Primary Education Personal Statement Ideas College

There follow four real personal statements from PGCE (teacher training applications). These are real examples, but of course personal details have been altered. They will give you ideas of how to write your own, and might be useful examples for any job or postgraduate study application where a personal statement is required. 

The personal statement of your teaching application is by far the most important part of it. You have 47 lines to answer the following question:

Many courses don't interview candidates who don't have recent experience of working with childrenof the relevant age in a state school (although you might get away without this in a shortage subject). For primary, you'll need at least a month's experience. It shows evidence of commitment to teaching.
If you've arranged teaching experience, but haven't yet done it, mention this in your statement, saying what you will be doing. Christ Church University said that students should be aware that only having teaching experience abroad is not sufficient: they need to have had experience in a British school.

Although your classroom experience will probably be the most important part of your statement, evidence of ability to relate to young people in other ways will add strong supporting evidence . What else have you done to show you enjoy working with young people or children? Sports coaching, Sunday school teaching or helping in youth club will all demonstrate a real interest in young people and helping them learn

The work experience statement can contain up to 20 lines, with a maximum of 80 characters per line. You can list where you have worked (paid and unpaid), dates, job titles, employers and responsibilities.

Keep the work experience section factual and use the personal statement to amplify, reflect and interpret how this work experience is relevant to teaching. For example if you have worked in a shop you could mention that you had to work in a busy team under pressure, deal tactfully with customer complaints and adapt quickly to changing situations.

In the section of the application form where students have to enter the percentage of time taken up by each module it states that students should round up or round down rather than having decimal points. However, it also said that the total should add up to 100%, which won't happen if a student has rounded up/down. One student was worried that either way she was not going to be following one of the instructions.

It would be OK to round each module percentage either up or down so that it makes 100% - the module percentages don't have to be exactly accurate!

 From Christ Church University's point of view they said that they don't mind if the percentages don't add up to 100.

Who should be your principal referee?

If you are at university or finished your studies in the last five years, your principal referee should ideally be a tutor (or lecturer) who can comment on your academic achievements and your personal qualities. If you cannot obtain a reference from a university or college tutor, your principal referee should be a responsible person who knows you well enough to write with authority about you, for example, an employer or a training officer. Your referee should be able to comment in detail about your suitability for your chosen PGCE courses and any training or study you have done recently.

If you graduated more than 5 years ago, you may not need to supply an academic referee.

Who should be your second referee?

Your second referee must be a responsible person who knows you, and who can provide a character reference for you and comment on your suitability for teaching (ideally a headmaster or teacher who has supervised your work experience in a school). You do not need to ask your second referee to provide a reference on your application. Training providers will contact your second referee directly if they want a second reference.

Once you have qualified teacher status, you are qualified as a teacher, not as a subject specialist, so you may also be able to teach lessons to younger pupils in a subject you studied at A Level or as a subsidiary subject in your degree. This flexibility could increase your employability when applying for jobs.

How to answer questions on the Teach First application form

Knowledge

  • Strong enthusiasm for Teach First and a commitment to their vision
  • Make links to the programme and how it will allow/enable you to make an impact in the classroom
  • We are looking for an understanding of the ambassador movement and how you will have an impact beyond your 2 years, no matter what you do.

Humility, Respect & Empathy

  • Clearly detail the example of working with a group of people different from yourself. How were they different?
  • Exactly HOW did you work with them?
  • How did you adapt yourself in that situation?
  • How did you develop in that situation?

Problem Solving

Here you are asked to describe a challenge you have faced.

  1. Be very specific about the challenge itself. We are looking for your ability to weigh up the pros and cons of a situation.
  2. What measures did you take to overcome these obstacles? Use I not We…we want to know what you did, not any one else.
  3. What were the results?
  4. We are looking for a positive approach.

Leadership

Here you are asked to describe a position of responsibility you had, the skills you developed and thirdly how these will help you when a Teach First Teacher

  • Be very specific about the responsibility you held. This could be personal responsibility or responsibility for others.
  • The questions are very specific be sure that you are answering the questions correctly.
  • Be very specific around the role and the tasks you personally undertook.
  • How will these relate to the role of a Teach First Teacher?
  • Don’t be afraid to tell us your achievements.
  • Show the use of your initiative.
  • What positive results came from these leadership skills?

