As far back as I can remember, I have always had an idea of ​​what, in my opinion, made a good teacher. I passed judgment on my teachers and criticized their teaching styles. Even though I never made these judgments or criticisms consciously, my mind noted them. I never really thought about these secret judgments I made until this semester class where we were studying different philosophies of education. I really didn't know what my own philosophy was until I wrote my first class paper. I quickly discovered that my beliefs coincided with those of the philosophers I was comparing. Haim Ginott strongly believed in the teacher-student relationship and Jean-Jacques Rousseau strongly believed in experiential learning. I agree with both of these thinkers. Most students learn by experiencing things on their own. Rousseau would disagree with me on the teacher-student relationship, but he would agree with me that students learn by doing and making mistakes. For example, Rousseau (1993) writes in his book Emile: “If he makes a mistake, leave him alone, do not correct his errors; hold your tongue until he discovers them for himself and corrects them, or at most arranges something, as the occasion requires, which will show him his errors” (p. 160). If a student does not experience things and sometimes makes mistakes, he will never be able to function as an independent person. Mrs. Drigger often uses the centers for us to learn. These centers focused primarily on the student using reasoning in order to learn the material and perform practical tasks. If we made a mistake, we had to fix it. If we couldn't fix the error, she would help us. Mrs. Driggers promoted independence, but remained very emotionally close to her students. She was one of the few teachers who could balance these two conflicting expectations that constitute good