Grad School Essay: Final Draft

Personal Statement

by Amber Lauer

Although I am only 30 I am a bit older than many graduate students. I did not begin full time school till the age of 26, so I have had a little more time to ponder what I want to do with my life.

I spent several years hoping to be a doctor, a pilot, a lawyer, and an astronaut (I still sort of want to do that), and on each new career path I was sure. Some I pursued more actively than others, and obstacles often discouraged me. I admit that a sense of aptitude for teaching, specifically for teaching mathematics did not arrive all at once. This sense has grown gradually since settling on this career choice, and everything has fallen into place.

As a teenager I did my share of babysitting, so I spent a fair amount of time with kids. Later, I was a swim instructor and camp counselor. Though I was not mature enough to recognize it at the time, I was very fulfilled by these experiences. Despite this, I never considered teaching as a career.

I love mathematics.

This was not always so, however.

I was always good at math. I was in advanced math classes from middle school , I completed high school calculus, and also took the required college math for a liberal arts degree. And still the love was not there.

Those who choose to teach identify unhesitatingly the educator that inspired them.

After changing to a science major, I took a calculus class from a man named Mr. Edwards. He was a different sort of teacher. He taught that humor was vital to learning, and began the first class with the imperative that the only stupid question was the one you didn't ask. I repeat that phrase to all my students and always will.

Many of his methods were unorthodox. In one class he recommended that students not purchase the text as he had written his own workbook. This was significant to my learning, but what I took most from him was a sense of confidence in my own math abilities. As I said, I was always good at math, but I left his classes knowing I could be really good at math. After that I was hooked. This change in attitude was a revelation for me, and I knew I was not unique. I knew any kid could love math, all they needed was to be convinced of their ability. I felt this was a key to my future career and to being a revolutionary math teacher.

When I say that I want to be a revolutionary math teacher, I speak not of introducing groundbreaking techniques or pedagogy, worthy pursuits though they are. Rather, I refer to the internal revolution that begins in a child the instant they start to realize their own potential.

I have applied this attitude countless times since then. I profess my beliefs to my students, friends, family, and any who will listen, and as enthusiasm is infectious, I watch it catch on. I see students change from being rote, mechanical thinkers, to critical and creative mathematicians.

Upon my matriculation into graduate school I will have acted as a teachers assistant in a low income high school for 18 months. This school has a large proportion of underprivileged ethnic minorities. I asked specifically for this assignment, knowing that I wanted to work in such an area with so much potential to reap the benefits of my idealism. Realistically, I do not wish to waste my time nor my students time preparing for a career, only to discover that my confidence was misplaced. Low income schools are notoriously more difficult than others, and it was essential that I know that I could handle the challenge and maintain my desire. I was auspiciously surprised by my experience; finding that I not only could handle the situation with esteem, but further that I loved the experience.
It is a sad fact that the learning environment of many children of lower income is of poorer quality. Unfortunately, the children's self esteem, including their scholastic esteem also suffer the consequences of their inferior education. These children truly need convincing of the merits of their potential; more so than many others who do not contend with the economic disparities they endure. It is for this reason I look forward to practicing my career in areas of high economic need.

I am passionate about education, with a fervor and zeal that borders on religious. The analogy of education as religion is not far off in my opinion.

Education is the great equalizer.

There are few problems that it cannot solve, few wrongs it cannot right, and no limits to it's power. Knowledge is attainable by all, and all that is asked in return is hard work and perseverance.

Beyond this it is the privilege and responsibility of all to maintain the pursuit, and I do not hold myself exempt from this directive. At the time of this writing I have completed 17 college math courses. 15 of these were advanced, and 6 were calculus. By graduation I will have taken a total of 23 college mathematics courses. I feel I have attained content knowledge sufficient to teach at the high school level.

Even so I know that I have not yet scratched the surface. I plan to continue my own learning and hope to one day attain a Masters degree or possibly Ph.D in mathematics.

I am thrilled at the level of education I have reached which enables me to speak with a measure of authority in matters of math, and I am anxious to begin working in my chosen field. I hope I can do so in the NYC Teaching fellows program.