How to Write a Teaching Statement Without Feeling Like a Stuck-up Windbag
A Step-by-Step Adventure in Defining Your Teaching Style ... Sort Of
Note: I wasn’t initially told that I needed to write a teaching statement, but as I’m stepping into my first year of teaching full-time at a community college, I figured it was probably a good idea to have one.
Writing a teaching statement might sound like a daunting task (it sure did to me!), but with a bit of creativity and humor, it doesn’t have to feel like you’re turning into a stuck-up windbag! Here’s how I tackled mine, step by step:
✅ Step One: Caffeinate
Seriously, you're going to need the energy. Grab your favorite cup of coffee, tea, or whatever gives you that extra kick. This process is going to take some brainpower!
✅ Step Two: Ask Your Friends
Reach out to your friends and ask for help. They might offer some great advice—or at least a bit of sympathy. Plus, it’s always good to get some outside perspective.
✅ Step Three: Spend Some Time by the River Reflecting
Take a deep breath and think about what kind of teacher you want to be. Reflect on all the things you do NOT want to be. This doesn’t actually HAVE to be by a river, but that’s my go to spot.
✅ Step Four: Ask ChatGPT
When in doubt, consult your friendly AI. After some riverside reflection and getting caffeinated, I turned to my "old" buddy ChatGPT for some guidance. Here’s what it helped me figure out:
What are your core beliefs about teaching and learning?
How do you plan to create an inclusive and supportive learning environment?
What teaching methods and strategies will you use to engage students and encourage learning?
How will you support students’ personal and academic growth beyond the classroom?
How will you evaluate and continue to improve your teaching practices?
These questions really got me thinking. I spent a few days pondering them before sitting down to create an outline for my teaching statement.
✅ Step Five: Outline, Baby!
Outlining is key! It’s like the blueprint for your teaching statement. Here’s the outline I came up with:
Outline: Crafting My Teaching Statement
Getting Started: Why I Teach
From Military to Creative: I started in the military, but when I shifted to the creative world, I knew I wanted to share the unique way I see things. Teaching isn’t just about passing on knowledge; it’s about creating a space where students can figure out who they are as designers and as people.
What Drives Me: My main goal is to help students see the world differently and discover their own creative voices. I’m here to guide them, challenge them, and cheer them on as they grow.
My Teaching Philosophy
Students Come First:
My Role: I see myself as a guide, here to help students explore their creativity and build their confidence.
Finding Their Voice: It’s important to me that students learn to find their own voice in a world full of noise.
Inclusivity Matters:
Diverse and Welcoming: Creating an inclusive and diverse classroom isn’t just important—it’s a must. Every student should feel valued, and different perspectives should be celebrated.
Zero Tolerance for Hate: My classroom is a safe space where respect and empathy are key. We’re learning design, but we’re also learning how to communicate and respect each other.
How I Teach
Learning by Doing:
Hands-On Projects: I believe in learning by doing. That’s why my classes focus on hands-on projects where students can take risks, try new things, and see what works.
Problem-Solving: Design is all about solving problems, and I encourage my students to approach every project with that mindset.
The Power of Storytelling:
Using My Background: Coming from a public affairs and media background, I know how powerful a well-told story can be. I help my students learn how to clearly and confidently communicate their ideas, whether through visuals or words.
Critique and Feedback
More Than Just Critique:
Selling the Concept: In my class, critique sessions are more than just about pointing out what could be better. They’re about practicing how to sell an idea, take feedback, and refine it until it’s strong enough to stand on its own.
Thinking Critically: I push my students to think critically about their design decisions and how they align with their communication goals.
Beyond the Classroom
Mentorship Matters:
Supporting Students: I see myself as more than just a teacher—I’m a mentor, too. I’m here to support my students both in and out of the classroom.
Avoiding Burnout: I emphasize the importance of mental health and work-life balance because good design doesn’t come from burnout; it comes from being in a good place.
Always Learning
Staying Updated:
Keeping Up with Trends: I’m always learning, staying up-to-date with industry trends and new ways of teaching.
Adapting and Growing: I regularly reflect on how I teach, and I’m not afraid to try new approaches if it means my students will benefit.
Wrapping It Up: What I Want for My Students
Making an Impact:
Positive Influence: My ultimate goal is to make a positive impact on my students, helping them leave my class not just as better designers but as better people.