 

EXAMPLE PERSONAL STATEMENTS

IMPORTANT.

You should not use any of the following content as part of your own personal statement as you would not be reflecting your own experience and ideas. This would be seen as plagiarism and would lead to rejection by the institutions you are applying to. GTTR uses the UCAS Similarity Detection Service to ensure that each personal statement received is entirely the candidate’s own work.

APPLICATION BY PSYCHOLOGY STUDENT FOR PRIMARY PGCE

"Describe briefly your reasons for wanting to teach giving the relevance of your previous education and experience, including teaching, visits to schools and work with other young people"

Studying Psychology has given me a broad knowledge about child development, the development of language and mental processes and the emotional development of a child.   This general understanding is important for teaching. 

Studying biology, statistics and computing, writing many essays in English at university in addition to my A-levels made me acquire skills and knowledge which are important for teaching the national curriculum. 

In the psychology courses I have followed I have always had a particular interest when it was of relevance to children.  This drew me into considering teaching. But my interest started much earlier and was increased by experience. 

After my A-levels, I really enjoyed working as an English assistant at an international summer school.  Although it was tiring at times, being with the children from breakfast to bed time showed me other aspects of their lives.  I found it also very rewarding seeing the progress the children had made in English, and the openness they had acquired to other cultures. 

Working as a special needs assistant in an ordinary primary international school was equally rewarding.  It was quite demanding as I gradually acquired the responsibility of a group of children, but I also discovered that motivation was an important factor.  I used a lot of imagination to maximise motivation, using original games, so that although we were working it would appear more like fun.  My various experiences have made me positive about teaching, together with my education they are adequate support for a PGCE in primary teaching.

APPLICATION FOR SECONDARY ENGLISH

"Describe briefly your reasons for wanting to teach giving the relevance of your previous education and experience, including teaching, visits to schools and work with other young people"

I am applying to do teacher training as I feel that my experiences of assistant teaching have been both personally satisfying and beneficial to the children I worked with.  I have enjoyed three periods of teaching.  My first opportunity to teach was provided by the Community Service Scheme at Southwark School, which was one of the necessary requirements for the Gold Certificate I as awarded.  The first position I was given as an assistant was at Hendon Junior School.  I enjoyed my weekly sessions there and was interested in the teacher’s technique of teaching young children, however I felt I would have preferred to have taught the subjects in more depth.

I had the opportunity at my second position at Fairgrove Junior School, to instruct my own group of pupils when I taught recorder lessons in the afternoon breaks.  I was allowed to devise my own teaching methods and I received great satisfaction when the children showed understanding and progress.

My third experience was provided by Barnstaple College when I worked as an assistant teacher in music lessons at Key Lane Secondary School.  Although I applied to teach English I enjoyed the opportunity to teach older children as the lessons were more tightly structured so that a better understanding could be attained.

I am now certain that it is the education of the eleven plus age group that I would like to specialise in as at this level I would be able to teach English or Literature to the depth at which it becomes the most interesting and enlightening.  I would hope to give my students a sense of the background and history from which the literature was produced and lead them to an understanding and appreciation of the English language.

APPLICATION FOR SECONDARY ENGLISH AND DRAMA

"Describe briefly your reasons for wanting to teach giving the relevance of your previous education and experience, including teaching, visits to schools and work with other young people"

I was inspired to teach by my own experiences at school; in particular by my Maths and Drama teachers.  Above all they treated me as an individual, encouraging me to achieve my personal best.  In Drama our teacher’s enthusiasm and commitment motivated us to produce A grade presentations.  In Maths, a subject that I did not enjoy initially, my tutor used his sense of humour to teach us tricks and mnemonics to make learning interesting.  Both were approachable and friendly and their honesty encouraged a sense of openness in the classroom.

I believe I would thrive as a teacher because of my own enthusiasm for and dedication to my subjects; coupled with my ability to relate to people in the 11-16 age group.   I have tried to gain as much teaching experience as possible, beginning whilst in Y12 by attending Y9 and 10 English lessons as a classroom assistant.  My positions as house and camp prefect enabled me to get to know the younger students outside the classroom.  A trip to Kenya to assist in an orphanage and school allowed me to use these skills to encourage the Kenyan children to love communication and learning.

