The whole job of a teacher centers on the facilitation of learning for every child that comes into his/her care or class. The preparation to reach that stage when he/she is established enough in the rigors and demands of the teaching profession is obviously and acceptably lengthy and comprehensive. That is the reason also that teachers must take eventually a teacher’s licensure examination to ensure that those “manning” the classrooms are at a minimum knowledgeable of the weight, strain and toll on the professional in a world that he/she has entered.
Definitely it starts with a thorough understanding of the kind of audience or clientele that a vocation specializes. In teaching therefore, knowledge of the nature of the child (referring for example to pupils in the elementary grades) must take pre-eminence. When a teacher knows that a child has limits depending on his/her age, family or culture or diversity that is prevalent in many classrooms, then he/she is better prepared to any complications, conflicts or problems therein and observance of the code of ethics becomes naturally easy.
However that is only half of the job of a teacher and half of the work to be done in the world of education. In essence there are other important factors that come into play where good and effective education is the subject matter. The kind of material and amount of time that the child spends with, including the specific kinds of instructions – all of these are also taken into account (Smith & Vaux, 2003).
To elaborate these realities, the scientific world is torn as to what directions the academic world should be taking considering that allegations abound whether the present curriculum in schools continues to be effective. The resulting kind of students and future workers of our country that our academic institutions produce in the kind of educational slant our educators and legislators believed to be what our country in general, and parents in particular, need.
For instance, what has cropped up in the surveys and studies recently is the contention about the efficacies of home schooling versus both the public and private schools’ training. Certain groups have raised serious questions on the changes and heavy focus on what are termed as “developmentally appropriate” material and “affective learning. ” To be specific, there is the seeming concentration of both the government’s and private schools’ educators on “self-esteem learning,” “whole learning” versus the “emphasis on the phonics” (Lindsay, 2006).
“When it comes to forecasting what American schools will look like in the future, educators and analysts steeped in the history and current events of education in this country don’t agree on every point, “ (Lee, 2000) says a Post-Gazette Education writer. This appears to be realistically true implying that considering the goal of predicting and analyzing curriculum trends today and in the next ten years subjects every would-be prophet or visionary into a complex and tight spot; the direction and changes that the curriculum in this country’s educational system should be likely thrown into a more difficult and taxing job (Lee, 2000).