Professor Harold Bloom once said, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means that teaching is not just about giving students information—it’s about helping them understand who they are, what they’re capable of, and where they belong in the world. This idea is especially important when working with students who have special needs. Many of these students face challenges that can make them feel overlooked or underestimated. As a future special education teacher, my goal is to create a classroom where every student feels seen, valued, and confident in themselves. I want to help them develop self-confidence, find ways to express themselves, and engage in learning that feels meaningful to them. One of the most important ways to help students gain a sense of their own presence is by building their confidence. Many students with learning differences struggle with self-doubt because they have been told—directly or indirectly—that they are not as capable as their peers. I believe that every student can learn and grow when given the right support. I would focus on celebrating their strengths and small victories, showing them that their progress matters. Instead of comparing them to others, I would encourage them to compete with their past selves, improving little by little each day. When students start believing in themselves, they begin to take more initiative and see their own worth. Another way I would help my students develop their presence is by giving them opportunities to express themselves in ways that feel comfortable to them. Some students may struggle with speaking or writing, so I would incorporate different methods of communication, such as drawing, music, movement, or technology-based tools. Every student deserves to be heard, and sometimes they just need a different way to share their thoughts. When students feel like their voices matter, they become more engaged in their learning and their relationships with others. Finally, I believe that learning should feel meaningful and connected to real life. Many students, especially those with special needs, learn best through hands-on experiences rather than traditional lectures or worksheets. I would incorporate activities that relate to their interests and strengths, whether it’s nature-based lessons, interactive projects, or real-world problem-solving exercises. When students see that learning is not just about passing tests but about understanding the world and themselves, they become more engaged and motivated. In the end, my goal as a special education teacher is to help my students discover their own presence—who they are, what they love, and what they can achieve. I want to create a space where they feel safe, encouraged, and capable of reaching their potential. Every student deserves to know that they belong, that they have a voice, and that they matter. If I can help even one student see that, then I know I’ve done my job.

My journey into Christianity has been anything but linear. I grew up in a Lutheran church, surrounded by familiar traditions, hymns, and teachings. Faith was always a part of my life, but for a long time, it was something I simply grew up with rather than something I actively pursued. As I got older, I began to question what my faith really meant to me outside of family traditions. I wanted to take ownership of my beliefs and understand my relationship with God on a deeper level. In my search for a more personal connection with Christ, I explored a non-denominational church for a time. I was drawn to the energy, the modern worship, and the passionate way people spoke about their faith. It was refreshing, but something always felt slightly off—like I was trying to force myself into a space that didn’t quite fit. The core message of the gospel remained the same, but I found myself missing the structure and depth of Lutheran theology. I realized that while non-denominational churches provided great community and passionate worship, I personally needed something more grounded in doctrine, something that connected my faith back to the deep roots I had grown up with. When I started college, I struggled to find the right faith community. I wanted friends who were genuinely passionate about their relationship with Christ—people who weren’t just attending church out of habit but were truly seeking to grow in their faith. It was harder than I expected. There were plenty of people who identified as Christians, but not many who were intentional about living it out. That left me feeling spiritually disconnected at times, like I was standing on the outskirts of something deeper but didn’t quite know how to step in. Eventually, I reconnected with a Lutheran church near my college, and it felt like coming home. The familiar structure, the emphasis on grace, and the deep theological teachings reminded me why I loved the faith I was raised in. More importantly, it helped me see that my relationship with God wasn’t about finding the perfect church or the perfect friend group—it was about seeking Him first. I realized that while having strong Christian friendships is important, my faith can’t be dependent on whether or not others are walking the same path at the same pace as me. Through this journey, I’ve learned that faith isn’t just about finding the right church or community—it’s about continually choosing to seek God, even when it feels like you’re walking alone. I still hope to find more friends who are deeply rooted in their faith, but I also trust that God will bring those people into my life in His timing. In the meantime, I’m learning to lean on Him more fully, knowing that my faith is strongest when it’s centered on Christ, not just on those around me. Ever since I decided to pursue a career in education, I’ve been driven by the idea of creating a classroom where every student feels safe, supported, and excited to learn. I’m studying to become a teacher, with a special focus on working with young students, particularly those who may struggle with anxiety