Personal Mission Statement... Why Teach?
The Berenstein Bears, The Boxcar Children, Black Beauty. Foster’s War, Dear Mr. Henshaw, the Little House series, The Giver. At home they lie in neatly organized rows on bookshelves in my room or crammed into tightly packed boxes in the attic. Perhaps some will end up in my future classroom, but others have no real chance. By now tattered and worn from overuse, these are the children’s books I simply cannot part with, the ones which represent more than just books to me. Growing up an avid reader, children’s books made up a huge part of my recreation as a child. Three years ago I decided to begin the process of becoming an elementary or middle school teacher, and I have had the chance to rediscover some of these classic elementary novels. Looking back at some of my beloved children’s books with the idea of teaching in mind, I realize the world of children’s literature is an excellent reference point for my journey in deciding to pursue teaching. In their own unique ways, children’s books demonstrate my rationale for becoming a teacher by representing the skills I bring to teaching, my passion for the students I will teach, and my ultimate desire to make a difference in the lives of my students.
When considering my decision to become a teacher, probably the most practical factor to take into account is the set of skills I possess. As a young reader, I remember being impressed with stories about Encyclopedia Brown, the fictional child detective who could use obscure clues to come up with a brilliant solution to even the most perplexing mysteries. Encyclopedia had skills of creativity and logic, and he knew how to use them effectively. Similarly, I too have always felt I possessed a special knack for creativity. From devising a game of makeshift hockey using baseball bats and tennis balls when my friends and I found ourselves lacking in hockey equipment as children to writing witty poems and stories in high school, I have always found this creativity a beneficial characteristic for solving problems and creating new ideas. When deciding on my vocation, I knew I wanted to do something which involved creativity, and actually began by looking into majors in advertising and graphic design. I was made most aware of how I could use creativity in teaching when I spent a summer in a jungle village in Indonesia homeschooling five missionary children. Since supplies could only come into the village on a helicopter which arrived just once every few months, I had to make do with whatever supplies I could find in the house to teach the students and keep them busy with activities after school. Though challenging, it was great practice for being able to adapt and be flexible in a real classroom. Going through the public school system myself, I remember plenty of teachers who made learning engaging and fun, as well as many who made subjects like math and social studies incredibly boring. My goal is to use my creativity, as well as other skills, to keep students engaged and interested in lessons, and to create lasting learning.
Although considering my skillset in my decision to become a teacher was important, of far more significance to my decision were my personal passions. My biggest passion in life has consistently been my passion for people. One of my favorite books in the historically set Dear America books was called Christmas After All, which recorded the day-to-day grind of an adolescent girl living during the time of the Great Depression. Toward the middle of the book, the girl’s orphaned cousin comes to stay with the family and gives the family a completely new perspective. A tiny girl with a big heart, she has the rare ability to find the best in everyone and can make any person feel loved. I feel that I share a similar passion for people, and am always excited to have a chance to invest in someone new. This is especially true of children. When I was in fifth grade and middle school, I went through some pretty rough transitions and even began acting out in misbehavior. It was during those years, however, that I had some of the best teachers I have ever had, and these teachers became mentors to me as they helped me grow and build character. Because of this experience, I am especially passionate about the upper elementary and middle school age group. As I have had opportunities to work with students in this age group at camp and in classrooms, I have further realized the importance of these formative years in students as they begin to decide their own actions and values. Similarly to the way my teachers had an influence on me, I hope to positively impact the students in my own classroom in the future.
During my fifth grade year, my teacher introduced me to the book which would become my all-time favorite, and one which I still pick up to read when I have a chance. The Giver by Lois Lowry is a book set in a futuristic time, where people have found a way to control all of their circumstances. There is no more pain or bad weather, but there is also no real concept of family, love, music, or even color. Eventually the main character, Jonas, recognizes the need for change, and because he in his specific circumstance is one of the only people with any power to change the environment, he takes a great risk and experiences great pain to do so. Similarly, the final reason I have chosen to become a teacher is because I recognize a need and desire to make a difference. First, I recognize there is always a need for good teachers. The subjects I have chosen to concentrate on are math and social studies. In one regard I chose these subjects because they are interesting to me and I am strong in them. However, I also know that math, and even social studies, are subjects which are often dreaded by many students in school. Often I think this is true because teachers do not feel passionately about the subjects and teach them very dryly, using only lectures, worksheets, and tests. As a teacher I desire to bring new life to these subjects, and to teach in engaging ways with plenty of real life examples so students are less scared off from these subjects. Another need I recognize and hope to address in a small way is the large need for good teachers in urban schools. By teaching in inner-city schools for at least a few years, I hope to have a positive impact on student learning and character growth in my classroom.
