Personal Statement - Teaching 3

Why do you want to study this course or subject?

Teachers open the door, but you enter by yourself. - Anonymous

The main reason I want to become a teacher is to have an influence on people's lives. By being a teacher you are directly connected to people every day throughout the school year, and by being a good role model and using positive reinforcement, I could have a direct effect on people.

I must be honest I have not always wanted to be a teacher. I have been travelling through the educational highway for a few years now. My initiation into further education began at one of the roughest schools in Northern Ireland, where studying was frowned upon and being interested in the Arts was enough to get oneself beaten up. I somehow managed to get a few GCSEs and found myself at a Christian Brothers Grammar School. It was a highly respected establishment, but I hated the place; my only saving grace was Basketball (which I excelled at, playing for Ireland) and Art.

At this school is where I met one of the two people who have inspired me and have helped me come to the conclusion that I would like to become a teacher.

My A-level Art Tutor was a massive inspiration to me. A scraggly-haired, eccentric person with a habit of bursting into Irish jigs, song, poetry, and even more bizarre tendency of balancing classroom objects on his forehead. He made classes interesting. He made me think and use my creative talents and take them to a whole new level. He helped us keep our spirits up and our minds focused. His interest in my work and constant criticism (positive and negative) made me want to continue with my studies and take them to university level, hoping that I would find more inspirational mentors like him.

During the 3 years I spent at university, I met the other person who would make me believe in my studies and ultimately make me want to become a teacher. She was a lovely woman, a product of the late 60's hippy era. Her classes were so relaxed that I felt as if I was listening to music when she spoke and lectured us. Her open mind, self-belief, and teaching techniques (relaxed but equally as stern) made me want to attend my lectures, and I actually enjoyed them.

This gave me a new sense of belonging with the studies I undertook, and like my A-level teacher, she gave me a direction, made me believe in myself, and ultimately made me want to learn.

How have your qualifications and studies helped you to prepare for this course or subject?

My initiation into further education began at a challenging school environment, which made me value the importance of perseverance and academic engagement. Despite that, I excelled in Basketball, even playing for Ireland, and developed a deep passion for Art.

After completing my A-levels, including Art under an inspiring tutor, I pursued a Foundation Art course, which I loved. However, the practical side of Arts did not captivate me enough to make a career from it.

I eventually enrolled at university and graduated with a BA (Hons) in Visual Culture in May 2002. The university experience, enriched by meeting a relaxed and inspiring lecturer, deepened my dedication to learning and shaped my academic approach.

These qualifications and interactions have prepared me for teaching by providing me with creative, critical thinking, and communication skills, as well as the academic resilience necessary to inspire future students.

What else have you done to prepare outside of education, and why are these experiences useful?

Outside of formal education, I have had diverse life experiences that have shaped my teaching philosophy. After my Foundation Art course, I spent a year working as a bricklayer in America, which gave me valuable real-world experience and a practical perspective.

My teaching philosophy aligns with pragmatism. I envision a classroom where students actively participate and openly discuss the topic amongst themselves rather than passively listening to lectures. I believe students should have a role in their own learning through practical activities that they can use later in life.

Classroom management in my vision would balance rules with student autonomy. Activities would encourage both group collaboration and individual work because I firmly believe in individuality; in today's society, it is too easy for people to become followers rather than leaders.

I would strive to share my life experiences with students, promote interaction, and create a positive learning environment—something I felt was often lacking in my own schooling.

Ultimately, being a teacher is a role of responsibility that allows me to reach out and help mould children's lives, making school enjoyable and meaningful. A good education is the foundation that enables me to be the best teacher I can be.

Professionalism is essential in any job, and I am committed to upholding it to ensure success as a teacher.

Grades achieved:

• GCSEs
• A-levels
• BA (HONS) in Visual Culture

How personal statements have changed?

The current personal statement format, with three 'scaffolding' questions, was introduced by Ucas in September 2025. This personal statement was submitted before then, using the old essay-style format. It has been carefully edited into the three-question format, with all of the original wording kept.

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