or face language barriers. For me, teaching isn’t just about academics—it’s about helping kids build confidence, overcome challenges, and develop a love for learning that stays with them for life. A big part of my passion for teaching comes from my own experiences. Growing up with anxiety, I know how overwhelming school can feel when you're constantly worried or unsure of yourself. I also understand how much of a difference a compassionate and understanding teacher can make. I want to be that teacher for my students—the one who notices when they’re struggling, who reassures them when they’re anxious, and who makes learning feel less intimidating. Additionally, working with students who speak another language has shown me how important it is to create a welcoming and patient environment where they feel comfortable expressing themselves. Beyond the academic side of teaching, I also hope to make an impact by advocating for mental health awareness in schools. Too often, students' emotional well-being is overlooked in favor of test scores and curriculum standards. However, I believe that students can’t truly succeed if they’re struggling internally. I want to ensure that students feel heard, understood, and supported in both their education and their personal challenges. Looking ahead, I want to continue growing as an educator, not just in the classroom but beyond it. I hope to work on initiatives that help students who may feel unseen or struggle in silence. Whether through mental health resources, tutoring programs, or simply fostering an inclusive learning space, I want to be a part of the movement to make education more accessible and supportive for all students. How This Scholarship Will Support My Goals: Receiving this scholarship would make a huge difference in my ability to pursue these goals. Like many students, I’m balancing academics with financial challenges, and the cost of tuition, books, and other expenses can be overwhelming. This scholarship would ease some of that burden, allowing me to focus more on my studies and gaining valuable experience in education. It would also open doors for me to attend workshops, training sessions, or even internships that would strengthen my skills as a future teacher. More than just financial help, this scholarship would be an investment in my future—and in the students I will one day teach. The support would allow me to dedicate more time to hands-on learning opportunities, research effective teaching strategies, and continue developing my ability to connect with and support students from all backgrounds. It would also relieve some of the financial stress that often comes with being a college student, giving me the freedom to focus on my passion for education rather than constantly worrying about expenses. Additionally, being awarded this scholarship would be a powerful affirmation that my dreams and aspirations are worth pursuing. It would motivate me even further to push myself academically and professionally, knowing that others believe in my potential as an educator. I hope to one day be able to give back to students in the same way, by mentoring and supporting them in their own educational journeys. I am incredibly grateful for the opportunity to apply for this scholarship and for the chance to take one step closer to turning my passion into a lifelong career. With this support, I can continue working toward my dream of becoming the kind of teacher who makes a lasting impact, not just in academics but in the lives of my students.

For me, going to college is more than just earning a degree—it’s a chance to grow, explore my passions, and build the foundation for my future. College represents an opportunity to challenge myself, step out of my comfort zone, and discover what I’m truly capable of. It’s a time of personal development, where I can refine my skills, gain new perspectives, and work toward a career that excites me. One of the main reasons I chose to attend college was to pursue my passion for teaching. As I work toward becoming an educator, I see this experience as a chance to develop the knowledge, skills, and experience necessary to make a real impact on students' lives. It’s not just about learning how to teach subjects like math or science—it’s about learning how to connect with students, support their personal growth, and create a classroom environment where they feel safe and motivated to learn. College is providing me with the opportunity to dive deeper into educational theories, practice hands-on teaching strategies, and understand how to meet the diverse needs of my future students. Education is constantly evolving, and with the ability to attend college, I am able to stay up to date with the new findings. At the same time, college is about personal growth and self-discovery. It’s about becoming more confident, independent, and resilient. There are times when I feel overwhelmed by the pressure of coursework, social expectations, or the uncertainty of the future. But I’ve learned that these moments are part of the process. College has taught me how to manage stress, prioritize my goals, and stay focused on the bigger picture. Through these experiences, I’m growing into someone who can handle life’s challenges with more grace and determination. Beyond academics and career goals, college also offers me the chance to build relationships with people who share similar values and passions. I’m trying to find a community that supports and encourages me in my faith and my academic journey. Surrounding myself with like-minded individuals has helped me feel more connected and motivated to keep pushing forward, even when things get tough. Going to college and meeting new people who support you is so refreshing. Ultimately, college is about setting myself up for a future where I can make a positive impact. It’s about gaining the tools, knowledge, and confidence to contribute to my community and pursue a career that allows me to make a meaningful difference in my future students lives.

