Bob Thompson Memorial Scholarship

The saying “taking over the family business” surely will apply to me if I ultimately become a teacher and a coach. I was 3 months old when my dad became a counselor and the head football coach at Springboro High School. From the time that I could walk I was on the field watching practices and games. When I got into elementary school I became a ball boy and I started playing pee wee football. During that time I got to experience the highs and lows with my dad and his team. I was in the locker room before and after games, at team meals - I even got to go with my dad on college trips. The players knew me by name, would throw the ball with me, and even helped coach my pee wee teams. It was a great way to grow up, but I also got to see the tough things about my dad’s life. I saw the late hours he worked, the early mornings, the weekends, and the long hard summers. I saw my dads heart break when the team would get beat, the pain he went through when one of his players was diagnosed with cancer, when a player went homeless, and when one of his players got killed in a car accident. My dad made his job of being a high school counselor and football coach a family experience. My dad didn’t just have a 9 to 5 job that he left for and came home from, we lived his career, and we still do. Once I entered high school, I became a student aid for the counseling office. During my time there I was introduced to a level of caring for others that I hadn’t seen. I got to see how adults in the building helped students in so many ways. Before I worked in the counseling offices I thought that all the teachers and school personnel just treated me well because of my dad. But what I realized quickly during my time in the counseling office was how they treated everyone there. I learned that is what good people who work in education do. It was not long after that I knew this was something that would always be a part of me. To prepare for this, I’ve tried to put myself in situations where I can be around students younger than me that might need help. As an example, I became a student coach for PlayersBox, a program at my church that helps students who are involved in arts, athletics, and academics to handle pressure and stress associated with those things. I lead a table of middle school students and teach them strategies to help cope with stress and pressures. I also helped organize a program that allows our varsity football players to adopt youth football teams. I remember Mr. Thompson when I was a student at Springboro Intermediate and he was our building principal. He used to talk to me all the time when he would see me. He even helped me figure out my locker combination - more than once! And again, I realize now, not because of who my dad was, but because who he was in the field of education! And now, that has become something that I want to do. Next fall, I’ll hopefully head off to college to start trying to become a teacher and coach. I hope to start off in the classroom and then one day be in the counseling office. I’m excited to make that same impact I’ve been witness to!

My name is Gemma Kilgore, and I am an upcoming senior at Ohio Wesleyan University, studying Inclusive Elementary Education. As the oldest of four children, I’ve grown up appreciating others and discovering joy in everyday moments—whether through reading, writing, drawing, running, or exploring new places. I find magic in small encounters and in the greenness of the world around us. I am deeply rooted in my Christian-Catholic faith, persistent in values of kindness, generosity, and service in my personal and professional life. Before I graduate, I plan to apply to several teaching positions throughout both Cleveland and Columbus, preparing myself for interviews and familiarizing myself in schools by serving as a substitute teacher. Acquiring a position as a first/second/third-grade teacher, I will graduate with a dual license in general and special education. I want to teach for a few years in the area, simultaneously working to receive my masters in education, with a reading endorsement or Orton-Gillingham credentials. After achieving a few years of teaching, I dream of taking my experience overseas to help educate children in underserved communities, hoping to immerse myself in different cultures and learn innovative pedagogical methods, while making a meaningful impact on the lives of children. I am drawn to helping young students discover their own pocketful of sunshine within their learning, as well as in the exploration of their curious wonders about the world. I hope to eventually sign a contract at an international school in Austria or Ireland, further dedicating my career to fostering a love of learning and growth in my students, while empowering them to reach their fullest potential and beyond. From the day I played “pretend school” with my siblings in third grade, I knew in my heart that I had wanted to be a teacher. Before I knew it, I was asking my teachers for leftover worksheets and begging my mother for a blue hand pointer. Now 21 years old and nearing my senior year as a college student and immersed in student teaching, I have been expanding the my knowledge as a future educator. I enjoy deep readings of my small but becoming professional library, growing aware of changes in the educational landscape and learning the psychology behind how children learn. Education is a profound door-opener. It is an object of wonder, of challenge, and of possibility. It serves as the stable pillars of life; often providing the foundation of social skills, conflict resolution, and significantly develops literacy skills. I recognize that teaching is not simply just a job; it is a profession of strength, intention, and longevity. To be an educator is to immerse oneself into a dedicated livelihood, molded by individual beliefs in pedagogical practices, and by one’s self-efficacy to best serve students so that they can succeed no matter their circumstances or educational standing. It is through this perspective that I will strive to stay committed to professional growth, attending workshops, conferences, and staying current with evidence-based practices. This includes sharing classroom management strategies with colleagues, collaborating with specialists, and consistently communicating with parents. My own, personal path to education has been equally inspired by teachers who nurtured my need for exploration, then further on inspired by professors who have observed my teaching and believe I will make an impact on students’ lives. I acknowledge that education is not just about imparting knowledge but also building character, confidence, and instilling a sense of purpose. I believe in creating a supportive and inclusive classroom environment where students feel valued and respected, ultimately teaching them to share that kindness with and towards others.

