Mailing off Concordia Packet

Yesterday, I dropped off in person some paper work at PSU campus. That is done. Today I'm mailing off my Concordia application packet. That will be done. Next, I will work on Marylhurst application after Christmas break. I already have a few things together. Still several more stuff to do before mailing my packet in. So I'm ready for winter break. Next Wednesday, I will be flying out to Hong Kong for two weeks to see family. I'll be my first international flight since six years ago when I was flying back from France after a year study abroad. This trip will be the first Hong Kong trip I will remember. The first time I went, it was with my mom and my brother at the age of 2. I'm so excited. This is probably the last blog entry of this year. Tune in to 2011, a new adventure awaits me.

One Down...Two to go

Yesterday I submitted my online application for GTEP at PSU. I was so relieved. End of last week to yesterday, it was stressful putting everything together. I'm glad I was able to submit my application on time. They extended the due date, Dec. 6th by 5 pm. I submitted it before I head off to work around 1:35 pm. Now I am gathering evidence and waiver forms to be send off to the advisors. I already taken those prerequisite classes. It took me awhile to email each advisor and make sure I know what I need to send them as well as where do I drop them off. Tomorrow morning I will be dropping off my documents at the Grad School of Ed office.

Here is the GTEP essay:


My ever present goal, the one I will carry onward after graduating from GTEP and gaining employment as an elementary school teacher, is to build a solid foundation of skills and knowledge for my students so they may become productive and lifelong learning adults. While I am teaching, I desire to earn an ESOL endorsement. Hopefully in ten years time, I will become an ESL teacher who can make a difference for ELL students to master the English language academically so they can be successful in the United States. I also will encourage the students to continue with their native languages because in this multilingual world, bilinguals are truly needed in many professions here in America and abroad. In time, I see myself being a mentor to both student teachers as well as first year teachers.

My many years of working with elementary students, has given me a strong foundation of teaching experience. Since 2007, I have the privilege to work as an educational assistant at an after school program. During this time, I have been known to be creative and autonomous. I plan and implement multicultural arts and crafts. For example, one year I put together a mini thematic art project about the Hiochuls in which the children made masks, codex books and yarn crafts. Concurrently, I gained student management experience. Having strong student management skills are important in creating a safe and fun learning environment. Before graduating Western Oregon University, I had many classroom experiences as I divided my time between school, work and volunteering. The Educational program was truly the major highlight of my undergraduate years. I gained experience in field work and beginning student teaching. First, I observed the second grade teacher instructing his students in math, language arts, social studies, and science. Second, I taught math, language arts and science lessons from the state adopted curriculum. Lastly, I aided the teacher with grading, prep work, and small projects throughout my student teacher training. At the end of my third term with the Ed program, my advisor recommended that I needed more experience with classroom management. Fortunately, my current job has given me the experience I desired to find. I now know whom I am as a teacher and have confidence in managing classrooms of students on my own.

I am a professional who is flexible and adaptable, a good decision maker and a fine communicator. I am passionate about teaching diversity because when students know about different cultures, they will be able to get along with diverse people. This will create empathy and compassion for others. When teachers and students understand different cultural experiences, everyone’s lives will be enriched. In conclusion, I believe your rigorous program will prepare a solid foundation for me to become one more amazing teacher.


One grad application is done so two more to go. I think I hear back from the school either by early or late Spring.

Great--GTEP deadline extended...But STRESS!!!

Previously, I mentioned that I gave up on applying to PSU's grad school of Ed because of the deadline, Dec. 1st for applications was not enough time. I couldn't sleep on Wednesday night so I was working on my grad stuff for Concordia. I checked my email and received an email from PSU that they extended the application for the GTEP (Graduate Teacher Education Program)to Monday, Dec. 6th by 5 pm. At that point I had almost all the documents I needed to be sent in. Friday was a day off for me. So I spend many hours that day working on my online application. There is so many things to do apply to the GTEP. So much documents to gather and send in. Today I worked on my essay portion of my application.

I'm not sure if I make sense anymore. I am going on little sleep. Last night I only had four hours worth of sleep. Earlier this week, I had two sleepless nights. On the plus side, it wasn't happening two nights in a row. Maybe my excitement of going to grad school plus the stress of putting everything together is getting to me. It's so much work try to get into grad school.

I already sent in my online application for PSU grad school yesterday. I don't like it that I have to apply twice and paid two application fees to get into PSU. With Concordia and Marylhurst, it's one application each. I don't even have to pay the application fee for Concordia since they signed off a waiver after showing up to one of their informational meetings.

