Personal Statement

Students vary from visual, auditory and kinesthetic learning. It is up to the

teacher to determine which method is most suitable for each child/adolescent. It is
important for teachers to accommodate every student by incorporating images,
sounds, and hands-on opportunities in their lessons. Some students require further
accommodations. For instance, during my time at Our Lady of Fatima, I assisted
Joao, an ESL student whose first language is Portuguese. I spent time assisting Joao
individually with his English language skills because I fluently speak Portuguese.
I helped Joao expand his English vocabulary by incorporating customized
activities into his curriculum. Joao was engaged because he had choice as to which
activities he preferred. He enjoyed visual images that assisted him in the translation
process. I created diagrams for him, such as one of the human body, on chart paper
where he had to place the correct English word on the matching body part. I applied
this method to other subjects to stimulate his interest.
Witnessing Joaos improvements encouraged me to help students, not only in
group settings but individually. I learned that my directed attention and patience are
valuable in the classroom. When I teach, I provide students with individual attention,
different styles of learning, and shared authority in the classroom.
Along with my teaching experience, my educational opportunities also
inspired me to become a teacher. As a student, I looked up to teachers. My parents
had four years of Portuguese education and told me that teachers were authority
figures. I learned on my own that teachers are guides who support you like friends
and family. Growing up, I noticed I shared a quality with teachers, the desire to help.
As a child/adolescent, I helped my classmates with assignments and taught my
parents how to speak English. Without my education and the teachers I encountered,
I may have not discovered our shared skills and qualities. I hope to motivate todays
youth so they can discover their potential and achieve their goals. My motivation to
become a teacher, however, was not all based on positive experiences.
As an adolescent, I faced physical and emotional challenges when I was
diagnosed with scoliosis, an abnormal spine curve that is visible and incurable. To
prevent my back from worsening, I wore a back brace. I learned how to become
physically comfortable with my condition but it took time to build self-esteem. My
schoolmates verbally and physically bullied me. As a victim of abuse during a time
with minimal anti-bullying awareness, I had to learn how to ignore the maltreatment
and progress. My experience taught me to be sympathetic towards those whose
differences make them targets of abuse. Growing up, I defended victims and stopped
bullies. As a teacher, I will contribute to anti-bullying awareness by emphasizing the
benefits of difference and teach students how perceived weaknesses are often
strengths. I want students who have disabilities or health conditions of every race,
gender, and ethnicity, with any sexual orientation to feel safe and celebrated at school.