Statement of Purpose for MAT

I’ve been an avid student of Spanish for over a decade. Becoming fluent first became an obsession when I traveled to Spain on a high school trip. I had thought I was quite the Spanish scholar until I was actually put to the test on the streets of Spain. The ante was upped. It wasn’t about grades anymore: it was survival. That stuff we’d learned was actually useful and important! It was like a light bulb went off. Actually a light bulb had broken, in my hotel room in Seville, and I successfully told the concierge about it. That was my first difficult exchange with a native speaker and I was elated when he understood me. That April of 2001 I fell in love with Spain, with travel, and with the Spanish language.

My passion for teaching, however, came along later. I was a well-rounded student, which is really a liability when it comes to making career decisions. I had no career orientation until graduation neared, suffering from the common misconception that summa cum laude meant “hire her ASAP.” The summer after my junior year in Madrid, I was waitressing and I worked with a man that was practically illiterate. He had dropped out when he was 16. I had never met anyone like that. It blew my mind, and made me realize how much I took education for granted. That September at BU I signed up to volunteer at an adult education program. I ended up getting assigned to an ESL classroom. Before that I knew nothing about ESL. Somehow it never occurred to me how many people in our country speak English as a second language, or don’t speak it at all. Chalk it up to being from a small town, but it opened my eyes. I got to be back in a multicultural environment, which was thrilling for me, and since I’d been working hard to learn a second language, I could really appreciate my students’ efforts.

I decided to keep teaching ESL after college. It was minimal training, and the perfect excuse to travel more. I loved the work, and even more, I loved being immersed in the language I had worked so hard to become fluent in. I spent a year in Barcelona and a year and a half in Queretaro, Mexico. I arrived back home thinking I knew every nuance of Spanish, and considering myself a seasoned teacher. An opportunity to cover a maternity leave in the Spanish department at my old high school fell into my lap, and I thought it would just the opportunity to see if I’d like teaching Spanish.

I didn’t, but I was in over my head too much to even realize how miserable I was. Going from working with motivated adults to eye-rolling, combative high schoolers was like being thrown to the wolves. I worked long hours, staying long after the custodians had come and gone, and still couldn’t cut it. Looking back, I don’t know why I kept going. My students were obnoxious, my classroom management was atrocious, and I was exhausted, but something in me wouldn’t quit. My parents and colleagues encouraged me that I was up to the challenge. I had already gone through all the work to get certified, and I thought I’d give it one more shot.

I was hired to teach Spanish I to 7^th graders in Hopedale, MA. Hopedale! It sounded utopian. Maybe my luck would change. Thankfully, it did. To my surprise, middle school turned out to be my element. It all clicked, and I could genuinely look forward to work. I have a natural compassion for that age group, remembering how awkward and self-conscious I was at that age. Soon I realized my students looked up to me and cared about me. I cared about them, too, and liked having the responsibility of being a role model. The job was still long hours, and lots of work, and there were trials and disappointments, but you get stronger, more confident, and keep fighting the good fight. You laugh really hard as a middle school teacher. There is never a dull moment. You also get to bond with your students. I was the teacher that the marginalized students liked. I’m not sure why, but the socially awkward and troubled kids were the ones that tended to pop in after school and tell me about their day. I guess they knew they were accepted and welcomed.

I think I’m a strong candidate for the MAT program for several reasons. First, I take academics seriously, and eagerly delve into the material. Second, I have about six years experience teaching. I’ve had breakthroughs and flops, but in any case, I’ve learned a lot. Third, my Spanish is strong. Spanish was never my easiest subject, and I don’t consider myself gifted in languages. What I know in Spanish is due to years of diligence, and I’m proud of that accomplishment. Teaching a subject I struggled in is rewarding. Additionally, I use Spanish authentically every day. My husband is from Mexico and we speak Spanish at home. When and if we have children, they will learn Spanish as their first language. I am confident and capable in Spanish whether it’s analyzing literature, or Skyping with my compadres. I still make mistakes, but I’m not giving up.

I’ve been out of the classroom for about a year and I can’t tell you how much I miss hearing “Hola Senorita.” Teaching Spanish is something I love, and I do well. It combines my passions of Spanish, culture, and children. It takes skill, planning, responsibility, creativity, authority, gentleness, flexibility, and perseverance. You have to be an academic, a counselor, a policeman, and a cheerleader. It’s not an easy job, and I’m not perfect at it, but I hope to perfect the craft as I continue to learn and grow.