Statement Of Purpose: Jamestown Teacher Assistant

As a middle child I learned patience, kindness, independence, teamwork; determination and many more that have molded my personality and influenced the way I want to educate children. As a teaching assistant at a local day camp I united all those traits into my work. During the second week of camp, a new boy had started and was hesitant to get involved so I decided to be his buddy for the day. I showed him the routine, modeled activities, and was patient at times when he became frustrated. The bond that I had formed with the student in such a short time was remarkable. Whenever the student walked into the room he smiled when he found me, confided and needed comfort from me when he was sad, and charmed me when we were outside. At the end of his

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

Furthermore, I have also done quite a few acts of service to my town and school even though I realize that it is not necessary for me to do so, I believe that by serving others without a reward is the best way to become a better person and leader. As a matter a fact I am a member of Frisco’s Teens4Green and have volunteered to play “Rufus the Recycling Dog” at local elementary schools, which was a very enjoyable and rewarding experience. In addition, with my early release periods, rather than go home early most days, I choose to go assist some teachers if needed. By assisting them I can learn more about following in one’s footsteps to achieve a certain goal and how to aid another in a time of need. Since then, I knew that I had to serve my school in different ways rather than just teachers. I wanted to demonstrate to my class that I could be a worthy asset, and that I was there for them in wanting to make our senior year extravagant, yet

Our tutoring program is a big success as it pairs NHS members with students who are struggling in certain subject areas. As scholarship is another pillar of NHS, our members take their schoolwork very seriously and they are some of the brightest students in their classes. This tutoring program allows them to give back to our Holmdel High School community by imparting some of their knowledge to struggling students. Their service and time does not go unnoticed as they often have to give up their free time during study hall, lunch, or even after school. One of my fondest memories while being a tutor was when I had to help a younger student study for an Algebra test. I was a bit nervous before our session that I wouldn’t be able to help her understand the subject matter, but we went through her review packet question by question and to my relief I was able to explain the material to her with ease and give her advice on how to solve them, as well as testing tips and strategies that she could use. After our session was over I was glad I was able to help her, but really didn’t think anything of it. I had kind of forgot about our tutoring session when two weeks later, the girl I tutored came up to me with a huge smile on her face telling me she got a 100 on her test and told me she couldn’t have done it without

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

I spent my middle school years and early high school years helping out in Mrs. DiIanni’s 3rd grade classroom at Lee Elementary in Middleville. While helping Mrs. DiIanni with little things like filling and grading papers, I also helped the kids with problems they were working on. I had a lot of fun helping them with educational art projects and learn to write in cursive. I had also helped organize some of their holiday parties, and well as joined them in the festivities. I had done so many things with these kids and I hopeI at least impacted one of their lives.

Ever since I was a little girl, I’ve known what I wanted to do. I am one of those people who was blessed enough to realize my passion at an early age. As far back as I can remember, I’ve wanted to become a teacher. I can remember as a child sitting in my room, surrounded by my stuffed animals (or students, as I saw them) and forcing my younger brother to sit still and quietly do the work I assigned him. I even had two baskets which I kept on my little wooden desk; one for my “students” to turn in work, and the other for more work which needed to be graded. I spent many afternoons

Week two of field observation at Crestone Charter School. My Second week of field observations was really fun and interactive. I had the opportunity to work with several students from the k-1 class with special needs. We traveled to several reading stations and did a read along with the fourth and fifth-grade students. At arrival, I met with the main Para, Ammie Morphet and was informed that Lexi whom is one of the charter schools highest priority/needs students was the student I would be working with. Lexi usually has a personal in class Para that works with her throughout the day, but she was out sick. Since I know Lexi and have personal experience working with her we came to the conclusion that it would be best if I assisted with Lexis daily routine and any other classroom needs. This allowed Mrs. Morphet to attend to the other students she had previously scheduled for us to meet with.

I am interested in becoming a teaching assistant in the UTEP sociology and anthropology department partly due to my interest in, the undergraduate students I would be teaching, and my ability to connect to them. A TA can fill a vital role in reaching students who lack the social and culture capital to interact confidently with professors. I have the background, skill and experience to fill this role. As an undergraduate student in this department, I was an unofficial mentor to students who was new to the Women and Gender Studies department, as well as to a student who was new to the Sociology and Anthropology department. As someone who had initially lacked the social and cultural capital to effectively communicate with my advisor, I understood their need to connect with someone who would be able to offer them advice, and help them learn how to communicate with their professors/advisors.

While we are playing games that have the teachers as one role and the students as another, we often invite children to participate by allowing them to hold a teacher’s hand and take on the teacher’s role. This can work, but sometimes is difficult and causes other problem. To address this, we could modify our approach to supplying support to these children. Instead of letting them take on the role of the teacher, we could allow the individuals in need of support to show a teacher how to take on the role of the student. The teacher could then, support the child and the child could still participate with their peers and continue the program.

The end of my sophomore year I knew I was going to be a teacher. I wanted to major in Early Childhood Education. One of the main reasons that I wanted to major in Early Childhood was because of volunteering in the nurseries at my church. I have been working in the nurseries since the seventh grade and ever since making up my mind on becoming a teacher, this is what I strive for. Going into Teacher Cadet I obviously have had some experience with kids and teaching them, but once I stepped into Mrs. Gruber’s class everything changed. When you are a teacher if a child had a bad day you couldn’t ask the parents to speak with the child or send the child with their parents, like at church, you had to fix the problem and just deal with the student,

My service-learning practicum takes place in the community setting at Connaught Elementary School in St. Catharines. At Connaught, I am doing a one-on-one mentorship with a grade eight student to help her with her transition into high school. I am at the school twice a week for a half hour; however this position requires a lot of pre planning outside of the school, in order to effectively help her with her transition. My tasks include preparing different activities for each time I go into placement. Our first few weeks consisted of preparing a resume for my student so that in 2-3 years when it comes time that she starts applying to part-time jobs she has a resume already put together, which she can add things and take things away from. Along with resume preparation, we have done a job interview role-play where I am the interviewer and she is the interviewee. In this time, we have had fun days where she would make popcorn, with two other students, and sell it to other classmates. My student has had a lot of problems with a bully, and she has an issue of being assertive to other people- meaning she finds it difficult to state her opinions and she easily gives in to other people. With that, I brought two jars from home and I turned them into “problem” and “solution” jars where we filled each up with a problem and a few solutions to that

I have been a Teacher’s Aid for Mrs. Crane an 8th grade teacher for two years now. She is an amazing math teacher and an amazing person in general. I know she can get busy preparing all those kids for High School so I volunteer to tutor some of the kids struggling in math. I came in sometimes after school to help them. I really loved working with those kids and I am also bilingual so I helped the kids that didn't understand. I feel like I made a huge impact on those

I write in pursuit of becoming a teaching assistant for EG-1003 beginning this fall. I seek this position wishing to further develop my skills in communication and collaboration. Furthermore, I would admire watching student creativity in action when they work in the labs and interacting with others when helping them solve problems. I believe my previous experience and personality enable me to be an effective teaching assistant.

My high school career has revolved around not only academics, but also serving the community and participating in volunteer opportunities, and I have exhibited my passion for such activities through my volunteer work and extracurriculars. In particular, during the last couple of months I dedicated portions of my free periods to work in a classroom with disabled students. Most of these students have disabilities like Down Syndrome or Autism, and therefore attend special classes that meet their needs. Working with these student's, particularly the one's I could communicate with, allowed me to see a completely different aspect of my school and the role it plays in shaping students lives. It has given me the opportunity to step out of a world ridden