As teacher of English and Drama in the Edenfield Student Teaching Programme, I was able to teach children both practical and emotional expression.   Edenfield is a summer programme consisting of classroom teaching and extra curricular activities, including sports and arts.  It is aimed at non-English speaking students aged 11-14.  The intensive nature of the course encourages meaningful relationships to develop and all the teachers were actively involved in personal and pastoral care.  Conveying my own enthusiasm for my subjects helped the students develop more confidence and a better understanding of spoken and written English.   I sought especially to find new ways of presenting familiar ideas, to ensure that my class gained as much as they could from the summer school.  The positions of responsibility I held at Edenfield also included Head of the Drama faculty and radio media course and group leader.  In these demanding roles I participated in planning the overall structure of the whole course, in addition to preparing lesson plans for my own classes.  I have also worked with much younger children in summer courses at respected international pre-schools.

During my time at university, class discussion and open forum have proved useful when preparing my own written work and analysing that of others.  I appreciated studying a wide range of texts, analysing period and context.  I have also maintained a keen interest in extra curricular activities; including being an active member of the Children’s Theatre Company and attending Archbishop’s school weekly, for one term, to assist in their A-level drama classes.  I learned a great deal from the classes and as a teacher I hope to continue discovering and learning along with my students.

SUCCESSFUL APPLICATION BY FOR PGCE ART & DESIGN 14-19

Whilst studying Dress Manufacture and Fashion Design at London College of Fashion, I was greatly inspired by one of my Tutors and her enthusiasm for teaching, passing her knowledge and experiences on to me. Her encouragement and support gave me confidence in my abilities and the desire for success. Having gained life experience, I now want to share my knowledge and experiences with the young people of today and help them prepare the path for their future.

The 14-19 age group is one of mixed hormones! Art is a way for young people to express themselves, to release their angsts, any inhibitions, problems and restrictions. Art encourages young people to look at the world from different viewpoints, to challenge perceptions, to be creative in thought and processes and can ultimately enable them to interact and cope better with their everyday experiences in life.

I believe everybody has artistic flair and would encourage all to explore their creativity with confidence and self belief. My own artistic ability, inventiveness and stamina  enables me to contribute new ideas and to develop them through an understanding of the design and creative processes and the power of observation. In addition to this, through my own art training and life experiences, I am sensitive to the world around me and accomplished in working in a variety of medias and techniques. Having to accept both advice and criticism of my work, I am aware of what a difficult skill this is to develop but also how important this skill is in life. In the working world, job appraisal is now a routine event involving self evaluation, reflection and critical assessment of performance. This cycle is well established and developed in students through the study of Art & Design.

I am continuously curious and open minded, hardworking, enthusiastic, able to work with others, and organise my time effectively. I believe that teaching makes a lasting contribution to a young person and it is important for them to acquire both knowledge and skills. With my responsive thinking, patience and sensitivity, strong self motivation and enthusiasm I want to pass on all that I have learnt to others and I believe this age group to be the one that I want to inspire and encourage. This is my motivation for pursuing a career in teaching and I feel that I have a lot to offer young people.

SUCCESSFUL APPLICATION BY SPORTS SCIENCE STUDENT FOR PHYSICAL EDUCATION PGCE

My motivation for teaching comes from personal experience of wanting to make a difference.  I have recently completed a placement at Grange Park which is a specialist autism school which I enjoyed very much. I saw at firsthand how the teachers improve the quality of life for the individuals studying there and how much the children benefit.  I would love to acquire that characteristic and feel that during my placement,  I have picked up some of the tools to begin.

For example, I have learnt to communicate with individuals who have different levels of communicational needs.  I have learnt to be patient, to speak and explain clearly  what I am expecting the children to do and to check their understanding. This has improved my clarity, an important skill for a teacher what ever and who ever you are teaching. I have observed, and used myself, a range of motivational tools such as targets and reinforcement and how to encourage pupils who suffer with ASD.  This has extended the leadership skills which I first developed in Year 13 when I completed the CSLA course. I feel that support and encouragement are key to participation in and enjoyment of PE lessons which are fundamental to improved health and fitness. In addition, PE obviously plays a role in supporting the Government initiatives for healthy eating and cutting obesity in children. Above all, though, it should be fun and all children should be encouraged to be active and enjoy sport.