Once I turn my tassel and enter the next chapter in my life, I’m going right back to where I started: school. Ever since I was three years old, I’ve wanted to become a teacher. Unable to imagine myself anywhere other than my favorite place, I knew that it was my destiny when I grew up to go back to school as a teacher. My passion for becoming a teacher ran deep, embedding itself into every aspect of my life. I collected office supplies, created pretend lesson plans, played with school-themed toys, and even taught an imaginary class. As a tutor through my school’s peer tutoring program, I had the opportunity to work one-on-one with peers to help them learn, which has been a really rewarding experience. Watching my tutees finally understand a concept and get their grades up because of my help has been very fulfilling to me as a future educator. Another important program that I joined in high school was Teacher Academy. Taking the place of a college-level “introduction to education” course, the two-year program consisted of in-class instruction, creating a research portfolio of basic education concepts, and an internship period. This internship means that I was able to intern with a mentor teacher at any building in the school district to get real-world classroom experience. Before Teacher Academy, I wasn’t sure what grade levels I wanted to teach. Through shadowing in various classrooms during my senior year, I was able to learn that my heart is set on teaching middle childhood, and I realized even more how much I really want to become a teacher—and how well-suited for it I am. Working with the kids was my favorite part of my time in the program. They not only helped me embrace my “inner child,” but they also helped me appreciate the joy in small things. Achieving this dream of becoming a teacher is going to require some work. Once I graduate high school, I’ll be attending Miami University in Oxford, Ohio. While at college, my plan is to not only earn my bachelor’s degree in Middle Childhood Education (Math and Science concentration), but to also get a TESOL (Teaching English to Speakers of Other Languages) endorsement and begin work on my master’s in Language and Literacy as an undergrad. Yet college is only one part of how I will achieve success as a teacher. When I finally have a classroom of my own, I want to make sure that I don’t lose sight of why I wanted to become a teacher in the first place. Yes, I love school. But helping others learn lights me up. I love being around young people who make me laugh and bring joy to my day. I cherish the opportunity to be the best teacher I can be for my students. For me, this means advocating for my students, giving them the resources they need, and helping them have fun in a place that some kids dislike. I want to be the reason my students like school. I want to help them succeed and become better people. If I can be that teacher for my students, then I will be the most successful educator that I can ever hope to be.

As I reflect on my journey thus far, I am filled with gratitude for the experiences that have shaped my path in education. My name is Leila, and I am a full-time student pursuing a bachelor's degree in early childhood education at Ohio University Chillicothe. With a passion for nurturing young minds and a commitment to making a difference, I am honored to apply for the Bob Thompson Memorial Scholarship. My journey into the field of education was not a sudden revelation but rather a gradual realization of my calling. Growing up, I attended schools in low-income districts where I witnessed firsthand the impact of dedicated educators who believed in their students' potential. Inspired by their unwavering commitment and the transformative power of education, I embarked on a journey to become a teacher myself. Enrolling at Ohio University Chillicothe has been a pivotal step in my academic and personal growth. The supportive environment and knowledgeable faculty have provided me with invaluable opportunities to expand my understanding of early childhood education. From engaging classroom discussions to hands-on experiences in local school districts, I have been fortunate to immerse myself in diverse learning environments that have enriched my educational journey. One of the highlights of my college experience has been the opportunity to work in various educational settings, including preschools and elementary classrooms. These experiences have deepened my understanding of child development and reinforced my passion for fostering a love of learning in young children. Whether I was tutoring first graders or assisting in a STEM classroom, I found immense joy in witnessing the growth and progress of each student. My dedication to serving students in need extends beyond the classroom. Last year, I accepted the TEACH Grant, committing to teach in a low-income school district for my first four years after graduation. Having attended similar schools myself, I am acutely aware of the challenges that students in these communities face. I am committed to providing them with the support and encouragement they need to succeed academically and beyond. Looking ahead, I am excited about the prospect of continuing my education to pursue a master's degree. With a focus on furthering my expertise in early childhood education, I am eager to explore innovative teaching methods and strategies that will enhance my ability to meet the diverse needs of my students. My journey in early childhood education has been guided by a deep sense of purpose and a commitment to making a positive difference in the lives of children. With the support of the Bob Thompson Memorial Scholarship, I am confident that I will continue to pursue my passion for teaching and inspiring the next generation of learners. Thank you for considering my application. Leila A.