Statement of Teaching Philosophy Template

Based upon (Chism, 1998), “Developing a Philosophy of Teaching Statement,”

See for additional guidance: http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance

Title

Your name

1. Conceptualization of learning

to me learning is an individual concept. Each person learns differently. Consequently the Roman aspect of how to perform a what has become known by UOP alum as a DQ and a Paper, the ideas have not changed that much since 300 bce. The technology ahs changed but the format is almost identical.

Each person needs to learn in the way that is best for them. It also appears that students and humans advanced better and clearer if they can learn at their own pace. For those that need a harder line of structure provide that. but for the independent students, give them the list of tasks and the database to fill in and sit back to find out what they can do. Of course, backed up by the teachers own database and textbooks.

learning cannot be defined openly, it has to be defined per individual. Each individual learns the way they learn. Trying to define the shape of water is like defining how each person learns. Water is mostly shaped by the forces of either gravity and or molecular physics; push push, pull pull, neutral. In assumed zero G water takes on the form of a ball, of sorts.

The best way to show the physical evidence for how a student is learning, follow the path and progress of the database they build. The database would be in a form of a website, where each major subject is its own page, with links to both peer reviewed sources and how x idea is correct when it comes to y idea, but has no validity when it comes to z ideas. Z ideas have validity with x and a ideas, but b is vague at best. Have the student fill in hteir own mini dsm, have the student fill in there own dictionary and encyclopedia of learning. Tracking and tracing the paths and learning through this data base structure allows for a complete and comprehensive assessments of the ideas and concepts the student is learning.

Say fill in at least 50 to 100 words a day for 5 days then 100-2000 words into paper format into the database, or 3000 words over the course of a week. That way the database is built, but the student also learns how to properly create a to eventually publish format.

In a very very real effect that database will take on the appearance of a neuropathway, metal eletonic as apposed to neruo electroninc.

How does learning work, learning works based on when information is presented to the student, the students mind expands with the information the student then makes note, small essays, papers, and fills in their overall database. What do we mean by learning, we mean that before a student is introduced to x concept they perceived things in y way, after they perceive their world in z way.

Ask yourself such questions as “What do we mean by learning?” and “What happens in a learning situation?” Think of your answers to these questions based on your personal experience. Chism (1998) points out that some teachers have tried to express and explain their understanding of learning through the use of metaphors because drawing comparisons with known entities can stimulate thinking, whether or not the metaphor is actually used in the statement. On the other hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., they describe what they think occurs during a learning episode, based on their observation and experience or based on current literature on teaching and learning.

2. Conceptualization of teaching

What do we mean by teaching

To teach

The concept of teaching has been illdefined in dozens and dozens of languages throughout time. The methods are enumerable of hwo to teach, what to teach, and what does teahing mean. Not because the teacher is not good at their job, but because the students learn different from each other. Sometimes you have a chance encounter were the student and teachers styles sink nicely and the amount of information the teacher can imporat and the amount the student can learn are in at least semi-sink. However this is an incredibly rare event.

Mostly the dynamic is the teacher uses the Prussian structured method and the students have figure out how to comporte themselves to said structure. They convert their way of information processing to the way the teacher and the administration demand to have theh information relayed. But the Prussian system is not a way of teaching, it is a way of inparting information which only an unmeasurable percentage of humans can absorb information that way. There is no real way to measure hwo can and cannot learn that way. True teaching is to figure out which way is best for each individual student. Then provide that way, so the student can expand their thinking. The Prussian format is not about expansion but about structure, monkey see monkey do. Not about understanding what the see and do actually is.

How do I facilitate this process as a teacher

as a teacher it is important to understand the audience from which is being instructed. What level of teaching is being presented. Is the classroom undergrad, masters gradschool, or is the classroom upper end phd preparation. Entirely different teaching strategies for each level of training.

if the student learns best by write x number of words a day, on the weekends or equivalent write a various length paper APA formatted. Depending entirely on how the student learns that is how to reach them and facilite their learning the best way possible.

Ask yourself questions such as “What do we mean by teaching?” and “How do I facilitate this process as a teacher?” Chism (1998) suggests that personal teaching beliefs as to how the instructor facilitates the learning process would be appropriate for this section. Again, the metaphor format can be used, but a common practice is a more direct description of the nature of a teacher with respect to motivating and facilitating learning. Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities. Furthermore, you may talk about how you, as a teacher, have come to these conclusions (e.g., through past experience as a student or teacher, or as a result of reading the literature or taking classes).

3. Goals for students

To teach, to impart wisdom, to present a different aspect and concept of the world from which the student was aware previous to the start of this class.

Start with take very real modern concepts and in a very short form introduce that just because you think x is x does not actually make it a reality. For example; the modern concept of Satan/Lucifer/the Devil/etc. x dozens of dozens of names is a post 50 ce concept. Dark entities existed previous of course but not in that specific format. Where did that format come from, that is easy to show how x is actually y. The ancient Egyptian monotheistic deity of the ATEN is literally where the concept of the devil came from. The ATEN is one of the most misunderstood concepts in all of human history. Take the name ATEN, now add an H after the T, now since it is a proper noun a person, add the ‘s after the N. Makes the word Athens, the capital of the country of Greece. Its old pre Theseus name was Poseidon.

