, how to use them, and how to connect
them in a communication setting. Strategic competence suggests that we
can also overcome language gaps and modify messages with regard to
audience and purpose; it shows we are fluent and effective. We know
how to repair and sustain communication in case of communication
breakdowns and how to keep the communication channel open. We can
paraphrase, use gestures, or explain unfamiliar words; we can ask for
clarification, repetition, and slower speech.
What to Teach?
Three Ways how communication takes place that students have to learn
Students must learn the three ways wherein the communication takes
place.
a. Verbal way of communication -the content of our message, the
choice and arrangement of words are convey through oral or written.
b. Nonverbal – the message send through body language.
c. Paraverbal – this refer to how we say what we say which include the
tone, pacing and volume of our voices.
What to Teach?
The following should be taught to learners:
 use of language that is correct, precise, grammatical, coherent,
accurate.
 expand their vocabularies
 communicate clearly
 the verbal and non-verbal barriers of communication
 multilingualism
How to Teach?
For the students to learn how to use language in communicating with

others, teach them through experiential way. The teachers have to
provide a balance of grammar-structure and communicative task-based
learning activities so that learners could learn to communicate clearly
with correct and coherent use of language. Interaction and dialogue
among learners must be extensively promoted and be facilitated in the
classroom so that better understanding and exchange of words or ideas
takes place.
LESSON 9: FORMULATING MY PHILOSOPHY OF
EDUCATION
Philosophy of education is the strength of any efficient educator. It is

the totality of the essential principles, the ways of thinking and the
beliefs that provide the foundation and the framework on which
teachers define, delineate, and justify their teaching agendas, their
curriculum preferences, their pedagogical styles, their classroom
organizational structures.
Specifically, philosophy of teaching reflects the beliefs of the teacher
about teaching and learning. This encompasses the views of the teacher
on the learner, the truth or good ones and hence ought to be taught to
curriculum preferences, their pedagogical styles, their classroom
LESSON 9:structures.
organizational FORMULATING MY PHILOSOPHY OF
Specifically, philosophy ofEDUCATION
teaching reflects the beliefs of the teacher
about teaching and learning. This encompasses the views of the teacher
on the learner, the truth or good ones and hence ought to be taught to
learners and the strategies on how to deliver instruction.
As explained by Cox (2020) a teaching (philosophy) statement is a
purposeful and reflective essay about the author’s teaching beliefs and
practices. Ohio State University's Center for the Advancement of
Teaching further explains that a teaching philosophy statement is
important because a clear philosophy of teaching can lead to a change
in teaching behavior and foster professional and personal growth.
EDUCATION
Vanderbilt University explains:

