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Purpose Statement

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Introduction

I Aspire to create an epitome of my person- the best example of me that there ever will be; To

do the common things in the most uncommon ways. Understanding my limitations but

constantly working to exceed them still. Changing people’s lives in the way that I live mine

and becoming the embodiment of what should never have been but became because I dared

to try: I dared to be different, I dared to stay one minute longer in line and stretch myself one

inch further from the whims of the crowd.

“One step for me, one leap for Humanity,”

Robert Frost, in his famous poem, “the road less taken,” penned down these

phenomenal words that have built my mantra in life ever since,

“Two roads diverge in the woods

And I took the one least taken

And that has made all the difference.”

The persona very well had the chance to take the road that was popular and be ‘the same as

everyone else. But he took the one ‘least taken,’ And that was what made all the difference. I

have faithfully held dear those words for how much they speak to me. All my life I have had

to make decisions such as these that have carefully set me apart from the rest. Here I am

again, a believer. I believe that my contribution to the world of education shall serve as one

step for me and one leap for humanity.

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I ultimately aspire to contribute immensely towards the teaching and research

of Language, Literacy, and Culture. Having attained a firm grip on knowledge of the way

society works, it humbles me to adhere to and subject myself to the thoroughly rigorous

procedure conceived by our founding scholars to refine my knowledge and surpass the high

standards set.

My journey towards this goal has been irksome, to say the least, yet

scrupulously fulfilling. 20 years of education have ‘scrolled’ down so slow and pronounced,

but the ‘light at the end of the tunnel’ has always led the way for me. For two years now, I

work as a teacher assistant in Harmony Science Academy. Besides teaching, I assist with

clerical duties and draw up lesson plans, providing supplement instructions. Between the

period 2005 and 2003, I worked as a translator and interpreter at the SOS International

Kinder Dorf Organization. I translated documents from English to Russian and Vice-versa, I

coordinated international sponsorship activities, I transcribed dictations of meetings and

reports among other highly involving functions. Beginning 2000, I worked as ESL and

Russian language teacher in Charter elementary school with American volunteers from Peace

Corps.

I hold Bachelor’s and Master’s Degrees in teaching English and Russian

Languages and Literature from the Uzbek State University of World Languages, Tashkent,

Uzbekistan (class of 1996). In 1991, I completed my high school education in Uzbekistan and

graduated with honours.

My wealth of experience as a teacher and translator has opened multiple

windows for me, and I have been able to see the role that research plays in bringing out a

holistic scholar. Writers such as Hiebert and Stigler, The Teaching Gap, (1999) have helped

fuel my interest in the broad arena of teaching. I was able to focus my pedagogical lens by

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examining ideas such as the lesson study model. My interactions with former teachers,

students and practising teachers helped me discover the need to bring research back to the

classroom and help teachers come to an accurate understanding of the humble profession. By

pursuing a doctorate, I look forward to improving my proficiency so that I can help bridge the

gap between research, theory and actual practice.

Why pursue a Doctorate in Curriculum and Instruction?

I believe there’s nothing a doctorate degree can do for me that can measure up to

all that I can do with the discipline, the commitment, the determination and the endurance

that follows the pursuit of it.

My reason for pursuing a Doctorate in curriculum and instruction surpasses the

pomp and colour that arrives with the mere ‘pedestrian’ relationship that may accrue from it.

I want it for the person it will ‘bring out of me’. I want to learn to translate research and

theory into practice. I want it for the duty and the responsibility it bestows upon scholars. I

want it to help me ‘mirror’ the society and dig deeper into the theories and practices of

teaching and learning. I want to use it as a platform to juxtapose the traditional methods of

teaching and instruction against the modern approaches, and realise new approaches that will

help in improving the quality of our learning. I want to look into the cultural, political, and

economical situation of curriculum, instructional discourses, and contemporary analyses of

curriculum, and international and global dimensions of learning and teaching. I am eager to

weave a connection between my experiences and my future aspirations. I hope to constitute

the machinery to address today’s critical issues in learning, teaching, and curriculum.

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Language, literacy, and culture (LLC)

Aside from English and Russian, I have a proficiency in speaking Uzbek and

Turkish. From a very young age, I have always been fascinated with language, and the way

communication serves not only to set the human race apart from the other species but also to

transmit some of the most complex emotions including non-verbal cues like culture.

While studying at the Uzbek state World Languages University, I tackled

Political History, Political Science, and History of the people of Uzbekistan. What this did to

me is it opened up my mind to the realisation that ‘there is a need to keep our heritage, our

culture alive and pass it on to preceding generations.’ It helped me realize the important role

education plays in stamping out illiteracy.

