When I first heard about Connecticut Camp I was a sophomore in high school. My best friend, Nneka, was telling me about this summer program where you could meet people from all over the country and take college-like classes in New England. For days afterward I was frantically thinking of ways to convince my parents that I needed this experience. Unfortunately we didn't see eye to eye on the matter and I spent my summer in Macon, GA twiddling my thumbs, wishing I were doing more with my life then working at a veterinary office (as all ideological teenagers tend to do).
Nneka came back with stories of the places traveled and classes taken, but it was the way she talked about the people she had met that really left an impression on me—in that summer she had been part of a family. She went up to New England alone and wary (though extremely excited) and came back a better person. The change was subtle though: she was more confident in everything she did and more comfortable with herself overall. She didn't care what people thought of her as long as she had her friends and family by her side. She had grown up and I was left behind, still unsure of myself and my thoughts, waiting for an experience like hers.
Once college started I pushed Connecticut Camp to the back of my mind, concentrating on wading through the lectures and the workload college demands on its students. Before I was accepted to the University of Georgia my career of choice changed practically every week. First I wanted to be an astronomer, followed by a chef, marine biologist, physical therapist, archeologist, and then a teacher. Teaching had been my back up choice for it was something I could always see myself doing. One of my biggest fears in life is to be stuck in a tedious nine-to-five job looking at the gray wall of a cubicle, wondering if I could be making a difference doing something else. That’s my main goal in life: to make a difference. It didn't matter if it’s something like finding a cure for cancer or helping a friend with a problem-- all I wanted (and still want) to do is leave a positive impact on a person's life. I suppose I could have done this on some level if I was aspiring to be a chef, but teaching seemed like the way to go.
I don't want it to seem as if my career as a teacher is entirely out of self-interest, because that is the last thing on my mind. If you look at the career of a teacher you'll find nothing but underpaid, hardworking (and most of the time overworked) men and women who stay in their jobs because, in the end, they love it. They love passing on knowledge to future generations and being able to look back on their students and say "I helped guide them towards a better life. I gave them choices and opportunity to grow." I can only hope to be one of those teachers.
My experience with teaching is very limited. I am currently working on my student practicum at Youth Middle School in Loganville, GA and I love every minute of it. Though I am not a dominant role in the classroom I like to think I am making a mark with these students, whether by challenging them with an issue, helping them with their work, or being a mentor to them. Aside from this student practicum the only other experience I have with teaching are the informal study groups my friends and I have before an exam. I’m usually elected the leader of the group and I find myself adjusting to the role with ease. I soon found history and political science to be my favorite subjects and before long I knew that I wanted to be a social science teacher.
After examining the classes I’ve taken in high school and college I am easily able to differentiate between the approaches and methods employed by my teachers. Whereas discussion is one of the main aspects of most of college classes, this technique is not so with high school. I want discussion to be one of the most important elements of my classroom, whether it is between the teacher and students or between the students themselves. To me, a classroom does not always have to be lead by a teacher. If students see an area that they would like to focus on more in-depth then I am more than willing to let them take over the direction of the discussion. In a classroom the teacher should not be viewed as the all-knowing authority or the final word. I do not know everything nor do I intend to act as if I do. Teaching is a learning process for all involved-- I know that I can learn from my students and vice versa. I only hope that they will take information I give them and form their own opinions on issues. It is important for everyone to form their own beliefs and perspectives and with my classes I want to break away from mainstream views and focus on lesser-known stories. It is important to be presented with every side of an issue (whether it's two, four, or eight different perspectives) and by doing this I believe my students will be more critical of topics and issues rather than excepting them at face value and following a group without questioning why. I enjoy helping people understand issues and problems, but I do not believe it is my obligation to give them the answers-- a rule that I intend to live by.
If given the opportunity to teach at Connecticut Camp I will do everything in my power to use these methods with the students. Being a teenager is important and it is during this time that views on life really start to take shape and solidify. The experience Connecticut Camp offers will open a whole new world to the students— they will be meeting each other for the first time and may find themselves taking classes with people that could possibly change the way they think about the world. By encouraging students to voice their opinions my goal is to promote tolerance and respect of differing opinions.
