I’m looking back over my statements of teaching philosophy from 2001 (when I was searching for my current job), 2002, and 2003 and then comparing them with the new and improved one. I’m noticing that, back in 2001-2003, my teaching “philosophy” was more of a laundry list of pedagogical techniques that I engage myself in when teaching. “I use lots of active learning.” “I measure my students’ progress using a variety of assessment techniques.” “I am a firm believer in the use of computer technology in mathematics courses.” And so on.
Whereas, now, my focus is much more on the big picture — on what makes me who I am as a teacher, what makes me tick, what you will find in any instance of my teaching, regardless of technique or technology used, as well as what goes on behind my teaching. I am saying, “Here’s what drives me. Here are my core beliefs about education, teaching, students, and how it all fits together in the culture of education. And out of that, proceeds what I do in the classroom.”
So these days, when trying to express my philosophy of teaching, I am focusing less on what I am doing and more on how, why, and to whom I am doing it. I like that.