Reflection on Teaching Philosophy and Building Online Relationships

My teaching philosophy is rooted in the belief that authentic relationships are the foundation of meaningful learning, and this is especially true in an online environment. Teaching online removes many of the natural opportunities for informal, face-to-face connection, so building relationships requires intentional effort. My philosophy emphasizes empathy, consistent communication, and responsiveness to student needs in order to foster a supportive and engaging virtual classroom.

Online, I make it a priority to be present and accessible through regular check-ins, discussion forums, timely feedback, and video messages. These small but consistent actions help create a sense of community and trust. I also recognize that students come from diverse backgrounds and learning environments, so I aim to be flexible and culturally responsive in my teaching. My philosophy guides me to not only teach content but to support students holistically, regardless of the learning format.

Reflection on the Process of Creating My Philosophy

Creating my teaching philosophy was an iterative and reflective process. I began by reviewing scholarly sources on student engagement, online pedagogy, and relational teaching, including works by Rita Pierson and the Community of Inquiry framework. These sources helped me better understand how social presence and emotional connections contribute to student success in online learning.

I also sought feedback from peers in my professional learning community. During the revision process of my teaching philosophy, peer feedback was instrumental in shaping a more complete and research-aligned narrative. One colleague pointed out that my initial draft was heavily focused on content delivery and lacked clarity in how I intentionally build relationships with students, particularly in an online environment. Another peer encouraged me to include examples that demonstrated how I adapt my teaching strategies to diverse learners, which helped me recognize the importance of connecting theory with practice. Drawing from cognitivist theories, especially the work of Jerome Bruner, who emphasized the importance of scaffolding in the learning process, I began to rethink how I support knowledge construction through guided inquiry, feedback loops, and opportunities for reflection. I also found Vygotsky’s Zone of Proximal Development (ZPD) particularly relevant in guiding my approach to differentiated support: challenging students just beyond their current abilities while providing the appropriate level of assistance.

Based on this feedback and research, I revised my philosophy to highlight not only what I believe but also how I implement those beliefs in a diverse, online learning environment. I expanded my section on Diversity, Equity, and Inclusion to go beyond the principles of equal access and accountability. I now include specific strategies for inclusive teaching, such as incorporating culturally responsive instruction, using Universal Design for Learning (UDL) principles to offer multiple means of engagement, and integrating trauma-informed teaching practices to support emotional and cognitive well-being. I also intentionally design assessments that are varied and flexible, allowing students to demonstrate mastery in ways that align with their strengths—without compromising rigor. These changes reflect a deeper commitment to not just meeting students where they are but also guiding them to where they are capable of going.