 At Grange Park, I have been actively involved in teaching sessions and have used a lot of one on one coaching. I have  also taught pupils how to coach others which has been a rewarding experience.  Persuading and negotiating with young people can be difficult but with individuals who suffer with ASD, it is even more challenging.  My problem solving skills have also improved! My experience has led me to look further into the education and lifestyle of children with special needs and I have used this in-depth research to enhance my understanding and experience at Grange Park.  Time management, for example, is a key aspect of teaching at Grange Park because people who have ASD have no concept of time.  Times are adhered to rigidly in order to provide routine for the pupils This did lead to a pressured working environment and provided experience of working under pressure as it was essential to provide all relevant teaching points in a small amount of time.

It will be interesting to compare this style of teaching with teaching in mainstream. I have some experience of teaching small groups outside of school both through activities on my course, the CSLA award and I also teach and compete with a local majorette troupe which annually competes at the National Championships. 

My paid work is as a fitness and aerobics instructor in a leisure centre so I have a keen interest in health and fitness. To keep fit and active personally, I referee men’s football locally at the moment but intend to push on to County level when I finish my degree and have time to pursue my accreditation.

I am looking forward to gaining my degree and starting on my journey to become a P.E teacher.  It is a career which has always interested me since my personal involvement as a pupil at school. Now, through my placement, I have developed a passion for teaching and instructing which has led me to apply for this course.  I feel it will be a career that will be immensely rewarding and can offer me job satisfaction.          

SUCCESSFUL APPLICATION BY SPORTS SCIENCE STUDENT FOR PGCE SECONDARY PE Specialising in Dance)

I was inspired to become a teacher during my second year at university through the module, Health and Exercise Promotion. Within this module I had to organise an event and I chose to organise an event for children, including a practice session before my assessed event took place. By doing this, it made me more confident and competent in what I was going to do with the children within the event. It helped to build my skills in behaviour management which helped me to control the children. Having met them, they knew who I was and what I was trying to do, and they had more respect for me throughout the event. As I had gained respect from the children, I was then able to communicate with them on a different level. I was able to speak to them with firmness, but also to explain to them clearly in language they could understand. They weren’t confused about what was going on, which meant they enjoyed the event more. For example, one child never took part in his physical education sessions at school but I managed to get him joining in the assessed event. I was also able to communicate effectively with the teacher of the group as I could talk to him in a professional manner which helped me to gain his trust when looking after his pupils.

Also whilst at college we held a sports day for all the school children within the local area. It was devised by us, the students, and each student had responsibility for running their own selected sport within the day. The event included children attending special needs schools, which meant that I was able to develop my experience in working with special needs children.

My own preferred sport is Dance and I have learnt how to discipline myself within this sport and other aspects of my life. It has helped to build up my confidence and develop me as a person. At the age of 17, I helped the dance teachers within the classes, either taking children to one side and teaching them one to one, or teaching small groups. By doing this it gave me limited teaching experience. It also helped me to adapt to the different ways in which you can teach and talk to children of different ages. By being able to talk to a variety of children, it meant that I had started to develop my communication skills with the pupils, teachers and parents, and being able to adapt to each type of person.

Through this experience and through being a lifeguard, I have learnt the need to be very patient with some children. As a life guard, I had to ensure good communication between the children, staff, managers and other members of the public. Making sure that things were carried out as they needed to be, made me more assertive and firm with people and made me aware of their health and safety in a sports setting. However, it was important to come across in the right manner and tone, without being rude or aggressive. In addition, my awareness of risk,  reaction time and capabilities improved with consistently watching the pools and I needed to concentrate fully on my job despite the distractions.

Whilst being at university I am working as a personal trainer. The gym has given me greater responsibility and I have continued to maintain my life guarding qualification. I am trusted to open and close the gym and am responsible in the work place for each person that comes in for a gym induction. I  work either in groups or on a one to one basis but I focus on motivation, encouragement and maintaining their training programmes. I enjoy the motivational and encouraging role and I feel this links to the work of the school teacher  as they motivate their pupils.