I will get everything together and submit my GTEP application by Monday before 5 pm. I start work at 2 pm so I can't do anything more. So my goal is to submit at around noon on Monday.

First Essay Done

Let me update any new developments. I am not able to get everything together for the PSU grad program. Their essay requirements is so detailed that I need more time to answer what they wanted. If I don't get into my first and second choices of grad school, I will try for PSU next December. I know, PSU is a public state school and it'll be cheaper. (Btw, I know one person in PSU GTEP program who is finishing this summer. She's so busy and seemed so tired. I know teachers who graduated from here with their teaching license and they said its a good program.)

But I'm more interested in how Concordia or Marylhurst can really shape me to be my best as a classroom teacher. I researched and they presented me how they shape their future teachers. I love the small cohorts and how much the professors and mentor teachers who encourages you. I know people who are in their programs and they are so happy with it. I know myself pretty well and I need that extra support and attention that a private school can only help me reach my goals. As for financially, I can only trust in God to help me with that. If anyone know a good scholarship program for grad students, please share it with me because that will help me a lot. Btw, I can't apply for financial aid until I'm officially accepted into a program.


I finally gotten my letter of intent to Concordia University done. I had 3 people looked at it with editing help. It's a blessing to have people in my life willing to help me edit my work so I can best showcase who I am. Here is my essay:

“A good teacher is like a candle - it consumes itself to light the way for others,” (Author Unknown). This quote, as well as my on-going work as an educational assistant, inspires me to continue my education for the benefit of others. As a teacher I would focus on impact the lives of my students in big ways. When I teach, I love introducing children to new concepts and skills that will be useful for their lives now and in the future. First, I would like to help children find successful ways to problem solve daily issues like organization and social skills. They could use these skills in their personal and professional lives as they grow up and become adults. Employers and higher educational settings always want people with great problem solving skills because it helps create a calm and productive environment. With too much strife and no solutions, it creates a harmful environment for anyone to learn or work. Another fact, I love assisting students in developing and mastering their previously basic skills. Also, when I am teaching a subject to a student I find myself to be learning too and this inspires me to continue my own studies and inspiration to be a lifelong learner. When students question something new about a subject, I may not know the answer. We will discover the answer to their questions together so that I also showcase my desire to continue to learn. By my example, my students will see how useful and fun it is to be a lifelong learner. In the teaching profession, I have been known to be creative and autonomous. My crafts are inspired by cultures around the world. As an elementary teacher, I see myself remaining young and having positive interactions with diverse groups of students. As I get to know them, their sense of humor and mine will help bond us for the year. I am looking forward to positive relationships with my future students so that I could use what I learn about them to help them become better students and future productive adults. I would be with these students on a regular basis so I would have a lot of time to aid them in their growth. They too would influence me by their responses to help me become a better teacher. My goal as an instructor is to build a solid foundation for the students and impact them in positive ways so they may become productive and lifelong learning adults.
I am choosing Concordia because of its community where they respect multiple views and value critical thinking, both of which are needed in the teaching profession. In the schools, there are students from different backgrounds, religions and social-economical status. As educators, we need to meet these needs by respecting diverse views and use critical thinking skills by teaching them to the students. When the students and the teacher create a positive, open and creative learning environment, everyone flourishes. I believe in Concordia’s mission statement using Christ as our model in being a good teacher as well as the College of Education preparing educators in diverse communities, and encourage lifelong learning. I too want to be a good teacher who influences students in the best way where they are great problem solvers, have solid moral beliefs, and become lifelong learners. I love that Concordia has small cohorts so that student teachers get the personal attention they need to sharpen their skills to become good teachers.
After five years from graduating from the program, I would like to be a mentor to student teachers or first year teachers. I want to be a mentor because I enjoy guiding and helping people. We need good teachers out in the schools. After a few years of teaching, I hope I could encourage future educators to reach their goals as well as positively encourage them to continue in the wonderful profession of teaching. I also would like to earn a Masters of Education in ESOL because hopefully in ten years time, I would be an ESOL teacher. Students who are ELL are in my heart and I want to help them succeed in the English language. I too understand about learning a new language and the struggles of becoming proficient in academic English. My first spoken language was Cantonese so I learned English in preschool. In my early years, I didn’t have an ESL teacher because there wasn’t enough need at my elementary school. I had to navigate learning English from my peers as well as my classroom teachers and a literacy specialist. While I appreciate their efforts, I know a good ESOL teacher could make the difference for ELL students to master the English language academically so they can be successful in the United States. As an ESOL teacher, I will also recommend students to continue with their native languages because in this multilingual world, bilinguals are truly needed in many professions here in America and abroad.

