The experience of writing a personal statement gave me the opportunity to reflect on my practices and beliefs as a librarian and teacher. Sometimes I get so caught up in the day-to-day stuff that I forget to stop and think on a deeper level. It's great affirmation to remind myself why I became a librarian and what really matters. Here it is:
Growing
up in Honolulu, Hawaii, as a student at Punahou School, my interest in
becoming a professional educator was sparked by several of my teachers
who passed on to me their excitement for teaching and learning, and the
importance of community service.
While
an undergraduate at Penn State, I was so focused on becoming a teacher
that it was hard to imagine myself doing anything else. Once out in the
field, in my very own classroom, I realized that what I loved most about
teaching was seeing students become critical thinkers and creative
problem solvers. I became more interested in helping students think,
question, evaluate, and apply their new knowledge than in teaching them
specific subject matter. I found the school library to be the place
where I could do just that: reach students in all grade levels and
support mastery of curricular content while teaching them how to use
information to solve problems and make decisions.
For three years as a classroom teacher, I had the privilege of teaching
a variety of ages, including kindergarten, first, and third grade
classes. Over the past five years, I have been a school librarian
responsible for teaching information literacy and technology skills to
pre-kindergarteners through fifth-graders. One of my goals as a
librarian is to create independent, lifelong learners and users of
technology. I find that when projects and lessons are put into context
and students relate what they do at school to life outside of school, it
gives them more incentive and desire to learn. So I teach with the end,
the outcome, in mind. For example, I teach a research model called the
Big6. This six-step process guides students through their research, but I
introduce it to them as a way to solve any problem in or out of the
classroom. Students catch on quickly when I describe how the steps can
be applied to making decisions about everyday events, like conflicts at
recess or ordering pizza. My students enjoy acting out different
scenarios in which the Big6 can be used. Then when it is time to apply
it to their research, they have become experts at the process.
In
addition to being a hub for information, my students know that the
library is a place where they can be comfortable, where they can curl up
with a good book and let their imaginations run free. Promoting
literacy by making reading pleasurable is another of my goals as a
librarian. My students know they can always count on me to help them
find books to match their individual interests. Reading, like learning,
when it is fun and meaningful is engaging and lasting.
During
several years in this profession, I have learned that values and
character education are as important as the academic skills I teach.
Most recently, I have been a librarian at William Penn Charter School, a
Quaker school established by William Penn. Part of what makes this
school so enjoyable is that it emphasizes values that are important to
me, namely compassion, integrity, service, and stewardship. I firmly
believe that the development of the whole child, or rather the whole
person, is greatly aided when children are immersed from a very young
age in an environment where values are strongly upheld.
As
a child in Hawaii I gained a real appreciation of people from cultures
other than my own. To this day, I enjoy connecting with people from all
backgrounds. I furthered my interest in other cultures and lifestyles
by participating in a summer-long study abroad program, Semester at Sea.
Visiting nine countries in two months and meeting people from all walks
of life, in villages, orphanages, schools, museums, and more,
reaffirmed for me that all people have the same basic needs, desires,
hopes, and fears. Because of this I have done my best to develop a
diverse library collection to support the needs and interests of our
entire school community and to increase students’ awareness and interest
in literature of various ethnicities.
One
of my core beliefs about student learning stems from my own upbringing;
it is rooted in the Responsive Classroom approach—students learn best
when they are part of a community that feels safe while challenging, and
where every member has a sense of “we’re in this together.” I began
implementing the Responsive Classroom approach in my third year of
teaching, and almost immediately I noticed a significant improvement in
the students’ academic progress and engagement, as well as a decline in
the number of discipline problems that arose during the school year. Not
only were students happier, but I felt less stressed and more effective
as a teacher. I attribute this success to a structured daily routine in
which students knew what to expect; I helped students create classroom
rules that were fair for all of them to meet their learning goals, and
responded to misbehavior in a way that allowed students to learn from
their mistakes without making them feel less of themselves.
I
have continued to integrate components of the Responsive Classroom into
my teaching in the library setting: by guiding children to notice and
internalize expected behaviors and outcomes through modeling, increasing
student interest and motivation by differentiating instruction and
allowing students to make choices about their learning. I am mindful of
the words and tone that I use to help them develop a sense of confidence
and competence. When I first started teaching, I might have asked
students, “Why aren’t you including both partners’ ideas?” Now instead, I
have changed my phrasing to something like, “What are some things you
can do so both partners’ ideas are included?” I find that small changes
like that can make a huge difference in the way students process their
own learning.
My beliefs and principles have been strengthened by observing and
collaborating with many teachers in the library setting. I thoroughly
enjoy getting to know teachers across grade levels and disciplines,
learning their curricula and how I can support them, as a team. Having
been a classroom teacher, I know the great feeling of having the support
of a colleague who can provide ideas, materials, as well as another
pair of hands. I pride myself in being professional, organized,
flexible, and dependable. I conscientiously follow through with
teachers, order appropriate materials in a timely manner, teach skills
to prepare students for upcoming projects, and enrich what is being
learned in the classroom by reading related stories, sharing interesting
websites, and developing library projects that build on what they are
doing in the classroom.
After
a few years in the classroom, I chose to become a librarian for several
reasons: to teach students to be effective users of information and
technology; to make reading fun; and to provide excellent service to
students, teachers, and parents. I feel very lucky to have found a
profession that allows me to combine my interests and share them with
others. I look forward to finding a school where I can contribute my
skills and experiences and continue to grow as a teacher/librarian.
