There was no miraculous light bulb moment when I decided I wanted to become a teacher. Deciding my future career was gradual and the result of various first hand experiences, which have driven me to want to inspire the next generation of students.  I come from a family of teachers and have seen the impact teachers have on the lives of young people. Equally, I have witnessed first hand the impact young people have on the lives of teachers. These insights have really motivated me along this career path.

I studied Performing Arts at school and enjoyed various units from musical theatre to mask work; I achieved double distinction at both GCSE and A Level. The subject taught me communication skills through working as both a part of a team and as a director, improved my confidence and self-discipline, and developed a “can do” attitude. 

Upon leaving school, I worked initially as an Entertainer and subsequently Team leader for Thomas Cook overseas for two seasons. Alongside managing singing and dance shows daily, I lead a range of activities and games for large groups of children, teens, and adults. I developed further my communication skills particularly with the younger people and learned to adapt to meet the needs of each guest. I developed resilience when overcoming problems and sought to be a good role model and employee for the company even when tired and under pressure.

To build my experience in a school environment, I volunteered to assist Ripon Cathedral Primary School in their end of year stage production. I created and taught dances to 4 classes of up to 30 children in 2018 and 2019. I was left with overall responsibility of the children. This developed further my teaching abilities as I learnt techniques that would engage and motivate the children. I was effective with time management and tailored the performances to suit the capability of the children.  My next development opportunity came at King James’ Secondary School where I spent a week shadowing the staff and assisting in lessons ranging from Year 7 to Year 13 in the drama department. I jumped at the chance to lead various exercises and worked one-on-one with pupils. I guided the students to evolve their work as well as prompting more sophisticated ideas from them, harnessing their own creativity. I really began to appreciate the demanding and challenging nature of a career in teaching, which has only motivated me further. 

Throughout studying Drama and Theatre at York St John University, I have learnt that theatre goes beyond solely entertainment purposes. I encourage the notion that theatre can be used as a political, educational, and social tool and has an essential place in the society.  My studies at York St John have given me a great grounding in many aspects of theatre. I have developed my own performance skills and found what motivates me as an artist. My discovered interest in physical theatre has taught me the value of being present, emotionally and physically available as well as creating contemporary work to tackle social and cultural issues. Furthermore, the university has really shaped the person I am through its philosophical values. “Be the first in, the last to leave, and the kindest person in the room” was the ethos throughout my three years of study. Hence, I have learnt to be open-minded and dependable. Developing my own knowledge and skills in my field has only cemented my passion to pass on my knowledge and skills to young people.

Throughout my educational and personal process, I have experienced leadership and responsibility for young people. I have developed relevant skills, which are applicable in a working environment and when working with young people. I have gained, and will continue to further my own subject knowledge through my enthusiasm for the discipline. Collectively, these experiences have given me the passion to want to teach and the desire to genuinely bring out the best in young people in order to fulfil their potential.