"A teaching (philosophy) statement is a purposeful and
reflective essay about the author’s teaching beliefs and
practices. It is an individual narrative that includes not
only one’s beliefs about the teaching and learning
process but also concrete examples of the ways in
which he or she enacts these beliefs in the classroom.
EDUCATION
Examples of Teaching Philosophy Statements:
Sample 1
This passage is an example of a strong statement of teaching
philosophy because it puts students where they belong in education:
at the front and center of a teacher's focus. An author who writes
such as a statement is likely to continuously examine and verify this
philosophy by always ensuring that student needs are the primary
focus of all lessons and schoolwork.
"My philosophy of education is that all children are unique and
This passage
LESSON is an example of a strong
9: FORMULATING statement of teaching
MY PHILOSOPHY OF
philosophy because it puts students
EDUCATION where they belong in education:
at the front and center of a teacher's focus. An author who writes
such as a statement
Examples is likely
of Teaching to continuously
Philosophy examine and verify this
Statements:
philosophy by always ensuring that student needs are the primary
Sample
focus of 1all lessons and schoolwork.
"My philosophy of education is that all children are unique and
must have a stimulating educational environment where they can
grow physically, mentally, emotionally, and socially. It is my desire
to create this type of atmosphere where students can meet their full
potential. I will provide a safe environment where students are
invited to share their ideas and take risks.
"My philosophy
LESSON of education is thatMY
9: FORMULATING all children are unique and
PHILOSOPHY OF
must have a stimulating educational environment where they can
EDUCATION
grow physically, mentally, emotionally, and socially. It is my desire
to create this type of atmosphere where students can meet their full
potential. I will provide a safe environment where students are
Sample
invited to1 share their ideas and take risks.
"I believe that there are five essential elements that are conducive
to learning. (1) The teacher's role is to act as a guide. (2) Students
must have access to hands-on activities. (3) Students should be able
to have choices and let their curiosity direct their learning. (4)
Students need the opportunity to practice skills in a safe
environment. (5) Technology must be incorporated into the school
day."
to have choices
LESSON and let their curiosity direct
9: FORMULATING MYtheir learning. (4)
PHILOSOPHY OF
EDUCATION
day."
Sample 2
The following statement is a good example of a teaching
philosophy because the author emphasizes that all classrooms, and
indeed all students, are unique and have specific learning needs and
styles. A teacher with such a philosophy is likely to ensure that she
spends time helping each student achieve her highest potential.
"I believe that all children are unique and have something special
that they can bring to their own education. I will assist my students to
to The choices
have following and statement
let their is a good
curiosity direct example
their of a(4)teaching
learning.
philosophy
Students need because the authortoemphasizes
the opportunity thatin all
practice skills classrooms, and
a safe
indeed all students, EDUCATION
are unique andbe
have specific learning
environment. (5) Technology must incorporated into the needs
schooland
styles.
day." A teacher with such a philosophy is likely to ensure that she
spends time helping each student achieve her highest potential.
Sample 2
"I believe that all children are unique and have something special
express themselves and accept themselves for who they are, as well
embrace the differences of others.
"Every classroom has its own unique community; my role as the
teacher will be to assist each child in developing their own potential
and learning styles. I will present a curriculum that will incorporate
each different learning style, as well as make the content relevant to
styles.
to have Achoices
teacherand
with
let such
their acuriosity
philosophy is their
direct likelylearning.
to ensure
(4)that she
LESSON
spends
9: FORMULATING MY PHILOSOPHY OF
Studentstime helping
need each student
the opportunity achieve skills
to practice her highest potential.
in a safe
EDUCATION
"I believe that
environment. all children must
(5) Technology are unique and have something
be incorporated special
into the school
day."
express themselves and accept themselves for who they are, as well
Sample
embrace2the differences of others.
"Every classroom has its own unique community; my role as the
teacher will be to assist each child in developing their own potential
the students' lives. I will incorporate hands-on learning, cooperative
learning, projects, themes, and individual work that engage and
activate students learning."
to have choices
LESSON 9: and let their curiosity direct
FORMULATING MY their learning. (4)
PHILOSOPHY OF
the students' lives. I willEDUCATION
incorporate hands-on learning, cooperative
learning,
day." projects, themes, and individual work that engage and
Examples of Teaching
activate students Philosophy Statements:
learning."
Sample 3
This statement provides a solid example because the author
emphasizes the moral objective of teaching: that she will hold each
student to the highest expectations and ensure that each one is
diligent in her studies. Implied in this statement is that the teacher
will not give up on even a single recalcitrant student.
"I believe that a teacher is morally obligated to enter the
andThis