In addition to broadening people’s views I want to be a mentor to these students. I want to be able to be there for them if a problem or situation should ever arise. Even though I am a redhead my temper rarely makes an appearance and I have an uncanny ability to be objective in nearly any argument. If a problem were to occur with a student at the program I feel confident in my ability to help him or her, whether it be offering advice or lending an ear (or a shoulder). Regardless of age, all the students at Connecticut Camp are entering into a major part of their lives—Junior members are making a transition from elementary to middle school, Intermediate students are entering high school (one of the most significant aspects of a teenager's life), and Senior program students are soon to be done with secondary school and possibly attend college, a completely new experience than what they are used to. The difference between elementary, secondary, and college level education is tremendous and Connecticut Camp provides a smooth transition for students. The classes I would teach would closely resemble that of college level courses, including a high participation level and coursework expectation. My classroom would be an arena of mutual respect—my ideas or opinions would be treated no different than that of the students and vice versa. It is important for students to feel comfortable in their learning environment and I want to extend that feeling outside of the classroom as well. I will act as a positive role model and guide for these students, but not as their best friend—they will meet plenty of people their own age to fill that position.
There are many things in my life that I am extremely proud of. My wish is for the students of this program to be proud of the time that they will spend at Connecticut Camp—making new friends, having new experiences and, most importantly, discovering new ways of viewing the world. One of my main goals as a future educator is to show students that the world must always be challenged and looked at critically. I cannot state this goal enough. It is important to question mainstream's view of society and to constantly strive toward a better world for all. If anything is to come out of my participation with Connecticut Camp I want it to be this-- I want students to know that they should never settle for something less; I want students to know that they can make a difference. It is up to them, this future generation, to take action and ask questions. My role is to help them realize their potential and understand that the information they are constantly given is not the only way of looking at the world around them.
Four years ago I was overcome with envy at my friend's departure to New England, but this past summer our positions were reversed. I was involved with a study abroad program to Montepulciano, Italy for five weeks and I still wake up every morning wishing I was back there. I took two political science courses--- comparative politics and international relations-- and I thrived as a student in my new setting. To this day I stand by the idea that being in Italy helped me be a better student. The new people and the new atmosphere filled me with so much excitement that my confidence improved dramatically during class discussions. Our field trips were amazing and yet still relevant to the course, which offered a very hands-on approach to the material we were studying. I know that there are several field trips that Connecticut Camp plans for each session and I think this is a fantastic opportunity for students to really grasp what they are learning. I have been to Boston twice and both times I have gone on the Freedom Trail. I even managed to drag my friends along and they ended up loving it—this coming from people who hated learning history and political science in school! If students are given the opportunity to interact with history rather than just hear about it then their level of achievement and understanding for the subject will increase greatly. The Washington, D.C. trip from the program this past summer looks nearly identical to one my father and I planned two years ago. I have also been to New York City in the summer of 2004 for two weeks and immediately adapted to the ‘big city’ environment. Travel is a big part of my family life and I love going new places and seeing new things. I feel that the trips offered by Connecticut Camp would not only benefit the students and their interaction with each other and instructors, but would offer a deeper understanding of the differences and similarities of people that make up society.
My summer in Italy is was one I will remember forever. Not because of the scenery or the classes, but because of the life-long friends that I made. When put into a new setting alone it can be difficult to make new friends, but the first thing I have to remember is that nearly everyone was in the same situation as me. Just like in Italy, exploration looks to build a strong community for those attending the program-- the staff as well as students. The friendships formed during my time abroad are ones that I will remember forever. It is important to establish a strong community where respect and trust are emphasized in a setting such as study abroad and programs like Connecticut Camp. When students feel that they are part of the community then they will thrive academically and personally.
This entire time I have been talking about my relationship with the students and how I hope to add to their experience at Connecticut Camp, but now I would like to add some thoughts on my possible interaction and stay with the staff. Let me start off with stating that I am a very flexible person. I can work well by myself or with others, almost as easy as I can be a follower or a leader. When it comes to getting things done I never start something that I can't finish. If I am going to be involved in activities and discussions then I will give 100%. It will be hard, for I know this job is going to be strenuous and trying more often than not. There are activities to plan, field trips to attend, and ten or so girls to possibly live with, all of which must coincide with the well-being of every student and constantly making sure they are taken care of on a physical, mental, and emotional level. Thankfully I am accustomed to working under stress and little sleep, though a healthy lifestyle is something I strive for. Even with these possible hardships in mind I would still love to be a part of the Connecticut Camp program. The idea of helping these students realize their potential and opening their eyes to a world they may have never seen before gives me a sense of purpose. I want to work with them and with other faculty members. I want to share my ideas and thoughts on education and current issues in the world. I want to do more with my life than just wishing I were making a difference. Connecticut Camp can provide that chance for me. Given the opportunity, I know I can be good at this.
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i wrote this over the course of three days. i hope it's good enough. if anyone actually took the time to read it (kudos!) i would greatly appreciate any thoughts/suggestions/criticisms.
