Introduction:

I have spent an abundance of time travelling around the world, learning languages and
exploring other cultures. From these experiences, I have learned that teaching is similar to
travelling. My teaching philosophy is developed with this idea in mind, and after a bit of
research, I discovered I am not the only person to think this way.

Teaching is a journey that can lead you around the world. The teacher is the tour guide;
the students are the tourists; the teaching process is the mode of transportation and the
objective of teaching is the destinations that are visited along the way. Teaching can change
wherever you go. It depends on your final destination and what you want to see. Sometimes,
your GPS could malfunction or redirect you in a new way, and other times, there is no final
destination at all, since learning is a never-ending process. The path or road there can be
winding or straight, but you can take as long as you want. Some people are truly prepared for
the journey through advanced research, while others take everything in at once, learning as
they go. Sometimes, tourists even end up visiting the same spot repeatedly depending on a
variety of circumstances. Most importantly, there is always room for both business and leisure
on each trip.

Approach to Teaching:

The concept of travelling connects well with my concentrated disciplines of History and
English. Overall, “embarking on a new course is like entering a new country. The individuals
who come to the classroom as learners include both the students and the teacher. Upon entry,
we are all on the verge of exploring the ideas of one another and relating the content of the
course to our lived experiences, often reframing those experiences against the backdrop of
others’ perspectives.”1 I believe that my role as the teacher will involve enabling students to
learn historical context through understanding the motivations behind the decisions made
by historical figures. I believe that students should understand intellectually and
emotionally, that their present lives are the result of certain historical events that have
been “created by imperfect beings very much like themselves who often did not
completely understand the implications of nor foresaw the consequences which resulted
from the actions they undertook.”2 I believe this is important to learn and know because it
will help better prepare students to act as good citizens once they leave my classroom.

Assessment:

I believe that a combination of group work and individual work is required, because
this ensures that students will develop skills that will follow them throughout the rest of
their lives. It is important to me that my students learn about self-reflection, empathy,
teamwork, and respect. One way of measuring these qualities are through journals, which will

1
https://raichlefarrelly.com/teaching-philosophy/
2
https://cei.umn.edu/support-services/tutorials/writing-teaching-philosophy/teaching-philosophy-samples
allow students the opportunity to express their thoughts and feelings without judgment in a
private dialogue.

Classroom Management:

I believe that the environment in a classroom should feature a ‘safe’ atmosphere

that fosters discussions of all topics, including the uncomfortable ones. Since history “is
created by various individuals and groups operating from various cultural frameworks,
beliefs and practices, it is crucial that history be presented within a multicultural
framework.”3 Therefore, some of the topics that we may discuss will need to be done so “in an
atmosphere of mutual respect and toleration of diverse opinions.” 4 Students and teachers
should keep an open mind. They will need to adapt their learning to travelling in the sense
that not all cultures are the same. In one culture they may eat certain things, or they
might dress a certain way. My goal as a teacher is to rely upon the experiences, backgrounds
and needs of my learners. I aim to create a space where voices are heard and honored, ideas
are shared and knowledge construction is a process embraced by all. The classroom is an
“opportunity to negotiate meaning and shape views in collaboration with a community of
learners, guided by the teacher. As one travels to new lands, there is vast shared knowledge
about life and at the same time, there are myriad conflicting views about the way the world
operates. In a new land, one might seek the guidance of a local for insights about the new
culture while at the same time relying on one’s own investigative strengths to observe and
hypothesize based on the data at hand.”5 I hope to promote a mutual learning environment
where I serve as a co-learner, rather than the ‘expert other’.6

Since all students have their own unique identity, as a teacher it is important to model
and demonstrate open-mindedness towards differing socio-cultural groups. Students need to
feel a sense of belonging and security in the classroom regardless of age, gender, sexual
orientation, ethnicity, race, religion, language ability, exceptionality, et al. When teachers
promote multiculturalism and diversity in the classroom, they produce a culture of
inclusiveness and foster an appreciation of other cultures and open-mindedness, which some
students may not have been exposed to prior to entering the classroom. I also believe that all
students are capable of learning, and that teachers should differentiate: the content, product,
and/or process. By getting to know my students from the beginning of each semester, I will
take into consideration their various multiple intelligences and learning styles.

In conclusion, I could not agree more with these statements from fellow teachers who
are inspired by their own travels: “My journey of teacher development has been as exciting and
transformative as my wanderings around the globe.”7 “Navigating varied teaching contexts has
taught me how to be flexible, adapt, reflect and strive to understand what makes teaching

3
https://cei.umn.edu/support-services/tutorials/writing-teaching-philosophy/teaching-philosophy-samples
4
Ibid.
5
https://raichlefarrelly.com/teaching-philosophy/
6
Ibid
7
https://utah.instructure.com/courses/148446/files/15976726/download?wrap=1
successful… I hope to continue to develop as I travel through life as a teacher, in and out of
various teaching contexts and through my interactions with a wide range of learners. I will
constantly seek the guidance of learners and teachers that I encounter along the way to shape
my ever-evolving approaches and philosophy. I acknowledge the transformative power of
teaching and learning and consider teaching to be an honored position that demands self-
reflection, adaptation, humility and respect.”8

8
https://raichlefarrelly.com/teaching-philosophy/