learning styles.
statement I will present a curriculum that will incorporate
to have choices
LESSON 9: and provides a solid direct
let their curiosity
FORMULATING example
MY their because
learning. the
PHILOSOPHY (4) author
OF
each different
emphasizes thelearning
moral style, as well
objective of as makethat
teaching: the content
she will relevant
hold to
each
the students'
student to lives.
the I
highestwillEDUCATION
incorporate
expectations hands-on
and learning,
ensure that cooperative
each one is
learning,
day." projects, themes, and individual work that engage
diligent in her studies. Implied in this statement is that the teacher and
Examples
activate of Teaching
students Philosophy Statements:
learning."
will not give up on even a single recalcitrant student.
Sample 3
"I believe that a teacher is morally obligated to enter the
classroom with only the highest of expectations for each and every
one of her students. Thus, the teacher maximizes the positive benefits
that naturally come along with any self-fulfilling prophecy. With
dedication, perseverance, and hard work, her students will rise to the
occasion."
"I aim to bring an open mind, a positive attitude, and high
expectations to the classroom each day. I believe that I owe it to my
to have
LESSON
"I choices
9:
believe and let
FORMULATING
that a their curiosity
teacher is direct
MY
morally their learning.
PHILOSOPHY
obligated to (4)
enter OF
the
Students need theonly
opportunity to practice skills in aforsafe
classroom
the with
students' lives. I the
willEDUCATION
highest of
incorporate expectations
hands-on eachcooperative
learning, and every
environment.
one of her (5) Technology
students. Thus, the must
teacherbe maximizes
incorporated theinto the school
positive benefits
learning,
that naturally
Examples
activate come
of Teaching
students along with any
Philosophy
learning." self-fulfilling prophecy. With
Statements:
dedication, perseverance, and hard work, her students will rise to the
Sample 3
occasion."
"I aim to bring an open mind, a positive attitude, and high
expectations to the classroom each day. I believe that I owe it to my
students, as well as the community, to bring consistency, diligence,
and warmth to my job in the hope that I can ultimately inspire and
encourage such traits in the children as well.“
to
andhave
LESSON choices
warmth 9: and job
let their
toFORMULATING
my in thecuriosity direct
hope that MY their
I can learning.inspire
PHILOSOPHY
ultimately (4) OF
and
Students
encourageneed
suchthe opportunity
traits in the to practice
children as skills in a safe
well.“
the students' lives. I willEDUCATION
learning,
Examples of Teaching
activate students Philosophy Statements:
learning."
Sample 4
The following statement takes a slightly different tack:
Classrooms should be warm and caring communities. Unlike the
previous statements, this one minimizes the individuality of students
and emphasizes that, essentially, it take a village to foster truly
community-based learning. All teaching strategies then, such as
morning meetings and community problem solving, follow this
philosophy.
andThe
learning styles. Istatement
following will presenttakes
a curriculum
a that will
slightly incorporate
different tack:
to
andhave
LESSON choices
warmth 9:
to and
my let
FORMULATING
job their
in curiosity
the hope direct
thatMYI their
can learning.
PHILOSOPHY
ultimately (4)
inspire OF
and
each differentshould
Classrooms learningbe style,
warm asand
wellcaring
as make the content Unlike
communities. relevantthe
to
Students
encourageneed
suchthe opportunity
traits in the to practice
children as skills in a safe
well.“
the students'
previous lives. I will EDUCATION
environment. (5) Technology must be incorporated into theofschool
statements, this one minimizes the individuality students
learning, projects,that,
and emphasizes
day." themes, and individual
essentially, it take a workvillagethat
to engage and
foster truly
Examples
activate of Teaching
students learning."Philosophy Statements:
community-based learning. All teaching strategies then, such as
Sample
morning4 meetings and community problem solving, follow this
philosophy.
"I believe that a classroom should be a safe, caring community
where children are free to speak their mind and blossom and grow. I
will use strategies to ensure our classroom community will flourish,
like the morning meeting, positive vs. negative discipline, classroom
jobs, and problem-solving skills.
"Teaching is a process of learning from your students, colleagues,
philosophy.
to
andhave
LESSON choices
warmth 9: and job
let their
toFORMULATING
my in thecuriosity
hope thatdirect
MY their
I can learning.inspire
PHILOSOPHY
ultimately (4) OF
and
Students
encourage need
"I believesuch the
that opportunity
a classroom
traits in the toshould
practice
children as beskills
a
well.“ in acaring
safe, safe community
the students' lives. I will EDUCATION
environment.
where children(5)are Technology
free to speakmust be incorporated
their into theand
mind and blossom school
grow. I
learning,
will use strategies
Examples of Teachingto ensure our classroom
Philosophy community will flourish,
Statements:
activate students learning."
like the morning meeting, positive vs. negative discipline, classroom
Sample 4
jobs, and problem-solving skills.
"Teaching is a process of learning from your students, colleagues,
parents, and the community. This is a lifelong process where you
learn new strategies, new ideas, and new philosophies. Over time,
my educational philosophy may change, and that's okay. That just
means that I have grown and learned new things."
EDUCATION
Components of a Teaching Philosophy Statement
