I am working on developing my Teaching Statement. No  small task but a good summer writing project. . . particularly as my written exams approach (end of June!) and I am looking for ways to remember why I decided getting a PhD was a good idea.  I have wanted to be a professor since I was a first-year undergraduate student.   Learning how to be a professional scholar  is much different than I anticipated.

I’ve thought about quitting more than a handful of times but my interactions with students and daydreams about teaching are both reminders about my motivations and vocational goals.

Goodyear and Allchin (1998) indicate that a teaching philosophy should answer the question, “Why do I teach?”   They provide specific questions that may help answer the broader “Why” question:

  • What motivates me to learn about this subject?
  • What are the opportunities and constraints under which I learn and others learn?
  • What do I expect to be the outcomes of my teaching?
  • What is the student-teacher relationship I strive to achieve?
  • How do I know when I have taught successfully?
  • What habits, attitudes, or methods mark my most successful teaching achievements?
  • What values do I impart to my students?
  • What code of ethics guides me?
  • What theme(s) pervade(s) my teaching?

What motivates me to learn about this subject?   Children and adults with Autism Spectrum Disorders whose deficits in social communication and adaptive behavior significantly impact their opportunities to learn and participate in the world around them.

What are the opportunities and constraints under which I learn and others learn?   I learn best when I feel respected and free to express my opinions and ideas.  I am constrained by my own self-doubt and anxiety about being right (or wrong).    It is my experience that others learn best when they feel respected and free to express their opinions and ideas.   It seems important to create a classroom culture of respect for ideas while welcoming constructive (but kind — for more see Andrew Bosworth’s post) feedback from other classroom members (including the instructor).

What do I expect to be the outcomes of my teaching?  Students who have a robust knowledge of specific content (i.e., social and symbolic communication development, ASD, assessment, intervention, cultural responsiveness in clinical-decision making) as well as students who demonstrate the ability to work independently and collaboratively to analyze information, solve applied problems and write clearly

What is the student-teacher relationship I strive to achieve?  One that is professional, positive and built on mutual respect.

How do I know when I have taught successfully?  Students ask questions, apply their knowledge and are open to what they want to (or need to) learn next.

What habits, attitudes, or methods mark my most successful teaching achievements?   Sufficient preparation;  discussion of my knowledge and expertise (and the limits of it); context for the class material (i.e., Why does this matter?); robust and active class discussions; and opportunities for students to work in groups, apply their knowledge, and provide (and be provided with) feedback

What values do I impart to my students?  Integrity, kindness, reason, lifelong learning

What code of ethics guides me?  See ASHA Code of Ethics.

What theme(s) pervade(s) my teaching?  Learning and professional practice are processes, not endpoints.

Just some initial thoughts . . . clearly these need to be organized and fleshed out into one statement.   At a minimum, it is a start.

Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan (Ed.), To Improve the Academy, 17, (pp. 103-122). Stillwater, OK: New Fonnns Press and the Professional and Organizational Development Network in Higher Education.