The Role of Faith in My Life and Its Impact on My Goals: Faith has always been an important part of my life, but its role has changed and deepened as I’ve grown older. I was raised in a Lutheran church, and for much of my childhood, faith was something I practiced out of routine—attending Sunday services, saying prayers before meals, and knowing the right answers in Sunday school. But as I got older, faith became more personal. It became less about tradition and more about trust—trust in God’s plan, in His timing, and in the purpose He has for my life. College has challenged me in ways I didn’t expect, and my faith has been a steady foundation through all of it. Academically, there have been moments of doubt—wondering if I’m in the right major, if I’ll be a good enough teacher, or if I’m capable of handling everything that comes with pursuing higher education. But in those moments, my faith reminds me that I don’t have to have everything figured out. I’ve learned to lean on God, to trust that He placed this passion for teaching in my heart for a reason, and that He will equip me with the strength, wisdom, and patience I need to succeed. Faith has also shaped my career goals in a profound way. As I study to become a teacher, I want to bring the values of kindness, patience, and compassion into my classroom. I may not be able to openly teach faith in a public school setting, but I can live it out in the way I support my students. I want my classroom to be a place where kids feel safe, where they know they are valued, and where they are encouraged to learn and grow not just academically, but as people. My faith has shown me the importance of serving others, and I see teaching as one of the most impactful ways to do that. What Else Has Pushed Me to Pursue Higher Education? While faith has been a major guiding force in my life, I also owe a lot to the people who have supported me along the way. My family has always emphasized the importance of education—not just as a way to build a career, but as a way to grow, challenge myself, and make a difference. They have encouraged me to pursue my passion for teaching, even when I’ve second-guessed myself. I’ve also been inspired by the teachers who made a lasting impact on me. The ones who noticed when I was struggling, who made learning feel exciting, and who created a classroom environment that felt safe and welcoming. Their influence made me want to do the same for future students. Beyond that, my own experiences with anxiety have shaped my desire to become a teacher. I know what it’s like to sit in a classroom and feel overwhelmed, and I want to be the kind of teacher who recognizes those struggles in students and supports them through it. Pursuing higher education is not just about earning a degree—it’s about equipping myself with the knowledge and tools I need to make a real difference in students' lives. In the end, faith, family, and personal experience have all played a role in pushing me toward this path. I know that the journey won’t always be easy, but I also know that I’m not walking it alone. With God guiding me, the support of those who believe in me, and a passion for making a difference, I’m confident that I’m exactly where I’m meant to be.

Being diagnosed with chronic anxiety in seventh grade—especially anxiety centered around a fear of sickness and food—has shaped nearly every part of my life. It has influenced the way I see the world, how I connect with others, and the career path I’m pursuing. While it has created challenges, it has also taught me resilience and gave me a strong sense of purpose. For as long as I can remember, I’ve been hyperaware of health, germs, and the risks that come with eating. My anxiety isn't just general nervousness; it is an all-consuming fear that something I ate might make me sick or that I’d catch an illness and not be able to handle it. At its worst, it made simple things—like eating at a restaurant or being around someone with a cold—feel terrifying. It shaped my habits, my choices, and even my belief system. I spent years feeling like I had to be in control of everything I consumed and every environment I was in, or else I’d panic. Over time, I’ve learned that no amount of overanalyzing, avoiding, or planning can completely eliminate risk, and constantly trying to do so only fuels the anxiety. I’ve had to work hard to accept uncertainty, to remind myself that my body is stronger than my anxiety tells me it is, and that food isn’t the enemy. This process hasn’t been easy, and I still have moments when the fear creeps back in. But through it all, I’ve developed a deep belief in the importance of mental health awareness. People often underestimate how powerful anxiety can be, especially when it’s tied to something as basic as eating or staying healthy. I know firsthand that mental struggles are just as real as physical ones, and I believe that more people, especially young people, deserve support and understanding. This anxiety has also impacted my relationships in both frustrating and meaningful ways. At times, it made me feel isolated, like no one truly understood what was going on in my head. There were moments when I turned down social events because I was too anxious about the food or avoided situations where I might feel trapped in my own thoughts. But through trial and error, I’ve learned that connection is one of the best antidotes to anxiety. Being open about my struggles has allowed me to build deeper, more genuine relationships with people who truly care. It has also made me a better listener. I know what it’s like to feel dismissed or misunderstood, so I try to be the kind of person who validates others' experiences, no matter how irrational their fears might seem from the outside. My experience with anxiety has also shaped my career aspirations. . Because I know what it’s like to feel overwhelmed by fear, I make it a priority to create a classroom where students feel safe, supported, and heard. I want them to know that their feelings are valid, that it’s okay to be scared sometimes, and that they have someone who will meet them where they are. I also pay close attention to students who struggle with food-related fears or anxiety about sickness because I know how isolating those experiences can be. At the end of the day, living with anxiety hasn’t been easy, but it has made me who I am. While I wouldn’t wish this kind of anxiety on anyone, I’ve learned that it doesn’t have to define me in a negative way. Instead, it has given me the tools to help others, whether through a conversation, a lesson, or simply being someone who understands.