An LLC programme promotes equity and honours linguistic and socio-

cultural diversity. It transforms schools by promoting diversity and supports teachers as

learners. It fosters a promising future for all young people because ‘diversity’ is ‘new world

order’ as the minority slowly take their new place as the new majority. The LLC programme

focuses on enhancing the most fundamental tool for human relation, the language. The

programme also brings to the fore other ways that humans learn, create and communicate via

varieties of symbolic systems like visual images and movements. Increased digitalization of

our world necessities exploration of how these systems and symbols work in combination as

we communicate and create. Through these lenses, the following can be investigated:

Globalization, youth culture, equity across races, social class, gender and ethnicity.

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My philosophy of education

Learning starts with impetus and stimulation. Learners warrant the passionate

instruction of an educator. I hold dear the idea that ‘every child is a special being deserving

of a secure and stimulating environment in which to grow holistically’. Children deserve

to nurture their emotional, intellectual, social, and physical muscles.

It is my aspiration as an educator to help learners realize the peak of their

potentials by creating an enabling environment that is safe, welcome to divergent views and

in support of risk-taking. I believe in three elements fundamental to establishing such an

environment:

 Encouraging learners’ natural curiosity

 Fostering respect for all

 Inviting learners’ initiative

When the teacher guides the students rather than being the principal cradle of

information, the students learn to find the answers to their questions. Students need the

chance to discover for themselves for them to construct knowledge. Allowing students

sufficient space and time to utilise material that buttresses the lesson learnt fashions the

prospects for individual unearthing and assembly of knowledge to suffice.

Students cultivate an abysmal affection and veneration for other people,

themselves, and their surroundings via a prudent approach to discipline and a transparent

sharing of ideas. In the school that I learnt, there existed a provision for ‘class-meetings’

every Tuesdays. These were platforms deliberately constructed to reach out to the opinions of

the learners. Student meetings forums is a leaf I would like to borrow for all the social

benefits it imparts to my students. I believe creating an environment that promotes ‘free-

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dialogue’ is fundamental to bringing out the best of the learners because their views are

elaborated and given the prominence they deserve. By further breaking down the ‘class

meeting’ into ‘committees or smaller groups’ I will be able to reach out to the ‘highly

introverted’ learners. I believe learners arrive at their best when they feel sure about what

they are acquiring from the system.

I am strongly of the opinion that every learner can learn and deserves

nothing short of a quality education. Every learner regardless of race, ethnicity, gender, and

capability deserves an equal opportunity to learn from highly professional and well-informed

teachers. Every other child has diverse learning propensities and aptitudes. By striking a

special kind of relationship with every learner, however, a teacher can bestow an equal

chance upon each to success. I believe if properly moulded, crafted, and sculpted, all learners

should be able to triumph. By taking the time to understand every learner’s potential and

helping craft separate individual aspirations for each a teacher encourages the pursuit of

academic aspirations.

Teaching is an awesome opportunity for me to learn and grow. I believe

learning never ends for long as one can keep his mind open. I believe teachers can learn from

their students just as much as they teach them. One of my greatest ambitions as a teacher is to

instil the love of learning in my students by sharing my passion and experiences in teaching

them. I see the need for strong-willed, compassionate, and dedicated individuals with the

burning desire to work with children solidly at heart. It is not enough for students to receive

the solid education. Due to human imperfection, though, I can never perfectly fit that

description. Nobody can. But I can always push my limits higher. I can always stretch my

potentials further. I can always strive harder to address my learners’ needs, by using my

strengths to understand and stand in for my weaknesses.

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In deciding to be a teacher, I have fully resolved within myself to become the

very best academic, ethical, and personal role model I can ever get. My objective is to have a

mutually enriching career in teaching by maintaining an open mind and unceasingly

cooperating with my learners and peers. I am thoroughly prepared to rise to the challenges of

teaching in the modern age, and I vow to unearth my level best to provide an honest

education to every learner I encounter.

Qualities of an effective teacher

My favourite teacher in school was the teacher of English. Besides English

Grammar and Vocabulary, one of the most fundamental lessons I carried back home was

‘how to positively impact your students beyond the four walls of the classroom’.

