This is my 2012 Statement of Purpose. This paper was far more difficult to write than my 2011 SOP. The reason behind this is that I was already in Japan and working as an ALT, privately.
Three big questions for my SOP:
1. What new skills could I bring to JET?
2. How could JET benefit from these skills?
3. Why would JET benefit me?
They were difficult questions to answer, but I accomplished answering them to re-interview and become a JET.
2012 Statement of Purpose
Passing off the baton to my vice principal in the 200-meter relay on Sport’s Day at Niwashirodai Junior High School was an unforgettable moment as an Assistant Language Teacher in Japan. Currently, I have the pleasure of working for Interac as an ALT until March 2013. For my next goal, I am determined to bring my skills to the JET Program as an ALT in elementary and special needs classes, based on my recent experiences as an ALT and former English grammar tutor. In JET, I will continue to act as a global ambassador by sharing my passion for culture and teaching while moving forward with my professional career goals.
After graduating from [College] in 2008, I worked there as a preparatory writing tutor in the Prep Writing Lab. My primary duty was aiding students, specifically international students, in mastering proper grammar techniques. I enjoyed helping students because it gave me an insight into diverse cultures and countries from the students’ perspective. My obligation was not only tutoring, but I attended prep writing classes to receive feedback in providing new supplementary lab materials. These skills have benefited me as an ALT because I have tailored them to producing lessons, working with teachers, and reassuring students that learning English is fun. With JET, I will continue to grow and foster my recent ALT experiences to further advance English instructions in the classroom.
From August 2012 till now, I received exceptional and ongoing training from the local Board of Education and Interac which focused on formulating lessons, team teaching, and accessing classes as an ALT. With the Japanese Ministry of Education Principles, I learned how to produce lessons that encouraged the use of English. For example, I created a fast-food menu with dialog, pictures, and money to teach students about ordering in a restaurant. By reading the script and presenting the props with the Japanese Teacher of English, the students were able to understand English without being discouraged. With careful consideration of the student’s responses and JTE feedback, I learned how to revise lessons to better suit the students’ English abilities. With the JET Program, I will continue to build upon the MEXT principles and evaluate lessons thoroughly for teaching in elementary and special needs classes.
For my next phase, I strongly desire to educate in elementary and special needs classes. Elementary is significant because children develop vital cognitive learning abilities at this age. When cooperating with students through sharing my American culture, such as holidays with props and games, children are likely to remember the foundations for speaking, reading, and writing in English through interaction. When working with disabled students, however, the ALT must show an extraordinary level of compassion since the students’ needs will differ. For example, when I work with special needs students at Niwashirodai JHS, I adjust my content and games to suit their learning abilities. For instance, I modified my Halloween game to accommodate the students with comfortable explanations and vocabulary while keeping the same content that I presented in other grades. With JET, I will have a greater opportunity to educate elementary and special needs students and pursue my professional goals.
Upon completing JET, I will have gained the necessary skills to focus on a master’s degree in international relations at Griffith University in Australia. My objective is to cultivate a deep understanding of the Japanese language and culture to study the long-term effects of globalization on Japanese communities and local practices. Therefore, I intend to work as a foreign ambassador with Japanese and foreign governments to create policies that facilitate the growth of Japan and its international relations. To work for the JET Program would be an honor. I aspire to bring my relevant background from teaching and tutoring while expanding upon these talents to benefit the students and teachers in Japan.
Final Comment:
As with my 2011 Statement of Purpose, it is always encouraging to write about your future plans and aspirations. The biggest takeaway from this paper is that I showed my desire to help others and my personal growth.
I utilized a small portion of my first SOP (second paragraph); however, I went above and beyond to show what I learned while teaching abroad in Japan. Remember, I was only teaching in Japan for about 2 months before submitting my application.
Always show how much you have grown with any second attempt for your JET Application!
