My name is Dorothy A. Carter and my life has been phenomenal, inspiring, and unique for many reasons. The most significant being that both of my parents were born with intellectual disabilities that although restricted their ability to raise a child did not diminish their capacity to love or guide me. This solitary circumstance stands on its own as a dynamic motivational factor. When I blend it with the strength of my aunt who raised me, my recent Bachelor of Arts in Biology, and my lifetime enthusiasm to assist others, I am compelled to continue my education to obtain a Master of Arts in Teaching, primarily focusing on secondary education.
I have designed my professional goals and aspirations like fabric with a humble pattern; each of the seams is sewn together with dependability, open-mindedness, and appreciation for cultural diversity. My degree emphasis on Global and Cultural understanding encompasses these characteristics and will illuminate my passion for each individual and culture. My goal is to encourage young adults whose paths I cross to envision the power they can gain through education.
Furthermore, my objective is to guide students to see beyond their current circumstances and perceive a new world through pursuing higher education. I remember feeling that I could not overcome boundaries or stereotypes society appeared to have situated for me.
I convinced myself that their limitations accurately portrayed my future. This sentiment continued throughout a large portion of my academic career until a number of dedicated and passionate teachers interceded and urged me to consider my future differently. They challenged me to view academics as a positive outlet that could enhance my employment career and life. I accepted this mindset realizing that the only limitations facing me were those I allowed too.
My desire to work in secondary education originates from a personal belief that middle school and high school could be detrimental to the development of a young adults self worth. I believe this transition from childhood to adolescence can be demanding and difficult for young men and women. It is a time when even the most adept student may face academic hardships that threaten their self confidence. I have dedicated a substantial amount of time volunteering and mentoring young adults through various programs. Over the years I have volunteered within my church and community, and taken mentorship classes within high school and college that have allowed me to work directly with young adults. These opportunities taught me that it is important to have an effective support group while transitioning into a new phase in life. Young adults who lack this support are most often left behind academically and socially.
Within secondary education this transition in my opinion occurs during seventh and ninth grade. I feel this is an opportune time to introduce young adults to a new world through science. I would demonstrate that everything in life has a purpose and goes through various stages that promote a greater function; in the hope that they would see that even the most minuscule particle can have a substantial role.
In due time, I am confident that my professional development enable me to refine skills necessary to affectively interact with students. My enthusiasm and open-mindedness will allow me to develop a genuine and authentic relationship that will promote trust and reassurance. I would like my students to know that I am invested in their education, lives, and overall development. Ultimately, I hope that I will be able to accurately portray the importance of a strong academic foundation and allow my students to see an entire world of knowledge that is theirs for the reaping.
I have designed my professional goals and aspirations like fabric with a humble pattern; each of the seams is sewn together with dependability, open-mindedness, and appreciation for cultural diversity. My degree emphasis on Global and Cultural understanding encompasses these characteristics and will illuminate my passion for each individual and culture. My goal is to encourage young adults whose paths I cross to envision the power they can gain through education.
Furthermore, my objective is to guide students to see beyond their current circumstances and perceive a new world through pursuing higher education. I remember feeling that I could not overcome boundaries or stereotypes society appeared to have situated for me.
I convinced myself that their limitations accurately portrayed my future. This sentiment continued throughout a large portion of my academic career until a number of dedicated and passionate teachers interceded and urged me to consider my future differently. They challenged me to view academics as a positive outlet that could enhance my employment career and life. I accepted this mindset realizing that the only limitations facing me were those I allowed too.
My desire to work in secondary education originates from a personal belief that middle school and high school could be detrimental to the development of a young adults self worth. I believe this transition from childhood to adolescence can be demanding and difficult for young men and women. It is a time when even the most adept student may face academic hardships that threaten their self confidence. I have dedicated a substantial amount of time volunteering and mentoring young adults through various programs. Over the years I have volunteered within my church and community, and taken mentorship classes within high school and college that have allowed me to work directly with young adults. These opportunities taught me that it is important to have an effective support group while transitioning into a new phase in life. Young adults who lack this support are most often left behind academically and socially.
Within secondary education this transition in my opinion occurs during seventh and ninth grade. I feel this is an opportune time to introduce young adults to a new world through science. I would demonstrate that everything in life has a purpose and goes through various stages that promote a greater function; in the hope that they would see that even the most minuscule particle can have a substantial role.
In due time, I am confident that my professional development enable me to refine skills necessary to affectively interact with students. My enthusiasm and open-mindedness will allow me to develop a genuine and authentic relationship that will promote trust and reassurance. I would like my students to know that I am invested in their education, lives, and overall development. Ultimately, I hope that I will be able to accurately portray the importance of a strong academic foundation and allow my students to see an entire world of knowledge that is theirs for the reaping.