In my current year at university, I am going to be taking a Sports Industry module  in which I will be going into a local school to help them with undertaking independent research, developing the ability to contextualise, record and reflectively evaluate sports related activities within the school  It will also include developing other aspects within the school, including the business side, and also developing my teaching/coaching skills. This may be within the classroom, on the sports field, in after school clubs and generally helping to conduct the sports that they are undertaking at the school.

You can see my enthusiasm for working with children and young people and the range of skills I have already developed. I know that the PGCE course will be intensive but I look forward to the challenge and moving into a career which I know I will love.

APPLICATIONS BY MATURE STUDENTS

SUCCESSFUL APPLICATION BY MATURE PSYCHOLOGY STUDENT FOR PRIMARY PGCE

"Describe briefly your reasons for wanting to teach giving the relevance of your previous education and experience, including teaching, visits to schools and work with other young people"

Over a 3-4 year period I have worked as a parent-helper in two local primary schools.   I have taken part in teaching within areas of the National Curriculum e.g. reading and group maths work, but I have also helped out on sports days, harvest festivals, school outings and during swimming lessons.  Despite finding some of these experiences challenging, I have also found them extremely rewarding – particularly when I have been able to help a child overcome a learning barrier.  I would also like to teach because doing so would give me the flexibility of being able to spend time during the school holidays with my own children while they are still young.

I believe that I would be able to make a valuable contribution to school life as a teacher.  If I were given the opportunity I would be keen to participate in ways that would allow me to utilise some of my abilities e.g. piano playing.  I would like to have the opportunity to apply my creative skills towards thinking up innovative ways of combining different areas of the National Curriculum within a project.  Although the degree that I am taking, Psychology, is not a National Curriculum subject it is heavily based upon scientific analysis.  Statistics/maths, information technology and child development are also core components of this degree.  I also elected to take a non-compulsory module in human biology in the foundation year of my course because I wanted to have a good grounding in this before confronting it in core modules.

I feel that the study of psychology is very relevant to teaching, for example, I have learnt that information is better committed to memory (particularly in young children) when visual and tactile aides are used, particularly if used in novel ways.  During my course I have learnt that information is grasped best when it is presented in a supportive and encouraging environment and introduced in manageable stages.  I also recognise that it is not only the academic development of children that is important within the school system, but also their interpersonal relations.

Since returning to full-time education I have had to develop organisational skills in order to juggle studying with the responsibilities of having a family and home.  I also travel a fair distance to University so I have had to be determined and hard working.   I am sure that the experiences that I have gained with children and during my degree would make me a good teacher and justify my gaining a place on a PGCE course.

SUCCESSFUL APPLICATION BY MATURE STUDENT FOR SECONDARY CITIZENSHIP PGCE

I am inspired to teach because of the freedom to be creative in the work place and the potential for spontaneity. In addition, I am motivated by my own experience following three decades of professional work and some time spent as a voluntary youth worker mentoring young people with behavioural disorders to promote a positive attitude. This, together with my academic background, has fully equipped me to teach. I graduated overseas in Accounting, Biblical Studies, and Business Administration and recently completed MA International Relations (UK)

From the moment I began observing young people with learning and behavioural difficulties, and their unwillingness to study, I was confronted by the issues which many young people experience today. We live in an information age where traditional teaching methods can be unsuccessful. The click and instant message of a PC no longer demands of growing youths the reality of patience and persistence to get the result. I believe I have the drive and enthusiasm as a teacher to make learning fun and to foster a discovering of self potential because of my subject knowledge, experience and wide background as well as the ability to relate to people in the 11 – 18 age group. I have gained teaching experience  through visiting schools, mentoring and counselling vulnerable young people in a one to one and team situation. Having myself been in the position of a school prefect in a school of 2500 students, I have gained insight into teaching and helping young people including those with learning difficulties and behaviour management issues. Having obtained a Diploma in Pastoral Counselling, I worked as a pastoral counsellor and have given practical assistance to children displaying behavioural disorders. I have strong relationships with my colleagues and students as a volunteer youth worker with Fairbridge in Kent. I have been able to motivate and inspire young people with concentration difficulties as well as give practical advice.

