In a perfect world, I do believe that the majority of those who are involved with education, whether they're a teacher, administrator, coach, counselor, are anything else, would have an authentic care for kids. I additionally think that most educators actually are trying to perform the best they are able to with what they have, plus they probably feel that their style or philosophy of what they do is the Philosophy of Education best method of doing it. So as i also provide my very own beliefs of how things should be done, and just how I eventually wish to accomplish things after i be a teacher, I know that my beliefs can be subjective, and that i would aspire to be flexible enough to alter and evolve as a teacher, as my beliefs change and evolve.
As of today, I sincerely think that no matter style or philosophy, there are specific parameters that should be a part of every classroom, such as discipline, accountability, tolerance, care, and perhaps several others. But the irony in my experience is the fact that, over the years, the way in which I define these things, what they mean in my experience, and just how they are completed, will probably change, as have other things in life. I think that the good teacher, needs to be aware of these changes, with themselves, but in their students as well, and they should be versatile enough as a teacher so that you can adapt to these changes and remain effective.
For teachers today, it seems being effective for a long period of your time carries a big responsibility for the reason that it's a constant challenge to understand, evolve, and adapt to the natural ebbs and flows of life. There is no safe place, so to speak, where one can see growth in a class one year or even a couple years, and you can figure if you do what you did with last year's 8th graders, next year's 8th graders will respond exactly the same way. There's a constant challenge to achieve knowledge, and data is becoming more and more subjective every single day, making that challenge even harder.
What was essential or necessary to know this past year, you will probably find it just isn't so anymore, or it has been replaced by something just like or more vital that you know, like the year the web came out, encyclopedia's became instantly expendable, or after midnight morning January 1st 2000, Y2k was a little less important. Not to mention that what becomes important knowledge to one person might not mean anything to another. The kid who's hungry everyday and has to fight to eat, or for clothes, or love, they may not care at all concerning the square cause of nine, or who shot who at the Battle of Gettysburg.
To me there has to be some relation to this insightful knowledge that people are trying to teach these kid's, and the real lives that they're living. The other half Education Philosophy of having knowledge as a teacher has been able to deliver that knowledge to their students in a manner that their students can both hear, and absorb. Knowing how to provide that knowledge effectively, and really get student's to absorb and learn it, is knowledge in itself.