A teaching philosophy statement should include an introduction,
body, and conclusion—just as you would expect of your students if
they were writing a paper. But there are specific components that you
need to include in any such statement:
Introduction: This should be your thesis statement where you
discuss your general belief about education (such as: "I believe all
students have a right to learn") as well as your ideals in relation to
teaching.
need to include in any such statement:
LESSON 9: FORMULATING
Introduction: This should be your MYthesisPHILOSOPHY
statement where youOF
EDUCATION
discuss your general belief about education (such as: "I believe all
students have a right to learn") as well as your ideals in relation to
Components
teaching. of a Teaching Philosophy Statement
Body: In this part of the statement, discuss what you see as the
ideal classroom environment and how it makes you a better teacher,
addresses student needs, and facilitates parent/child interactions.
Discuss how you would facilitate age-appropriate learning, and how
you involve students in the assessment process. Explain how you
would put your educational ideals into practice.
Layout specifically what you hope your teaching will help
students to accomplish. Be specific by detailing description of an
LESSON
you involve9:students
FORMULATING
in the assessment MY PHILOSOPHY
process. OF
Explain how you
would put your educational ideals into practice.
EDUCATION
Layout specifically what you hope your teaching will help
students to accomplish.
Components BePhilosophy
of a Teaching specific byStatement
detailing description of an
innovative or interesting teaching strategy you have used. Doing so,
helps your reader understand how your teaching philosophy would
play out in the classroom.
Conclusion: In this section, talk about your goals as a teacher,
how you have been able to meet them in the past, and how you can
build on these to meet future challenges. Focus on your personal
approach to pedagogy and classroom management, as well as what
makes you unique as an educator, and how you wish to advance your
Conclusion: MYyour
In this section, talk about PHILOSOPHY OF
goals as a teacher,
how you have been able EDUCATION
to meet them in the past, and how you can
build on these to meet future challenges. Focus on your personal
Components of a Teaching
approach to pedagogy Philosophymanagement,
and classroom Statement as well as what
makes you unique as an educator, and how you wish to advance your
career to further support education.
Explain where your teaching philosophy originated—for example,
from your experiences as an undergraduate, from a faculty mentor
you worked with during your teacher-training program, or perhaps
from books or articles on teaching that had a particular influence on
you.
EDUCATION
Formatting Your Statement
Some general formatting suggestions (Ohio State University
Center for the Advancement of Teaching states):
Statement Format
There is no required content or set format. There is no right or
wrong way to write a philosophy statement, which is why it is so
challenging for most people to write one. You may decide to write in
prose, use famous quotes, create visuals, use a question/answer
format, etc.
There is no required content or set format. There is no right or
LESSON
wrong way 9: to FORMULATING MY PHILOSOPHY
write a philosophy statement, which is why it is OF
so
EDUCATION
challenging for most people to write one. You may decide to write in
prose, use famous quotes, create visuals, use a question/answer
Formatting
format, etc. Your Statement
There are, however, some general rules to follow when writing a
teaching philosophy statement:
Keep it brief. The statement should be no more than one to two
pages.
Use present tense, and write the statement in the first person, as
the previous examples illustrate.
Avoid jargon. Use common, everyday language, not technical
terms.
Use present MY PHILOSOPHY
tense, and write the statement in the first person, OF
as
EDUCATION
the previous examples illustrate.
Formatting
terms. Your Statement
Create a "vivid portrait" that includes "strategies and methods ...
(to help) your reader take a mental 'peek' into your classroom.
Additionally, make sure you talk about "your experiences and
your beliefs" and ensure your statement is original and truly
describes the methods and philosophy you would employ in
teaching,
As future teachers, though you are not yet in the actual field of
teaching, can already begin to communicate your beliefs on
LESSON
terms. 9: FORMULATING MY PHILOSOPHY OF
EDUCATION
Create a "vivid portrait" that includes "strategies and methods ...
(to help) your reader take a mental 'peek' into your classroom.
Formatting Yourmake
Additionally, Statement
sure you talk about "your experiences and
your beliefs" and ensure your statement is original and truly
describes the methods and philosophy you would employ in
teaching,
As future teachers, though you are not yet in the actual field of
teaching, can already begin to communicate your beliefs on
teaching-learning by formulating your own personal teaching
philosophy. You have to remember, however that your formulated
teaching philosophy should be continuously examined and verified

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• In this Gibberish Challenge a user basically needs Scoop he’d who

In this lesson, you’ll learn about educational

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Philosophy of education is the strength of any efficient educator. It is

Vanderbilt University explains:

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