Summer of Fun and Toil

As to update my blog, I am now application mode. I will be applying to PSU, Concordia and Marylhurst. In a previous blog entry, I mentioned the deadlines. I don't think I will be able to get everything together for PSU by December 1st. There are a couple things I need to work on so my application would be stronger. Plus that personal statement essay is so intense. I will probably submit my application for another deadline next year for another start time at the GTEP program at PSU.

There are so much to do and handle. Future blog entries will explain the requirements to enter the teacher's grad programs. Why don't you all enjoy an antidote I wrote for a class assignment (from June 2005)? It will highlight my experiences that showcase why I want to become a teacher. Here is my story:


Summer of Fun and Toil
By Stacey Moy

Outside was a cool June morning as I walked into a lukewarm classroom after Jane, the director and head teacher of the APA Summer Day Camp. She was a bit taller than me for I am 5’ 2 ¼” tall. She wore a blue short-sleeved dress which reached the mid-calves. Her black hair streaked with gray, thin on the top of the head, was in a short bob. As we walked through the door, I could see wooden coat hangers nailed to the yellowish wall, underneath was a small wooden bookcase, and near it was a small metal trashcan.
Turning right, we walked further and stood in front of two old office desks—one was made of metal and the other was wood—which were lined up in a row. From this spot, we were on the side of the room. As I scanned the room, I saw a row of windows to our right. One window was open, and soft cool breezes drifted through the screen. On the opposite wall from the windows was the green chalkboard and twelve small desks faced it. All the students and their parents seemed squished together. There was not much space for the students and parents to be sitting or standing. Children and their parents stopped their chatter; they twisted and turned to look at us. The parents said in Chinese to their children, “Goodbye. Have a good day here,” and, “See you later. I’ll pick you up around 3 pm.” Parents threaded out of the room.
“Hello, Class. This is Stacey and she will be your teacher,” Jean said as she introduced the class to me. Fourteen pairs of dark eyes turned to me. Jean took me aside and she quietly said, “Don’t worry. You’ll do fine. If you need me, I’ll be in the large room down in the basement.” She left the classroom. I was feeling nervous. My stomach felt like there were hundreds of butterflies fluttering around inside. Those eyes kept staring at me.
“Um, hello,” I nervously said, “Let’s introduce ourselves.” I felt a rush of blood heating up my body as cold sweat formed on my back.
“Teacher, what did you say?” asked a small skinny girl with long black hair and red-auburn highlights pulled up in a ponytail. Her almond-shaped eyes revealed a sense of confusion.
“Lu-Chin don’t know any English. She came to America from Vietnam about a couple months ago,” a short-haired girl said matter-of-factly. She quickly translated what I said to Lu-Chin.
“What’s your name?” I asked; giving my full attention to the short-haired girl. She was wearing a pink T-shirt and khaki shorts.
“My name is Candy,” she replied. After that, we continued to learn each other’s names. Everyone said their names to me either in Chinese or in English depending on which language was comfortable for them. By the end of my four hours with them, I was not as nervous anymore.
Many people I have met along the way have asked me: why did I want to be a teacher? This was one of the many events in my life that led me to the conclusion that I want to teach children. It was my sophomore year of high school that I first thought of entering the education field. I had volunteered with children for a couple of years already at that point. I spent my last two years at Franklin High School as a teacher aide at the Preschool through the morning preschool program that was running three days a week.
My first teaching opportunity came along when I was eighteen years old, fresh out of high school. This was the experience that began with the day described above. My work as a kindergarten teacher at a day camp, which was held in the Chinese Presbyterian Church in the Southeast Woodstock neighborhood of Portland, helped me to see how much I love working with children, the satisfaction of sharing my knowledge, and how much the children could teach me as well. The previous summer I had been Jean Choy’s teacher aide, when she first started the day camp. It was small then with only twenty children between the ages of six and ten who were taught in one big room in the basement of the church. I had known Jean for many years, because she is an acquaintance of my family. This that was how my association with her gave me an opportunity to volunteer at this day camp for two summers.
During my second summer, as a kindergarten teacher, I was to teach English and math in the mornings Monday through Friday. The first week was the time to get to know my students and determine what level they were at. Through a combination of English and Chinese, I found out that some of the students knew how to count and others knew how to do a little bit of addition. Some students didn’t know how to read at all while others knew how to read a little. The first few weeks was very frustrating. I had not been as prepared as I should have been. I didn’t have any lesson plans to help guide me. I made things up along the way. The students were at so many different levels. In our Chinese heritage, we learn early to respect all teachers and that they are the boss, so fortunately I didn’t get much trouble from them.
One July day, my students filed into our new classroom. Our first classroom, from the first day, was too small so we moved to a bigger classroom two doors down the hall. Fourteen desks were set up in rows facing the green chalkboard in the new room. At the back of the room there was a row of windows. Students settled down in their seats and got out their pencils and paper.
“Good morning, Class,” I said, standing with my back to the chalkboard. I couldn’t see the door because it was behind me, on the same side of the wall as the chalkboard.
