All 4 entries tagged Personal Statement

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September 13, 2005

Penultimate Draft

As applications should be opening in the not too distant future, this will be the last chance I get to get some feedback on my statement. I've also got to make the decision as to whether I want to put Birmingham as a second choice. It'd be a pain travelling there, and I really want to go to Warwick or back to London (which would mean taking a year out cos I can't sell the house up here for a couple of years).
Aggghhhhh!
Oh well, the statement is as follows, thanks to everyone who's got it looking this good already!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am the type of person who enjoys varied rather than repetitive tasks, and teaching consequently holds real appeal for me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting; there are never two lessons the same. I have always enjoyed acting and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at primary level or in the arts, to inspire students. In teaching you are giving a performance, with the aim of creating the best learning experience for the students, from interesting presentation of material to tackling behavioural issues.
There is a great need for young people to be inspired by physics and to show that the difficulties associated with the subject, are worth overcoming for the insights it can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. In order to broaden my insight into how science interacts with other disciplines I have taken a module on the History of Medicine, and I hope to be taking a Philosophy of Science module.
In my gap year before coming to university I took two fantastic opportunities to broaden my experiences of education. I taught English in Nepal for four months, during which time I developed my classroom management skills. My classes contained up to 55 students, showing the importance of behaviour management in facilitating learning. I was fortunate to have some great students, who, despite not always being on their best behaviour, were a joy to teach. I discovered the importance (and tedium) of marking, and the difficulties of catering for mixed ability students. The limited range of resources that was available meant that I had to use my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I experienced more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I developed an awareness of the value of working with support staff, now even more important due to the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I accompanied school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


September 09, 2005

Attempt No. 3

Follow-up to Personal Statement – Second Draft from Garden, House, Walking, Other...

Again comments gratefully recieved, particularly if they help me reduce it a little bit as it's a couple of lines over what it needs to be. Thanks with all the help so far by the way – I'm very lucky to have your collective brain!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am not the type of person who would be happy in an office job, and the varied nature of teaching consequently holds real appeal to me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting, there are never two lessons the same. I have always enjoyed acting and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at primary level or in the arts, to inspire students. In teaching you are giving a performance, with the aim of achieving the best learning experience for the students, from interesting presentation of material to tackling behavioural issues.
There is a great need for young people to be inspired in physics and to show that the difficulties associated with the subject, are worth coming to grips with for the insights they can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. In order to broaden my insight into how science interacts with other disciplines I have taken a module on the History of Medicine, and I hope to be taking a Philosophy of Science module.
In my gap year before coming to university I took two fantastic opportunities to broaden my experiences of education. I taught English in Nepal for four months, during which time I developed my classroom management skills. My classes contained up to 55 students, showing the importance of behaviour management in facilitating learning. I was fortunate to have some great students, who, despite not always being on their best behaviour, were a joy to teach. I discovered the importance (and tedium) of marking, and the difficulties of catering to mixed ability classes. The limited range of resources that were available meant that I had to use my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I experienced more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I developed an awareness of the value of working with support staff, now even more important due to the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I accompanied school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


September 08, 2005

Personal Statement – Second Draft

Follow-up to Personal Statement – First Draft from Garden, House, Walking, Other...

Once again, any comments gratefully recieved!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am not the type of person who would be happy in an office job, and the varied nature of teaching subsequently holds real appeal to me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting, there are never two lessons the same. Another aspect of teaching that appeals greatly to me is the performance of giving a lesson to achieve the best learning experience for the students, from interesting presentation of material to tackling behavioural issues. I have always enjoyed performing and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at Primary level or in the Arts, to inspire students.
There is a great need for young people to be inspired in Physics and to show that the perceived difficulties associated with the subject, such as the mathematical difficulty, are worth coming to grips with for the insights they can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. I have taken a module on the History of Medicine to examine one aspect of how science can affect society, and this year I hope to be taking a Philosophy of Science module and a module on Education and Learning.
In my gap year before coming to university I was given two fantastic experiences of education. From teaching English in Nepal, I was able to develop my classroom management skills, with classes containing up to 55 students the importance of behaviour management in facilitating learning was very evident. I discovered the importance (and tedium) of marking, and the difficulties of catering to mixed ability classes. Working in a situation without the range of resources that were available in my own education meant that I was able to express my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I was able to experience more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I was also made more aware of the value of working with support staff, even more the case with the implementation of the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I was able to accompany school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


September 07, 2005

Personal Statement – First Draft

Okay, this is the first draft of my personal statement for my PGCE application. Any suggestions gratefully recieved (yes that includes from Grammer Nazi Dan)
EDIT: GRRRR Why is the default commenting permission on world viewable entries staff/student only? Sorry Dan, ahave been thru past entries so u can comment now, let me know if you find any more

Personal Statement
I have wanted to teach for as long as I can remember as it has always struck me as a very rewarding profession. The main appeal of the job to me is its varied nature; there are few other professions that give such a range of different interactions with people. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting, there are never two lessons the same. Another aspect of teaching that appeals greatly to me is the performance of giving a lesson to achieve the best learning experience for the students, from interesting presentation of material to tackling behavioural issues.
There are a number of particular challenges for a physics teacher as the popularity of the subject decreases. There is a great need for young people to be inspired in the subject and to show that the perceived difficulties associated with the subject, such as the mathematical difficulty, are worth coming to grips with for the insights they can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. I have taken a module on the History of Medicine to examine one aspect of how science can affect society, and this year I hope to be taking a Philosophy of Science module and a module on Education and Learning.
In my gap year before coming to university I was given two fantastic experiences of education. From teaching English in Nepal, I was able to develop my classroom management skills, with classes containing up to 55 students the importance of behaviour management in facilitating learning was very evident. I discovered the importance (and tedium) of marking, and the difficulties of catering to mixed ability classes.
In my time as a science technician I was able to experience more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I was also made more aware of the value of working with support staff, even more the case with the implementation of the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I was able to accompany school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


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