My varied educational and professional background offers me a unique platform to teach and relate creatively with young people aged 11 years plus. I have taught this age group in a Sunday School setting, visited a school to observe departments and have arranged for a work shadowing placement in my son’s school. My experience together with my qualifications in Accounting, Biblical Studies, Business Administration and International Relations have given me a greater awareness of responsibility. I am aware of the challenges ahead working in a dynamic teaching environment but perseverance, which is currently constrained by our fast changing age, will be harnessed with my determination to teach with interest and open mindedness to make learning fun, enjoyable and a journey of discovery along with my students.

More personal statement examples can be found at
www.thestudentroom.co.uk/wiki/Category:Education_and_Teaching_Personal_Statements

Also see our Teaching Careers page

 

Primary Education Personal Statement

I have wanted to pursue a career in Primary Education for several years now. I also greatly enjoy my studies of English, having achieved A grades at AS level in both English Literature and English Language, which is why I wish to study this as a specialism. I have a love of children, and there are many reasons why a career in this field appeals to me. I enjoy interaction with children on their own level, gaining insight into their perceptions and how they see the world. The idea of playing an active role in helping them develop, greatly appeals to me. I gain huge satisfaction from being able to help them learn and discover new things about the world. I also believe that it is a great challenge trying to put across a new concept so that a group of children, who previously did not understand, now do. I want to enable children to have fun at school and make the most of their primary school days, and not to find school boring or a waste of time

I also like the idea of having personal responsibility over a group of children, seeing them through a year, and witnessing them improving

I have had many varied experiences related to teaching, which have strengthened my desire to follow this career. I currently have a part-time job at "Eureka! The Museum for Children", which I have held since February 2001. My job allows me to interact with many different children and adults, of varying ages, across a range of different backgrounds. A major part of my role involves enabling families and teachers to gain the most educational value from the exhibits, although my other day-to-day activities include teaching through role-play, managing and maintaining a classroom environment, and interacting with Foundation Stage children and their parents in the pre-school classroom. My work at "Eureka!" has taught me many things, most notably patience and the ability to keep calm

I assist at "badgers", the junior section of St John Ambulance. I have joint responsibility for a badger set, in which I have to keep the children entertained, help them follow a set course, and maintain discipline. I enjoy this because it involves the same children every week, giving me the opportunity to get to know them, watch them develop, and earn their respect. I am also an adult member of St John Ambulance, and I am aiming to gain my First Aid at Work qualification

At school I am a prefect to a form of Year 7 children. I have joint responsibility for taking care of them in place of their form teacher, on a weekly basis

In July and August 2002, I assisted at a two-week remedial summer school at ****** Rd Primary. I gained a lot from this, witnessing literacy and ICT with Year 5 pupils, and supervising on out-of-school trips. This, alongside my work experience in St ******'s RC Primary in October 2000, has given me a good insight into the practical running of a school

In September 2002 I was in a team that came second nationally in the STEM website awards. I had to create an educational resource; my responsibility was the section for the Primary age phase. I found this useful as it made me look at things from the point of view of a teacher, creating teaching resources and activities I felt would be useful, and creating information pages that were easily accessible and understandable for KS1 and KS2 children. I also tried to link it as much as possible to National Curriculum ideas

I am currently a very active member of the school charity committee and have assisted in the organisation and implementation of many charity events

I feel that my experience and enthusiasm for Primary teaching would make this a fulfilling and rewarding career.

Comments

General Comments:

First of all, it's clear that this applicant has a lot of experience with children, although a lot of it is not in a school context and this is important, as I'm assuming that the candidate is applying for a BEd/PGCE, which is a vocational course. Although the content is good (but more detail could be included about experience at school and why that's made him/her want to be a teacher), the statement does not flow particularly well - a lot of the sentences start with 'I' and some of the paragraphs are very short - the conclusion especially should be longer. While lots of experience is good, in a PS, quality is better than quantity, so it would be best to talk about one or two experiences in greater detail, rather than several but only writing a couple of sentences on that.