“早晨好, 老師。Good morning, Teacher,” said my students. My first task on this day was to work with them on their math. I split the class into two groups. One half of the class was working on their counting skills while the other half was working on simple addition. I went back and forth between the groups to help them out. But I had a bright math student named Candy that I had personally tutored earlier that summer. She was heading off to second grade in the fall. She had told me before that her first-grade teacher told her that she was excellent in math, and next year she was ready to do third-grade math. Lu-Chin was my second best math student.
“Candy, here are some simple multiplication problems for you to do. Take this problem, 6 x 2=__,” I instructed Candy. I drew six apples in a row, and six more apples underneath that row. I said, “How many apples do you get?”
Candy scrunched her face and thought hard, and said, “Twelve?”
“Right on!” I excitedly said. I gave her a few more problems to do on her own. Raising myself up from a kneeling position at Candy’s desk, I scanned the room to see who needed help. I saw Tommy, a six year old boy, dressed in a green T-shirt and jeans. His frustrated face looked sweaty, as he laid his head down on his desk. I went over to him.
“What’s the matter, Tommy?” I asked, kneeling beside his desk.
“Teacher, I don’t understand this problem. I don’t know how much six plus ten is,” he gloomily said. His face was crushed with frustration.
“Okay, don’t worry. First let’s draw these numbers out,” I said patiently, “Can you draw six things?”
“Well, yeah. What should I draw?” he asked.
“Draw whatever you want,” I assured him.
“Hmm. I think I will draw six rabbits,” he proclaimed. He took his pencil and rapidly drew the six rabbits.
“Now, draw ten more rabbits. Count them to get the answer.”
Tommy started to count, “一, 二, 三, 四….”
While he was counting, I scanned the room again quickly. I could see that Candy and Lu-Chin were done with their work. They had found a fresh piece of paper, and began to draw a picture. I had told the class earlier that if they were done with their work early to please either quietly draw a picture or read a book. I turned my attention back to Tommy.
“…十六! So six plus ten is sixteen,” he said triumphly. His face showed his pride in solving that problem.
Inside I felt good that I had helped him to learn to add. I got up from the floor and walked to the front of the room.
“Okay, kids. Time to put your math away. Time for English,” I announced. I divided the class into groups based on their reading levels. I went from group to group to help with their reading. I privately tutored Lu-Chin; we worked on the alphabet. The time flew by, and it was time for lunch. After lunch, two 15-year-old girls—Angela and Sarah— arrived to take over my class. Since the first time I met them, we somehow rubbed each other the wrong way. We didn’t like each other. For my part, I tried to be polite and pleasant to the girls in front of the children, but their immaturity prevented them from doing the same.
A few weeks into the term, as I was leaving my students with the teen girls, I was headed down the stairs when I heard happy loud whoops and feet running down the hall into the old classroom. Angela, a skinny girl who was taller than me, and Sarah, who always wore her hair up, was as tall as me, didn’t try to get the kids under control. I quietly walked back up the two stairs and down the hall to sneak a peek into the classroom. Kids were hopping around. A couple of the boys were sitting down on the floor playing card games. Angela was playing with Lu-Chin and Sarah was patty-clapping with Candy. A couple other kids were drawing on the chalkboard. One little boy was sitting on top of the metal desk, playing his Game Boy. From the pit of my stomach, a burning fire raged throughout my body. I was so angry that Angela and Sarah didn’t watch the kids more carefully. In my time with the kindergarteners, I had always kept order.
Walking straight into the room, I called out, “Angela, Sarah, please come here.” They stopped playing with Candy and Lu-Chin and came over to me.
“What are you doing?” I hissed at them, “This is unacceptable. You can’t have kids running loose. And—”
“—Wait a minute, we are watching the kids,” said Angela defiantly, crossing her arms in front of her chest.
“Yeah, the kids love us,” Sarah said in a la-la voice.
“Then why is Wah-Lee sitting on top of that desk? And some of the kids were hopping about?” I said with a knowing look on my face.
“Okay, you’re right,” Sarah quickly agreed with me. She turned to the kids and said, “Stop, everyone! Let’s all sit quietly in a circle.” Angela gave me a smirk. I wanted to argue with them more but I needed to go home to get ready for my waitressing job at Calaroga Terrence. I was kind of satisfied. Throughout the summer, we never saw eye-to-eye. In the end, we never spoke to each other again.
The summer flew by quickly. There were ups and downs. At the end of each day, I felt a sense of how rewarding it was to teach young kids, and see the joy of understanding on their faces. Even with the bad experience of being around Angela and Sarah, I never let it get in my way of teaching the young children. Thinking back, it was probably a couple of weeks before I got into the rhythm of teaching, when I grew to love sharing what I know with the children. I made many mistakes, and sometimes I got frustrated. But I quickly calmed myself down and apologized to the students.
In the end, I grew attached to them. As each child hopped into the back of their parents’ cars to leave on the last day, my heart ached. I thought to myself, Stacey, it’s time to let them go. You had a fun summer with them. One day, they will think back and thank you for giving them a fun and learning summer. With those thoughts in mind, I felt better.
I reflected on those experiences and I knew I want to have a career that included children. That summer, it was my first time on my own to be in charge of that many kids. It was nerve-wrecking at first teaching young students without the knowledge of class management and lesson plans. The experience taught me how much hard work it is to be a teacher but it is rewarding. I like it when I help a child learn something new or improve a skill. It’s rewarding to see a child appreciate you in helping him or her. When I told my friends I wanted to be a teacher, they said, “Stacey, you’ll make a good teacher,” or “Stacey, I can see you as a teacher.” Now I look forward to my future when I will one day step into the classroom, and welcome my future students on the first day of school.