Growing up, I was fortunate to experience the joy of learning in classrooms where I felt seen and valued. My elementary teachers were more than just instructors; they were mentors who encouraged me to dream, challenged me to think critically, and made learning an adventure. I remember how my second-grade teacher would take extra time to ensure every student understood the material, and my fourth-grade teacher, who introduced me to the thrill of storytelling. They taught me that education is not just about academics—it’s about nurturing curiosity and confidence. These early experiences planted the seed of my desire to one day make the same kind of impact in children’s lives. Another profound influence on my decision was my grandmother, who taught second grade for 40 years. She was a pillar of her community, known for her patience, kindness, and unwavering dedication to her students. As a child, I loved listening to her stories about her classroom—the challenges she faced and the moments of triumph when a child grasped a difficult concept or discovered a new passion. Watching her find so much fulfillment in her career made me realize the incredible power of teaching to shape not just individual lives but entire communities. She often told me, “Teaching is planting seeds you may never see grow, but knowing they will is what makes it worthwhile.” Her words continue to guide me as I continue down my path to being an educator. At the heart of my choice is my drive to see children succeed. Every child deserves the opportunity to reach their full potential, and I want to be the kind of teacher who helps them believe in themselves and their abilities. Whether it’s helping a struggling student master a difficult concept or celebrating a small victory, I am passionate about creating a classroom where every child feels supported and capable of achieving their dreams. I am currently at the end of my first year in college. One thing that has helped me hold on to my drive of being an educator is thinking of the impact that I can have on students. Not every student is blessed with the same experiences that I had in elementary school, but as an educator, I can ensure that I will be there to serve and uplift my students daily. In choosing education, I am not just pursuing a career—I am answering a calling.

Education has always been a cornerstone in my life, shaping who I am and what I value. My decision to major in education stems from a deep-rooted desire to see children succeed, the inspiration of my grandmother's teaching legacy, my own love for school, and the profound impact my elementary teachers had on me. These influences have shaped my belief in the transformative power of education and my passion for becoming an educator. Growing up, I was fortunate to experience the joy of learning in classrooms where I felt seen and valued. My elementary teachers were more than just instructors; they were mentors who encouraged me to dream, challenged me to think critically, and made learning an adventure. I remember how my second-grade teacher would take extra time to ensure every student understood the material, and my fourth-grade teacher, who introduced me to the thrill of storytelling. They taught me that education is not just about academics—it’s about nurturing curiosity and confidence. These early experiences planted the seed of my desire to one day make the same kind of impact in children’s lives. Another profound influence on my decision was my grandmother, who taught second grade for 40 years. She was a pillar of her community, known for her patience, kindness, and unwavering dedication to her students. As a child, I loved listening to her stories about her classroom—the challenges she faced and the moments of triumph when a child grasped a difficult concept or discovered a new passion. Watching her find so much fulfillment in her career made me realize the incredible power of teaching to shape not just individual lives but entire communities. She often told me, “Teaching is planting seeds you may never see grow, but knowing they will is what makes it worthwhile.” Her words continue to guide me as a begin my journey of becoming an educator. At the heart of my choice is my drive to see children succeed. Every child deserves the opportunity to reach their full potential, and I want to be the kind of teacher who helps them believe in themselves and their abilities. Whether it’s helping a struggling student master a difficult concept or celebrating a small victory, I am passionate about creating a classroom where every child feels supported and capable of achieving their dreams. In choosing education, I am not just pursuing a career—I am answering a calling.