Excited for the Future: I’m excited about where this journey will take us, and I’m looking forward to growing alongside my students.
I’ve always been a fan of outlines—they give me the structure I need so my partially ADD brain doesn’t get lost in the sauce, especially when I’m writing about something as important as my teaching philosophy. With the structure in place, I was finally able to draft my first (and very long) teaching statement.
✅ Step Six: Put It Together Now
With my outline ready, I started putting my thoughts into words. This is where all that brainstorming and reflecting really comes into play.
Teaching Statement (KMB_Fall2024)
When I transitioned from a military career to the creative world, I knew one thing for sure: I wanted to help others see the world through the vibrant and multifaceted perspective that has shaped my own journey. Teaching isn’t just about sharing what I know; it’s about fostering an environment where students can discover who they are, both as designers and as people.
At the heart of my teaching philosophy is the belief that students should be the center of their learning experience. My role is to guide, challenge, and support them as they explore their creativity, experiment with ideas, and grow into confident designers. I’m here to help them find their unique voice in a world that’s full of noise.
I’m passionate about sharing knowledge with everyone, regardless of gender, race, age, status in life, or background. Creating an inclusive and diverse classroom is non-negotiable for me. My classroom is a space where all students are valued, where different perspectives are celebrated, and where hate has no place. We’re not just learning design; we’re learning how to communicate, respect each other, and navigate the world with empathy.
I believe in learning by doing. That’s why I focus on hands-on projects that encourage students to take risks and try new things. Design is about solving problems, and I want my students to see every project as an opportunity to find creative solutions. Whether it’s typography, color, or composition, I push my students to experiment and discover what works—and sometimes, what doesn’t.
Storytelling is a big part of how I teach. Coming from a background in public affairs and media, I understand the power of a well-told story. I help my students articulate their ideas and design concepts, guiding them to communicate clearly and confidently, whether it’s through visuals or words.
Critique sessions in my class go beyond simply identifying areas for improvement. They’re a chance to practice selling a concept, to learn how to take feedback, and to refine ideas until they’re strong enough to stand on their own. I focus on aligning design decisions with communication goals, and I encourage my students to think critically about their work.
But teaching isn’t just about the classroom. I see myself as a mentor, someone who’s there to support my students not only academically but personally as well. I emphasize the importance of mental health and work-life balance because I know that pushing students past their breaking point doesn’t lead to good design—it leads to burnout.
I’m a lifelong learner, constantly staying up-to-date with industry trends and educational practices. I regularly reflect on my teaching methods, always looking for ways to improve and better support my students. I’m not afraid to adapt and try new approaches if it means my students will benefit.
In the end, my goal as an educator is simple: I want to make a positive impact on my students’ lives. I want them to leave my class not just as better designers but as better people, ready to take on the world with confidence and creativity. And as I continue to grow in this role, I’m excited to see where this journey takes us all.
Once I finished, I printed it out and stuck it on my mirror so I could glance at it a few times each day. Overall, I’m really happy with the message, but I quickly realized it’s way too long for any student to actually want to read. With that in mind, I decided to create a shorter version for my syllabus and slides.
✅ Step Seven: Realize That You’re Too Wordy and Try Again
Shorter for the people with like attention spans. Here’s the abbreviated version:
When I transitioned from a military career to the creative world, my goal was to help others see the world through the vibrant lens that shaped my journey. Teaching, for me, is about fostering an environment where students discover who they are as designers and individuals. I guide and support them as they explore their creativity, take risks, and grow into confident designers, valuing diverse perspectives and learning empathy and respect alongside design.
Beyond the classroom, I see myself as a mentor, supporting students academically and personally. I focus on storytelling and critique, helping students refine their ideas and communicate clearly. I emphasize mental health and balance, knowing that burnout doesn't lead to good design. My goal is to positively impact my students' lives, helping them become confident and creative human beings and designers.
✅ Step Eight: Reflect
I think this shorter version still needs a bit of work, but for my first time out, I’m pretty pleased with how it turned out. It captures the essence of what I want to convey without overwhelming anyone, and that’s a win in my book.
Conclusion:
Was it perfect? Nope. But that's okay! This teaching statement is a living document, just like my approach to teaching. It’s all about growing, adapting, and learning—just like I encourage my students to do.