Comments on the statement:

I have wanted to pursue a career in primary education no need for capitalisation here. It is only needed if you are saying 'Primary Education PGCE' or 'BEd Primary Education' (for example) for several years now. not the most attention grabbing first sentence I also greatly enjoy my studies of English, having achieved A grades at AS level in both English Literature and English Language, which is why I wish to study this as a specialism. while the grades are good - this will be shown in your qualfication section of the UCAS/GTTR application, and getting a good grade doesn't mean that you enjoy it - you need to show this another way by saying what you enjoy (e.g. modules/units) about the course/subject and possibly what you do outside of college/school work related to it I have a love of children, and there are many reasons why a career in this field appeals to me. I enjoy interaction with children on their own level, gaining insight into their perceptions and how they see the world. teaching isn't about observing the children - you need to show more interest in the actual teaching side of it The idea of playing an active role in helping them develop, greatly appeals to me. I gain huge satisfaction from being able to help them learn and discover new things about the world. I also believe that it is a great challenge trying to put across a new concept so that a group of children, comma not needed here who previously did not understand, now do. you wouldn't be explaining it if they already understood! The tenses are mixed up here - keep the sentences simple I want to enable children to have fun at school and make the most of their primary school days, and not to find school boring or a waste of time remember full stops at the end of your paragraphs! As previously mentioned, you should avoid starting a lot of sentences with 'I' as they don't flow very well. While this stuff is good, it needs to be reworded - and I'm not sure saying that pupils feel that school 'is a waste of time' is a good thing to put in, even with putting a positive spin on it, and it is rather informal as well

I also like the idea of having personal responsibility over a group of children, seeing them through a year, and witnessing them improving this could easily be integrated into the previous paragraph and doesn't deserve a paragraph on its own

I have had many varied experiences related to teaching, which have strengthened my desire to follow this career. I currently have a part-time job at "Eureka! The Museum for Children", which I have held since February 2001. My job allows me to interact with many different children and adults, of varying ages, across a range of different backgrounds. A major part of my role involves enabling families and teachers to gain the most educational value from the exhibits, although my other day-to-day activities include teaching through role-play, managing and maintaining a classroom environment, and interacting with Foundation Stage children and their parents in the pre-school classroom. this is a good opportunity to say what you learned about planning/teaching children and how it was adapted for the different age groups. It could be condensed at present, to integrate the second and third sentences My work at "Eureka!" has taught me many things, most notably patience and the ability to keep calm

I assist at "badgers", the junior section of St John's Ambulance. I have joint responsibility for a badger set, in which I have to keep the children entertained, help them follow a set course, and maintain discipline. I enjoy this because it involves the same children every week, giving me the opportunity to get to know them, watch them develop, and earn their respect. again, more could be said about your role and what you've learned I am also an adult member of St John Ambulance, and I am aiming to gain my First Aid at Work qualification this last bit isn't really relevant, so could be deleted

At school I am a prefect to a form of Year 7 children. I have joint responsibility for taking care of them in place of their form teacher, on a weekly basis with the other experience, this is far less important and probably doesn't need to be in the PS - if necessary, the referee could mention this in their reference

In July and August 2002, I assisted at a two-week remedial summer school at ****** Rd Primary. it's not necessary to mention the name of the school, or even the dates. Just say 'last year I assisted in a summer school at a local primary school' (for example). Keep all experience relevant (i.e. in the last 2 years) I gained a lot from this, witnessing literacy and ICT with Year 5 pupils, and supervising on out-of-school trips. This, alongside my work experience in St ******'s RC Primary in October 2000, has given me a good insight into the practical running of a school again, more specifics needed. What did you learn about behaviour management/planning/teaching/assessing, either from the observations/children or talking to the teachers? This sort of thing will set you apart and show that you've done your research on the job. Also, being the most relevant experience this should probably be put first, after the introduction

In September 2002 I was in a team that came second nationally in the STEM acronyms should be written in full in the first instance website awards. I had to create an educational resource; my responsibility was the section for the primary no capital letter needed age phase. I found this useful as it made me look at things from the point of view of a teacher, creating teaching resources and activities I felt would be useful, and creating information pages that were easily accessible and understandable for KS1 and KS2 children. I also tried to link it as much as possible to National Curriculum ideas for something like this, it would be good to explain what it was and how you made it accessible to those children

I am currently a very active member of the school charity committee and have assisted in the organisation and implementation of many charity events this could easily be put with the bit about being a prefect, or just removed completely to make room for more relevant info

I feel that my experience and enthusiasm for primary teaching would make this a fulfilling and rewarding career. the conclusion is the last place to sell yourself - make it good! Be specific about why you want to do the course and why you are a good candidate, so that you leave a good impression on the admissions tutors


Article by TSR User on Thursday 15 February 2018

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