Being a student is something that has never come easy to me. As I moved through my educational years, learning became a daunting task that frequently left me feeling defeated and unaccomplished. I tirelessly attempted to show my understanding on assessments, but more often than not, I fell short. Eventually, I learned that my brain did not learn the way I, or others, expected. Through the support of different educators, I learned tools and techniques that allowed me to intake information and comprehend it in a manner that provided a deep sense of satisfaction. My new understanding of what it meant, and could look like, to be a life long learner left me with a desire to empower other learners to do the same. I did not want others to feel so confused for as long as I did, so I embarked on my journey to becoming an elementary teacher. We live in a society full of norms and pressures to stand out, but not too much; be yourself, but not too different. Through my undergraduate experience, I observed my cooperating teacher instill a light inside each of her students to be proud of how they learn and proud of their unique qualities. After joining Teach for America and moving to rural Eastern North Carolina, I found myself surrounded by some of the most intelligent, knowledgeable, and curious students. However, their low reading levels left them feeling defeated and their perceived abilities and future accomplishments were limited. This experience is what inspired my desire to return to being a student and receiving my Master in Education with a focus on Literacy Instruction.
Some things May Change, and Some may stay the same
When initially applying to Michigan State University I was asked to identify what my intent or goals were upon completion of the program. I stated that I wanted to further my education in order to ensure I was doing my personal best for my current and future students. I wanted to gain insight into new ideas, strategies, and research in the field of education, particularly literacy. Ultimately, I identified that I wanted to become a Reading Specialist in a low socio-economic environment where I could apply the information I gained to help students find new and creative ways to intake information in the realm of literacy.
Through the course of my Graduate Studies, a new goal emerged. After my second semester, I added courses to my plan that would allow me to receive a Graduate Certificate in Educational Psychology. After completing a case study with a particular student, I was fascinated with all of the different ways that our students try their best to communicate their needs to us, in ways they best know how. In order to be my best self for my students, I wanted to gain a better understanding of student motivation, developmental mechanisms, learner differences, and the psychological side of being a developing learner. As I near graduation I plan to continue my desire to be a lifelong learner. I intend to take the tests necessary to gain the Reading Specialist licensure endorsement. I also would like to research and become trained in a program based on multi-sensory phonics instruction; or possibly, return to Graduate School to complete my Doctorate or Masters in an area relating to instruction based on the Science of Reading.