My Mother rules! She has been up at 4:30 a.m. the last two mornings and will be up at 4:30 again tomorrow morning to help me with this essay. I love her so much, and can't tell you how fortunate I feel to have my parents like mine right now!
Anyway, so I am working on two application essays. I am applying to Teach for America's gradate students corps program and Claremont Graduate University's English master's program. So for those who to take a look at my revised TFA application essay, here it is. Criticisms are encouraged and appreciated.
Through Teach for America I wish to help guide today's youth to tomorrow's adulthood. I have felt insurmountable pride in growth between me and children and seek future achievments with TFA.
I wish to teach music for TFA to proivde students many essential values from arts education. I am dedicated to developing students' artistic abilities for its esential values and privileges. All children are inherently artisitc; but many lack opportunities to discover it. Arts classes should have concise goals for students with prompts from teachers, but should rely on students' creativity. Students should learn to apply creativity in fields within and beyond muic class. Students discover artistic abilities through progressively challenging activities through my approach. Each assignment teaches skills necessary for the next activity. When they complete everything, they receive the priceless reward of a product they knowingly created. This provides tangible proof of what diligence and effort earns. They aspire to future endeavors and attain a framework to model after. I benefited from this as a child was in choir. I infrequently trusted my voice to blend with other singers. As choral singing is a team effort in which each voice creates a unified sound, each sound is equally important. I learned to trust my own voice, making sure I always heard the rest of the choir and avoided oversinging. I learned the musical skill of blend; and core life skills in paying attention, teamwork, and self-confidence. The performances taught me what my efforts earned. Applying the skills beyond music, my general confidence in academic and social affairs greatly developed too. Modeling after such guidance, I hope future students grow equally from mine.
I base achievement on growth within a specific timeframe. I base goals on current needs relating to standards I work toward. Observing students' deficiencies, I diagnose errors from which to establish goals. I assess goals by how appropriately students currently understand the material and where they should be at such a point. Finally, I assess how accurately they understand all material. My rhythm exercises for instance, address content standards assessing notes students should identify and perform. These exercises also promote students' appreciation for music and appreciation for each other. First, I observe how well they understand the notes. Then, I observe which students need more help than others. I model examples as the class gradually corrects the material. The more students listen to each other, and me; the more growth they develop. By class's end, I assess reflect on what needs were there at first and how they fulfilled those needs in the time frame.
I hope to lessen education’s achievement gap by inspiring inner-city youth through my dedication to excellence. In today's necessity for effective teachers, I hope TFA lets me help fill this need.