Looking back, it is rather funny to see how children’s books I read growing up relate to the main reasons I decided to become a teacher. My skills, especially my creativity, passion for people and for children, and desire to fill needs I see in the education system, all contribute to my choice of teaching as a vocation. Just like the characters in my many books, I have found a way to use my skills and passions in a way which fills an important need. There may be twists and turns in the plot as I become a teacher and have a real classroom full of real students. Complications and conflict may arise. In the end, however, I will fall back on these core motivations, and will continue to strive for the ultimate resolution of becoming an effective teacher.
When considering my decision to become a teacher, probably the most practical factor to take into account is the set of skills I possess. As a young reader, I remember being impressed with stories about Encyclopedia Brown, the fictional child detective who could use obscure clues to come up with a brilliant solution to even the most perplexing mysteries. Encyclopedia had skills of creativity and logic, and he knew how to use them effectively. Similarly, I too have always felt I possessed a special knack for creativity. From devising a game of makeshift hockey using baseball bats and tennis balls when my friends and I found ourselves lacking in hockey equipment as children to writing witty poems and stories in high school, I have always found this creativity a beneficial characteristic for solving problems and creating new ideas. When deciding on my vocation, I knew I wanted to do something which involved creativity, and actually began by looking into majors in advertising and graphic design. I was made most aware of how I could use creativity in teaching when I spent a summer in a jungle village in Indonesia homeschooling five missionary children. Since supplies could only come into the village on a helicopter which arrived just once every few months, I had to make do with whatever supplies I could find in the house to teach the students and keep them busy with activities after school. Though challenging, it was great practice for being able to adapt and be flexible in a real classroom. Going through the public school system myself, I remember plenty of teachers who made learning engaging and fun, as well as many who made subjects like math and social studies incredibly boring. My goal is to use my creativity, as well as other skills, to keep students engaged and interested in lessons, and to create lasting learning.
Although considering my skillset in my decision to become a teacher was important, of far more significance to my decision were my personal passions. My biggest passion in life has consistently been my passion for people. One of my favorite books in the historically set Dear America books was called Christmas After All, which recorded the day-to-day grind of an adolescent girl living during the time of the Great Depression. Toward the middle of the book, the girl’s orphaned cousin comes to stay with the family and gives the family a completely new perspective. A tiny girl with a big heart, she has the rare ability to find the best in everyone and can make any person feel loved. I feel that I share a similar passion for people, and am always excited to have a chance to invest in someone new. This is especially true of children. When I was in fifth grade and middle school, I went through some pretty rough transitions and even began acting out in misbehavior. It was during those years, however, that I had some of the best teachers I have ever had, and these teachers became mentors to me as they helped me grow and build character. Because of this experience, I am especially passionate about the upper elementary and middle school age group. As I have had opportunities to work with students in this age group at camp and in classrooms, I have further realized the importance of these formative years in students as they begin to decide their own actions and values. Similarly to the way my teachers had an influence on me, I hope to positively impact the students in my own classroom in the future.
During my fifth grade year, my teacher introduced me to the book which would become my all-time favorite, and one which I still pick up to read when I have a chance. The Giver by Lois Lowry is a book set in a futuristic time, where people have found a way to control all of their circumstances. There is no more pain or bad weather, but there is also no real concept of family, love, music, or even color. Eventually the main character, Jonas, recognizes the need for change, and because he in his specific circumstance is one of the only people with any power to change the environment, he takes a great risk and experiences great pain to do so. Similarly, the final reason I have chosen to become a teacher is because I recognize a need and desire to make a difference. First, I recognize there is always a need for good teachers. The subjects I have chosen to concentrate on are math and social studies. In one regard I chose these subjects because they are interesting to me and I am strong in them. However, I also know that math, and even social studies, are subjects which are often dreaded by many students in school. Often I think this is true because teachers do not feel passionately about the subjects and teach them very dryly, using only lectures, worksheets, and tests. As a teacher I desire to bring new life to these subjects, and to teach in engaging ways with plenty of real life examples so students are less scared off from these subjects. Another need I recognize and hope to address in a small way is the large need for good teachers in urban schools. By teaching in inner-city schools for at least a few years, I hope to have a positive impact on student learning and character growth in my classroom.
Looking back, it is rather funny to see how children’s books I read growing up relate to the main reasons I decided to become a teacher. My skills, especially my creativity, passion for people and for children, and desire to fill needs I see in the education system, all contribute to my choice of teaching as a vocation. Just like the characters in my many books, I have found a way to use my skills and passions in a way which fills an important need. There may be twists and turns in the plot as I become a teacher and have a real classroom full of real students. Complications and conflict may arise. In the end, however, I will fall back on these core motivations, and will continue to strive for the ultimate resolution of becoming an effective teacher.