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Establishing and strengthening professional relationships is crucial for promoting effective teamwork. I strive to be friendly, kind, informative, and genuine. I enjoy helping others and am passionate about what I do. I learned sharing my enthusiasm for my work, educating others, and being reliable make me easy to work with.
During my four-year tenure as the resident costume designer for The LAB Space, I had the opportunity to collaborate with a diverse and talented team, including actors, production assistants, stagehands, set designers, music and sound engineers, hair and makeup teams, and technical light and sound crews. Working alongside Brook Hall as a theatre director was an enriching experience, and the most significant lessons I learned were about effective teamwork and leadership (2.1: Letter of Reference – Brook Hall). Brook's leadership style provided flexibility, encouraged creative input, and allowed us to utilize our expertise while collaborating on his vision for each show. I resonated with this style as I felt seen, valued, and inspired to contribute – something I have strived to emulate as a leader.
As a team member, I strongly desire to earn my place by contributing as much as possible. I must bring unique and creative ideas to share with the actors and crew to enhance our experience. I have a strong background in fashion design and art, which gives me a fresh perspective on costume design. I also offer my team members the opportunity to educate me about their niche. Sharing our knowledge helped us work together better. I have found it helpful to be direct and honest when conflicts arise. I think of what our shared goal is and what we must resolve to be able to move forward, repairing attitudes.
As the costume designer, I collaborated closely with Brook and the actors to deliver the best visual interpretation of each character. One of the key takeaways was the importance of clear communication, especially during pre-production, to ensure I addressed all details and prevented issues during live performances. Analyzing the script, interpreting Brook's vision, and discussing the costume needs of each character were essential first steps for each show. I learned to listen attentively when meeting with Brook by taking notes and clarifying ideas about each character, encouraging him to select diverse actors. When meeting with the actors, a lesson I learned was to listen and respect the needs of each person, noting individual preferences, like hiding tattoos, while managing their expectations. Balancing discreetness and sensitivity, I helped actors disguise body issues and tailored costumes for better fit and comfort. I had fun encouraging actors to get out of their comfort zone and wear styles they weren't used to for the creative benefit of the team, and they most enjoyed my playful spirit.
Cooperation was fundamental to our team's success, and everyone was committed to being prepared and on time for meetings. Meeting deadlines often required sacrificing personal time and sleep, but it was vital to maintain the team's momentum and achieve the goal of a successful performance. To support the actors, I ensured their costume pieces were ready as soon as possible, and I gained knowledge of the technical requirements and efficiency of costume changes. I learned to underdress costumes and add quick change elements, such as switching buttons to snaps, to aid the speed of changes. I recognized the importance of remaining calm and empathetic, as the team's tension often rose as we neared opening night, and remembered not to take comments personally.
The skills and lessons I learned at The LAB have impacted my work as an ESL teacher and personal stylist. I avoid dictating and encourage collaboration. My clients and students know I value and trust their opinions. I learned that effective communication, respect, and teamwork are essential for working with others on a project. As an ESL teacher, I have adopted Brook's leadership style by designing open-ended assignments that encourage creative input and allow my students to express their ideas. As a personal stylist, I prioritize communication by listening to the needs of my clients while balancing discreetness and sensitivity. These lessons have taught me the importance of staying adaptable, maintaining a positive attitude, and prioritizing organization when working with a team.
At Beth's Academy, I demonstrate leadership through my role as a grade one teacher and in my interactions with students, coworkers, and parents. Despite the challenges of teaching in Taiwan and working with students who speak Chinese, I have developed my leadership skills and positively impacted my students' English learning and social development (2.2: Letter of Reference – Sapphira Shen).
In my ESL class, I believe in empowering students to take ownership of their learning. Choices are essential because anyone learns better when interested in what they are learning. I encourage students to choose how they study and which activities to prioritize. For example, students can choose which homework assignments they prefer to do from a list. I learned students stay engaged when they have more autonomy in their learning. I adapt my teaching to their current interests and needs, using tools like keyboard Pop-Its to practice spelling.
I have a "try first, correct later" policy, which means I refrain from giving answers and instead encourage students to make an initial attempt independently. I assist with thinking aloud, describing the questions I would ask myself to solve problems before confirming the answer. I also encourage students to collaborate, give hints, and help each other understand. When we do group activities, I pair students with different abilities and talents so they can appreciate their differences and learn from each other. I know my stronger students enjoy acting like teachers, and my developing students enjoy being tutored by peers. I also had to learn humility when they catch me making mistakes, so I remind them that I'm a human, not a robot, and I can learn from my mistakes too. I push them to take the extra step of analyzing why they made a mistake in the first place to avoid it next time, leading them to develop their critical thinking.
Recognizing and promoting kindness, empathy, and inclusivity is another leadership principle of mine. I acknowledge and reward acts of kindness with stickers and kept a "Kindness Tree" for students to earn flower stickers. I have learned discussing social issues, building a growth mindset, and working together to solve problems as a group foster a sense of belonging and camaraderie.
I demonstrate leadership by creating and adapting my daily lesson plans and activities to meet the needs of my ESL students (2.3 Sample Grade One Homework Booklet for Beth's Academy). I have learned to be flexible and creative in designing lessons and dedicate more time to preplanning to adapt successfully to second-language learners. I frequently assess my students' abilities and decide if I need to give my students extra support. I have also gained insight using assessments to help inform whether my teaching practices are effective. Doing so allows me to abandon what isn't working, build upon what is working, and experiment with new delivery ideas. Every class is a feedback loop about improving further lessons to help my students reach their learning goals.
Another way I demonstrate leadership is by working together with parents of students who have learning challenges. I learned to be more patient and empathetic, especially after having a child. I had to research instructional and behavioral strategies to help those students succeed, as our school does not have policies or offer professional development. My most significant research takeaway is that ADHD is a neurological disorder, meaning it is not the result of parenting, the external environment, or a choice by the child. This fact instilled a deep sense of empathy for my students. In my early days, I tried being strict with rules and behavior, but it came across as controlling and mean to students. My students did not like it, and neither did I. I have since learned a few strategies to help as a teacher, such as using Brain Breaks, organizing written assignments weekly, providing swift positive reinforcement, and encouraging physical movement. Communicating and collaborating with parents to implement and adjust accommodations for their child remains the most helpful strategy. We make a solid team to support these students and create a positive environment for their learning. Taking responsibility for my students' learning is a serious commitment, and I am dedicated to continuously improving my teaching practices.
Evidence Supporting Teamwork and Leadership:
2.1: Letter of Reference – Brook Hall
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