Teaching a 2002 Study of

Teaching A 2002 study of teachers found that "our respondents talked of the ways in which they had modified previous practice to 'bring it in line with' current policy, or had found ways of incorporating current policy into a largely unaltered continuing practice" (Moore, Edwards, Halpin, George, 2002, p. 551). These teachers seemed pragmatic enough to understand that they would have to modify their teaching practices in order to 'get along' with the system. I have experienced the same type of responses in my teaching philosophy as well.

Though I would much rather talk about the intricacies of Mark Twain's Huckleberry Finn, I also understand that I must teach the students how to write in a correct manner in order for them to pass the statewide tests required of them. Therefore, I have to modify my approach to teaching. Idealism also creeps into my pedagogical style.

Idealistic ideas are evident in the manner in which I sometimes refer to my students as perfect examples of how things can be accomplished when they put their minds to a certain problem or project. Oftentimes, the students will espouse the idea that they cannot do something, when in actuality they can, but may be afraid to attempt it.

Idealism rears its head by saying "yes you can!" However, I am also a realist and I understand that realism means that students will be affected by outside considerations, no matter how much we teachers would like to think otherwise. Every day events will weigh heavily on the minds of the students, and it behooves a good teacher to know that, and be realistic enough to adapt to those events.

As one recent study states, "education looked upon as an investment must represent a key point in promoting the human values" (Esi, 2010, p. 141). Even the most idealistic young teacher will quickly realize that while the dog did not eat the student's homework, something stopped the student from completing the assignment. Reality will seep in, and the teacher will have to adapt to that reality. Existentialism may assist the good teacher in that adaptation process.

The teacher that assimilates existentialism into the classroom can help the students understand that they must take responsibility for their own actions, their own deeds, and the homework or project that was (or was not) completed is solely due to their own efforts or lack thereof. The student that learns (and the teacher that teaches) the truths of distractions will both be rewarded accordingly.

Distractions can be the cause of anger, anxiety, despair and boredom and if the unlucky student falls victim to those distractions or the underlying emotions brought on by those distractions, then more than just homework will lay strewn across the highway of life. An professional teacher will most likely.