Thanks to my supportive friends

Yesterday I went out to see a movie, "Life as We Know It" with my best friend, Sarah G. When I told her about my news about going back to school, she jumped on board and right away was so pride of me. She said, "I could always see you as a school teacher. I'm so glad that you're going after your dreams." By the way, the movie was funny and getting a real glimpse of what new parenthood is like.

As the title says on this blog, I am grateful for friends who are supportive of my endeavors going off to grad school especially during these tough economical times. In the next 5 or 10 years from now, many of the baby boomers will retire from teaching. There will be a lot of teaching spots open. I see it when I go to grad school next year, it'll be an investment.

Still, I will try to seek out outside scholarships and grants to help finance my education and not take out too much student loans. I still have my undergrad student loans to pay off. Grad school is quite pricey. If you know any free money or someone who really to invest in my education, let me know. God is the provider and I will trust that it will all work out. If God is directing you in anyway to help me, thank you. It doesn't have to be financially. You can emotional support me too.

Going off to graduate school is a big adventure. With God, family and friends' help, I will learn and grow and within a couple years from now, I'll be a licensed elementary teacher.

Where should I go to Grad School?

This month, I researched some local universities in the Portland area to get my masters of arts in teaching. I've been to a few informational meetings. Though I am ruling out University of Portland and Lewis and Clark College since I know they are very, very expensive. Here is the list of places I checked out:

1. Concordia University in NE Portland (This is my second choice school.)

Pros:
*Lovely, beautiful campus
*Love the small community feel
*Solid MAT program that is finished within 11 months as full time status.
*1 faculty advisor per 12 student teachers
*Get waived application fee (they signed my application so I don't need to pay the fee)

Cons:
*More expensive than the others I checked out__$30,000 full time
*Commute 30 mins from my home
*Not able to retain my current part-time job

2. Portland State University in downtown Portland
(Note: They call their program as Masters of Education--dual method as in getting
an initial teaching license as well as getting the title M.ED for the resume.
This is my safety net school.)

Pros:
*Cheaper price for 1 year full time program...$516 per credit (grad level)
*So about 57-61 credits to finish the masters
*Higher chance of letting me in because it's a state school and able to more slots open
*It's in downtown so I can take the bus (about 15 mins) to campus

Cons:
*Don't know how much the whole program cost...the rep pointed me to the financial aid office...don't have appointment to see a financial aid officer so I didn't have time to wait in line to make an appointment
*1 faculty advisor per 30 student teachers...so not much personal attention...how well can this advisor know how to shape us as teachers of tomorrow?