Now in my class, I would instruct my students to take that intensely small paragraph simply packed with 1000s and 1000s of subjects and to being to break those subjects down. Each point of the list; wrote a one sentence, maybe a couple sentences, if they want to write more that is fine. Description of each point.

Talking points; what language, what time did a definition become b definition, etc c, d, e.

Dante’s Inferno, the Trojan War, Janus, etc.

Have the students fill in a data base of information about those topics. Specifically how they relate directly to the field of psychology. The first answer is extremely simple, the concept of the trojan was is where the Classics came directly from. The Classics is what Wundt was primarily studying when he began his notes, which turned into the first textbook on psychology.

Show them, through the numbers that they can write the normal Prussian way, dq posts, papers and the like. That is fine, and have that syllabus ready. But then show them how to take the syllabus and the normal assigned writings, and turn said into the foundation of a database. So that isolated facts can turn into a multidimentional puzzle. Where the ATEN and the other details involved are not only issoalted information but how isolated facts relate to each other. How inofmraitn is not isolation dependant. Education is more of a biodiverse molecular structure. Each molecule is itself a thing, but it is not isolated. Every given molecule in a structure is dependant and interdependent on the rest of the information.

You will write x words in this classroom, more if you want. You can write x words in the normal format and that will be find. Map each students normal starting point, they did not know, they achieved writing about the following key points, ending at a certain area according to the structure of the accepted syllabus. Or they can take those same words and change the format to being an interacconnected interdependatn education database dynamic. They will learn a great deal more from building the database than to just filling out essays and papers. Ask one simple question, how are say any given A fact connected to any other given B facts. what is the pathway (neuropathway) between A and B.

what will building a database and spending months and months thinking about “connections” extremely thank your to the great James Burks on his as mentioned series.

This section should entail the description of what skills you, as the teacher, expect your students to obtain as the result of learning. You may address such issues as what goals you set for your classes, what the rationale behind them is, what kind of activities you try to implement in class in order to reach these goals, and how the goals have changed over time as you learn more about teaching and learning. For instance, you can describe how you have expected students to learn not only the content but also skills such as critical thinking, writing, and problem solving, followed by elaboration on how you have designed/planned individual sessions toward accomplishing the goals.

4. Implementation of the philosophy

I have written my own textbooks, several of them. I write very fast, layered complex, detailed, etc. My fastest book was 135k words about the Wannsee Conference which began as a failed paper in a society class at Capella u. The teacher absolutely hated what I wrote, but I found very interesting information. I dropped the class and the school and continued writing on the ideas. 4 weeks later and 140k words I had the foundation for a solid research project. That book became the foundation for 20 more. I can write extremely fast. My second record is 15530 words in a 24 hour period. That does not count the wrods I wrote in the 24 previous or post, several years later I broke that record with 17600 I think in a single 24 hour period.

I write my own textbooks. All of my work is database oriented. How does any given piece of information relate to any other given piece of information. Some have only the most basic of connections others are interdependent.

To my students I would teach them how to do what I do. Obvously not at my levels of ksills, but no reason to assume others cannot learn how to think the way I do. James Burke through his connections series taught me, the renaissance artists and thinkers taught him. Dante’s inferno taautht them, the story of Ǽneas through the poet Virgil in the story Ǽnead taught Dante, the classics taught Virgil (eg the classics), etc back before that but then there is the problem about undeciphered languges that were purposely destoyred to hide informaitoon from the ancient past.

Teach my students how to build their database. Teach them how to think based on making connections between seemingly noothign to do with each other items, which are actually close to the same subject. Example why does the Prussian Empire and the FreiKorp directly connect Adolf Hitler, the assassination of Alexander Hamilton, with the 7 years war. After review of the evidence it is difficult not to have them be virtually the same subject.

Teaching my students how to think in the connections way would be the point. Their minds will obviously make connections based on their interests. My interstes are in my areas of specification. Each students own interests make connections to their own specifications.

An important component of the statement of a teaching philosophy should be the illustration of how your concepts about teaching and learning and goals for students are transformed into classroom activities. Ask yourself, “How do I operationalize my philosophy of teaching in the classroom?” and “What personal characteristics in myself or my students influence the way in which I approach teaching?” To answer these questions, you may reflect on how you present yourself and course materials; what activities, assignments, and projects you implement in the teaching-learning process; how you interact with students in and outside class; and the consequences.

5. Professional growth plan

It is important for teachers to continue professional growth; and to do so, teachers need to set clear goals and means to accomplish these goals. Think about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate this plan in your statement of teaching philosophy. For instance, you can illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals. Chism (1998) suggests that writing this section can help you think about how your perspectives and actions have changed over time. Consider professional conferences that might help your growth.

References