She carried with her an aura of confidence everywhere she went and was

always cork sure about what she articulated. She never attended classes unprepared. Her

command of the English language was impeccable. Her patience was remarkable, punctuated

with an ability to break down complex concepts into ‘manna’ we could easily digest. She was

one of the few people I think ‘ended in the right career-paths’. From her eyes, you could

always tell she enjoyed her job. She never ceased to awe-inspire and engage our young

minds, always leaving behind something new for us to digest. We yearned for more and more

of her classes. Before we knew what to say, we said what we knew just so she could say it

was wrong then we would never forget. With her, we knew we could say anything and get

away with it because she taught us that ‘failure is the surest route to success.’

Decades have passed since she taught us and through my own experiences, I

have come to a thorough conviction that ‘a teacher is indeed an indispensable part of a

learner’s life.’

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“An average teacher tells the students what to do. A good teacher shows the

students how to do it, but an effective teacher inspires the students into doing it.”

An effective teacher is motivated to learn and is enthusiastic about helping

others learn. He or she has a fine grasp of his area of specialisation. Empathy and emotional

intelligence are also an integral part of effective teaching. The ability to connect with the

learners on an emotional level is what enables the teacher to help them with the challenges

they face while growing up. This ability goes beyond learning in class; it also moulds the

students’ character into respectable citizens in society.

An effective teacher goes out of his way to employ the use of imagery,

metaphors, analogies, and varieties in a bid to not only make the content understandable but

also memorable. Nothing is ever too hard for the effective teacher.

Undeniably, dealing with young minds is a rather gruesome exercise. As

enjoyable as it might be, one can never know how far it might go. This task calls for stamina

on the part of the teacher. It takes tremendous energy to teach and keep students engaged. A

teacher’s every day is an all-new adventure. Perhaps the most important characteristic of a

teacher is the passion for the job. ‘teaching is a calling, so to speak’, just like medicine and

law enforcement. You have to have a heart for it. Passionate teachers do not end up there

because of a lack of choice. Passionate teachers become what they think they need to be to

fulfil the need for it in the society. Passionate teachers are the likes of my teacher of English.

They selflessly find happiness in helping realize and fulfil other people’s dreams.

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Schooling for diverse student populations

Between the years 2000 and 2003, I taught English and Russian languages at

Elementary Charter School in Tashkent, Uzbekistan. I prepared lesson plans and instructed

children. I evaluated and monitored students’ performances. I worked with Peace-Corps

Volunteers from the USA and exchanged teaching methods. Teaching English and Russian

meant acting as an in-between, bridging the gap and bringing together learners from

extremely diverse cultural ends. This experience taught me “there is a richness that comes

from students working side by side with others that are not of the same cultural heritage.”

Students who attend schools comprising diverse cultural representation develop

an understanding of the perceptions of children from different backgrounds and learn to excel

in a multicultural and multi-ethnic setting. As public institutions diversify, demands increase

to find the most effective ways to help all students succeed academically while learning to get

along with each other. Teachers have to make instruction “culturally responsive” for all

students while taking care not to favour one group over another.

A 2007 North-American study by Public Agenda and the National

Comprehensive Centre for Teacher Quality discovered that “76% of new teachers say they

were trained to teach an ethnically diverse student body” but less than 4 out of 10 say the

training they got helps them deal with the challenges they face. I believe there is no better

way to deal with diversity than putting our ‘gloves’ away and delving into it. Some lessons

are better learnt when you put away the ‘four walls of the classroom.’

Schools must be ‘pre-emptive’ in order To construct an affirmative

environment where students and teachers are respectful of different backgrounds. “Above all,

schools shouldn’t just refrain from doing anything,” says Rosemary Henze, Professor of

linguistics at San Jose State University in California and author of ‘Leading for Diversity.’

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Designed activities in the classroom environment can highlight diversity.

Professor Henze proposes that teachers produce their teaching to recognise varying

perspectives. For instance, in a history that covers the Vietnamese War, teachers should shun

bias by drawing attention to the perspectives of the North as well as South Vietnamese

citizens, the soldiers’ viewpoints and the diverse feelings of the American people. In the

classroom the teacher can create learning groups that are diverse and develop activities that

require each student to contribute to the group. By so doing, each student learns that every

person’s opinion matters.

Professor Henze champions the opinion that teachers should punish

disrespect. They should establish ground rules for the class, and even let the learners assist in

establishing these rules. I totally agree with her. I believe that everyone’s opinion counts

regardless of their race, ethnicity, nationality, or creed.

Belinda Williams, an education researcher and co-author of the book

‘Closing the Achievement Gap’, advises school leaders to engage a far-reaching range of

approaches to improve teaching and learning, instead of instituting quick fixes to address the

achievement gap. The book strongly suggests that educators must become more sensitive to

the world’s view of disadvantaged students. They need to incorporate this awareness into

their day-to-day work.

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