3. Marylhurst University (15 mins south of Portland)
(Note: I'm really like this school and their MAT program. To me, it's my top
choice.)

Pros:
*Beautiful campus just only 15 mins outside of Portland
*A small, cohort program structure to support your learning
*Historical university, one of the oldest in the state of Oregon.
*18 month program...start at the first term in a school...in the last spring term, you get to be a sub to gain more experience but also get your foot in the door for future employers to want to hire you.
*An 18 month (six-term) program to give each MAT candidate extensive experience to understand school routines and procedures(so I won't burn out compare to the other 1 year full time programs)
*A program curriculum that gives each MAT candidate advanced teaching skills in reading and ESOL instruction (continuation of these courses connect with their M.ED program so with them,you can continue with earning the Master of Education of Reading or ESOL instruction or even both)
*Intense support from a mentor during the program and during your first year of teaching
*Classes are done in the evenings, some weekends and online while we are expected to be in a classroom during the day...they built up...I think the first term, you are there one full day...by student teaching time, you're at the school full time (the same hours as the classroom teachers).
*I can keep my part-time job at my first year of grad school...plus the campus is close to the elementary school I worked at...about 15 mins away if there is no traffic.

Cons:
*The program is still pricier...about $25,000
*There are usually about 40-45 people each year in their MAT program. What if I don't get in? I don't want my hopes up.


So next week, I have more research to go on. I have to write out all my questions and email to the contact people to get some answers. There is some pressure because one deadline is coming up real fast.

Deadlines for applications:
1. PSU: Dec. 1, 2010 for the Summer 2011 start
2. Concordia: Jan. 10,2011 for the Summer 2011 start
3. Marylhurst: March 1, 2011 for the Fall 2011 start

Why am I going to Grad School?

That is an interesting question above. Why do I want to go back to school? I have my BA in Interdisciplinary Studies. I have been working in my fourth year at the same job. I like the job working with the kids after school. But I don't have benefits and I can't survive working for part-time. Since I was a teen, I desired to become a teacher. In my undergrad years, I wasn't able to graduate as a teacher. I wasn't ready. That hardship did taught me a few things. I could use that to help my students that failing isn't the end of the world. From failure, we can learn from it and move on to better things. Now I feel ready and confident.

Here is another question: why do I want to become a teacher? I love working with elementary aged kids. I like to teach and guide students to learn about the world around them as well as learning new skills or improving skills. I feel a burst of happiness when I see a child learning something new and able to demonstrate his or her mastery of it.

After 3 years, I have this new dream. I know I'll be a fine classroom teacher. But my real goal is to become an ESOL (English Speakers of Other Languages) teacher. I really like working with a student one-on-one or in small groups. I feel like I get to really know the student better. Before I could be an ESOL teacher, I need to get an initial teaching license to teach in Oregon. I can't get my ESOL endorsement without getting the initial teaching license. Plus I know ESOL teaching positions are limited here in Portland so being a classroom teacher will be good. I'm trying to be marketable. As a classroom teacher, I would gain experience working with diverse population of students. It'll help me become a better ESOL teacher when I get that job. In a way, I kind of think I was born to do this. More on this in later posts.

Someone told me that I can be a teacher but in a different area. Like what? These last 3 years, I have thought of what other career paths I could follow. At one point, I would settle being an Educational Assistant because you can still teach kids in one-on-one and small group settings without the hassle of getting licensed and pressure of test scores. There aren't really many EA jobs because of the economy and population of students in the schools and these positions are very competitive to get in if any of them are open. Don't get me wrong, EA's are the best at what they do and they really help out the classroom teachers. Being an EA is honorable.

But these last 3 years, I still have this desire to be a licensed teacher. After my grandpa past away over the summer and I getting over the early stages of grief, I was woken up in my somber. The fire of desire to become a teacher burned bright and urging me to fulfill that dream of mine. I know my Gong Gong wanted me to be happy and fulfill what God's purpose is for me. Looking back at my background and experiences of my life, something is directing me to become an educator. In later post, I will share some of my background and experiences that is leading me to the teaching field. If you still don't know why I want to become a teacher, you must see me in action or have a conversation with me on it.

I feel blessed that I have a couple friends behind me on this decision. I have a friend who wasn't as encouraging. No matter what, God is on my side. The Holy Spirit will give me the courage and encouragement in striving for this path as an educator. My lord Jesus Christ is always that encouraging friend, holding my hand and cheering me on to reach my dreams.