Personal Statement - Essay Example

?Personal ment I have always been interested and intrigued in the endeavor involving working with children. There is something innately inspiring and rewarding from the learning mentor job I envisioned to continuously pursue. In one of the personal researches delved into, Ailsa Bunch of Morecambe High School defined learning mentoring as providing “support and guidance to pupils and those engaged with them, by removing barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve potential” (Bunch, 29). The challenging tasks of aiming to enhance and promote learning to young children through the application of diverse instructional skills, abilities, and methods are profoundly enriching. I am determined to pursue a lifelong career as a learning mentor who is genuinely committed to guiding young children towards maximizing their potentials for learning. I spent several years in the University of Birmingham, initially pursuing the Bachelor of Arts majoring in Humanities in Creative Arts. I have had several work experiences employed as an administrative assistant for Women’s Advice and Information Center; then, as a support worker for Care Bank agency, where my basic responsibilities include applying skills in various care environments, including day centres, residential homes, nursing homes and respite care homes; before being convinced that mentoring is truly the career for me. I first worked as a learning mentor from the years 2004 to 2005, as a voluntary work, assisting and guiding identified underperforming children on a one-on-one basis. I was finally accepted as an Educational and Training Mentor at an independent secondary school where duties and responsibilities as a learning mentor were more enhanced and emphasized. As my interest in mentoring young children continued to spur future personal and professional goals, I decided to enroll in the Postgraduate Certificate in Education (PGCE) program from 2005 to 2006, also in the University of Birmingham, known to provide a multidimensional approach to according opportunities in learning from diverse and dynamic perspectives, to accord me formal theoretical knowledge and to hone my knowledge, skills, and abilities to entrench initially a teaching career, thought to be a crucial stepping stone to a mentoring profession, at it focuses on primary education and early years. The learning experience equipped me with the necessary qualifications, competence and confidence in furthering my craft. The volunteer work I did in 2004 to 2005 made me realize that working as a learning mentor entails more than just having innate desire and love for children. The need to prepare actions plans, superseded by explicitly defining mentorship goals on a per child basis, requires both theoretical background and application skills that draw from the course modules offered by the PGCE program. The experience of listening to pupils and assisting them towards applying appropriate interventions and courses of action to resolve issues that prevent them from utilizing their full learning potentials has been instrumental in the development of analytical, communication and conflict resolution skills. Concurrently, my working as an Educational and Training Mentor made me realize that there was a need to gain more knowledge and training from a PGCE program. The new responsibilities and accountabilities that go with the position actually developed skills in applying functions that are analogous to that of a leader or manager in an organization: that which focuses on planning, organizing, directing and controlling all aspects of teaching underperforming children towards a defined mentorship goal. I realized the need to work with a Local Education Authority for the preparation and design of an appropriate curriculum, specifically for young people at Key stage 3 or 4, identified to be either excluded from residential care or from special school. Although quite intimidating at first, the task became part of the regular responsibilities that need to be attended to as part of the duties and responsibilities of learning mentors.Through the subject called PATHS (Promoting Alternative Thinking Strategies) Program, my colleagues and Iundertook this program which was just intended for Ks1children at the time. When the leader saw the way I implemented this program in my class, she was so impressed that she recommended me to my head teacher. I was then made curriculum leader and I have now implemented this program across Ks2. The PATHS program is grounded in social and emotional learning (SEL). SEL helps children -- including at-risk and special-needs students -- develop the social and emotional skills they need in life to successfully manage: feelings, relationships, and their work. When students learn and use SEL skills, behavior improves and disruptions lessen. Instead of wasting valuable classroom time managing misbehavior, teachers can teach and students learn more effectively. The function of planning encompasses providing the appropriate curriculum, designing instructional methods and applications, attendance projects, providing students and parents with Home School Agreements and other crucial documents pertinent to the learning mentorship process, scheduling special project, activities, and regular visits with parents of students being mentored. Organizing and directing functions and skills have been learned and developed from the experience as the Educational and Training Mentor, in terms of working with the relevant staff to draw up and implement action plans for students who need particular support, and referring pupils to other appropriate professionals, e.g. personal advisers, psychologists, as needed. Likewise, I realized the importance of motivating children to regularly attend daily lessons to ensure that the identified learning objectives are attained, as scheduled. Organization tasks in the form of ensuring a positive behavior management, school council meetings, school photographers for relevant activities, and compliance with safety and security, not only of the children, but of school premises and instructional materials, are complied. Through regular monitoring and feedback, I gained awareness on the performance of my pupils which I likewise reported to the parents on a regular basis through visits, reports and advices. Attendance is frequently monitored and controlled, among other compliance to programs and projects that are crucial in promoting the holistic development and adherence to a dynamic learning environment for the children. With the foregoing activities that were instrumental in the continued development and honing of both personal and professional knowledge, abilities and skills as a learning mentor, I plan to pursue higher education through a masteral degree in the same field of endeavor within five years from now. Currently, I am enjoying my role as a learning mentor, although I have been working as a teacher for four years. I have been assuming proactive stance in leading to parental workshops and an INSET for my curriculum area. However, my burning desire is in mentoring: in helping children overcome difficulties that are getting in the way of their learning. In guiding them towards appropriate interventions to go through family problems, bereavement, bullying, low self-confidence and poor study skills. To reiterate, I am determined to pursue a lifelong career as a learning mentor who is genuinely committed to guiding young children towards maximizing their potentials for learning and in succeeding in life. Work Cited Bunch, Ailsa. The Learning Mentor: Staff Support Systems to Manage Pupil Behavior. March 2007. Web. 23 May 2011. Read More