Mimi Klee

mimiklee@umich.edu | 847.609.2551

Dear Prospective Employer,

Once when I was an overwhelmed High School student, I broke down to one of my teachers.
Contrary to the reaction that I hoped for and desperately needed in that time in my life, they quickly
remarked that “emotions do not belong in the classroom.” Those words have stuck with me all of these
years, and not only have directed me on an enlightening path towards becoming an educator but has
simultaneously shaped one of my most prominent beliefs surrounding teaching and learning: Teaching
with compassion is necessary in the classroom, so as to recognize that we all have complex feelings,
stories, and struggles that are unique, and that should be supported, and understood. I believe that when
an educator fosters an encouraging and safe environment, students will feel comfortable, motivated and
ready to take on challenges, knowing that their educators are there to support them all to succeed, even as
mistakes are made.
I was fortunate that my first schooling experience did mirror the values that I strive to emulate as
an educator. I attended a Spanish immersion elementary school, which undoubtedly inspired my love and
interest for Latinx and Hispanic cultures. Daily, I listened to my Spanish-speaking classmates turned
friends share rich stories, historical traditions and cultural values that differed from mine. My educators
made sure our narratives were interwoven into the classroom as they encouraged daily conversations
surrounding them. Years later, as I continue my journey towards becoming an educator, I want to mirror
those meaningful social and cultural learning opportunities, that emphasize authentic celebrations of
diversity. This experience contributed to the importance I placed on receiving my International
Baccalaureate certification during my education program at the University of Michigan. Most of my
schooling experiences incorporated interdisciplinary contexts, practiced community engagement, and
contributed to myself becoming an open-minded, globally-aware community member.
In addition, my passion for studying the intersection of Psychology and Education has given me a
unique perspective on the complexities of young adults and their experiences. Becoming certified in
Trauma-Informed Practices has granted me psychologically supported pedagogy that aims to equip
educators with empathy and guidance amidst the turmoil of experiences that characterize adolescence.
I’m confident in my abilities to facilitate guided classroom management approaches, and disciplinary
choices that focus on redirection and correction, rather than punishment. My philosophies aim to
transform the traditionally shameful idea of an error into a mark of progress, which is significantly
relevant within language acquisition and necessary for development in general. My goals as a trauma-
informed educator who seeks to help students navigate through obstacles patiently, with their greater
well-being in mind, allows me to be aware of the importance of switching roles between an authoritative
figure, to a coach, and a listener. Modeling positive interactions, demonstrating pro-social behavior, and
communicating respect and kindness towards all. I am eager to encourage my students because I believe
motivation and mutual trust will lead to a greater inclination for my students to challenge themselves
because their teachers listen to their stories, incorporate representation of their narratives and simply
believe in their success.
Another value that my program at the U of M has provided me, is the incredibly important notion
of fostering a classroom environment that rejects deficit-based thinking. I don’t want students to feel as
though they need to “catch up” to the highest achiever in the classroom, or to compare one another in a
competitive way. My students will celebrate all their unique and creative differences, one reason why I
chose to become a Secondary educator; I admire the authentic creativity, diverse insights, and curious
energy that young adults possess, and this continues to reinforce my joy for teaching. As Goldie
Mohammed reminds us, each child has a unique creative genius that will flourish if it is nurtured and
allowed to grow.
Excited with the possibility of joining your community of educators and students, I am hopeful
that I may bring my diligence, creativity and appreciation for young adults into your learning space.

Sincerely,
 Mimi Klee
mimiklee@umich.edu | 847.609.2551

Mimi Klee