Working full-time while pursuing a college degree has been one of the most demanding yet rewarding experiences of my life. Every day, I have the privilege of working full-time at a preschool, where I help young children learn, grow, and develop a love for education. At the same time, I am a full-time college student pursuing my bachelor’s degree in elementary education with plans to continue on to earn my master’s degree. Although balancing these responsibilities has required countless sacrifices, it has strengthened my determination to become the educator I have always aspired to be. My passion for teaching began during my junior year of high school when I joined Educators Rising. What started as an extracurricular activity quickly became the foundation for my future career. Competing at both the area and state levels introduced me to the impact teachers have on their students’ lives and confirmed that education was the path I wanted to pursue. Today, working in a preschool allows me to live that passion every day while continuing my education. Balancing full-time work with a full-time course load has not always been easy. One of the most challenging times came during the end of the semester, when major assignments, exams, and lesson planning projects all seemed to fall within the same few weeks. At work, I was responsible for caring for and teaching young children throughout the day, which required my full attention and energy. By the time I returned home, I still had hours of studying and assignments waiting for me. There were days when I questioned whether I could continue managing both responsibilities successfully. Rather than allowing the stress to overwhelm me, I focused on creating a structured routine. I planned my weeks in advance, breaking larger assignments into smaller, manageable tasks and dedicating specific hours each evening to coursework. I learned to prioritize what needed immediate attention while also recognizing the importance of maintaining balance and avoiding burnout. Most importantly, I reminded myself why I had chosen this path in the first place. Every challenge I overcame brought me one step closer to becoming the teacher I hope to be. Working while earning my degree has taught me lessons that extend far beyond the classroom. It has strengthened my time management, resilience, and perseverance while giving me valuable hands-on experience with young learners. These experiences have prepared me to enter the teaching profession with both practical knowledge and a deep appreciation for the dedication education requires. Although the journey has been challenging, it has confirmed that I am exactly where I am meant to be, and I am committed to making a positive difference in the lives of future students.

The moment a child’s face lights up because they finally understand something they once thought was impossible is pure magic. That moment is why I want to become a teacher. While many people choose a career because of the opportunities it offers, I chose education because of the lives it allows me to impact. Every experience I’ve had has only reinforced one truth: teaching is not simply what I want to do, it is who I am. My passion for teaching began during my junior year of high school when I joined Educators Rising. What started as an extracurricular activity quickly became the experience that shaped my future. Through competing at both the area and state levels, I discovered the creativity, dedication, and purpose that define great educators. I poured my heart into my projects, and for the first time, I could clearly envision myself standing at the front of a classroom. That experience transformed education from an interest into a calling. During my senior year, my family relocated from Texas to Arkansas. Although moving meant leaving behind familiar faces and routines, it never changed my goal. I immediately enrolled in the dual-credit education program at Bentonville West High School because I knew I wanted every opportunity to prepare for a career in teaching. That decision led me to complete field experiences in both first- and second-grade classrooms, where everything I had imagined about teaching became reality. Those classrooms confirmed that I had found my purpose. Whether I was helping a student sound out a difficult word, tying a shoe, answering endless questions, or celebrating a breakthrough with excited smiles and high-fives, I realized that the smallest moments often leave the biggest impact. My mentor teacher welcomed me into every aspect of the profession, from lesson planning and classroom preparation meetings. Seeing the dedication, collaboration, and thoughtful planning behind every successful lesson deepened my respect for educators and strengthened my commitment to joining their profession. Even today, I occasionally see those students around the community. When they recognize me with a smile, a wave, or an unexpected hug, I am reminded that meaningful relationships extend far beyond the classroom walls. Those moments continue to inspire me and reaffirm why I chose this path. After graduating from high school, I began working in the preschool classrooms at a local daycare. Caring for and teaching young children has strengthened my patience, adaptability, and compassion while reinforcing the importance of early childhood education. Every day presents new opportunities to encourage curiosity, build confidence, and create a safe environment where children feel valued and capable of learning. Receiving this scholarship would allow me to continue pursuing the career I have worked toward for years. My goal is not simply to teach academic subjects but to inspire confidence, encourage curiosity, and create a classroom where every child feels seen, supported, and capable of success. I believe education changes lives, and I am committed to becoming the kind of teacher who helps make that change possible, one student at a time.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." – Professor Harold Bloom, Possessed by Memory Professor Harold Bloom's powerful statement about teaching, drawn from his vast experience as a Humanities professor, has left a deep impression on me as I reflect on my future role as a special education teacher. Bloom’s words encapsulate the very essence of what it means to teach: not merely to impart knowledge, but to help a student recognize their unique identity and inherent worth in the world. His understanding of teaching resonates deeply with my belief that education is about more than academic success—it's about bringing out the fullest potential in each child, helping them recognize their individual presence in the world, and enabling them to grow as confident, empowered people. In special education, this notion of "sense of presence" is even more critical, as many students with learning disabilities or other special needs often struggle to feel understood, accepted, or valued. These students may face significant barriers in academic, social, or emotional domains, and as a result, their self-esteem and sense of belonging may be fragile. My goal as a special education teacher is to guide my students toward experiencing a sense of their own presence—helping them not only to succeed academically but also to recognize their intrinsic worth and to feel seen and heard in a world that can sometimes feel isolating. Understanding "Sense of Presence" To fully appreciate the statement by Professor Bloom, it is important to first understand what it means to bring a student to "his or her sense of presence." At its core, this phrase refers to the process of helping a student fully recognize their existence, significance, and capabilities. It is about empowering the student to understand that they matter, that they belong, and that they have the ability to make meaningful contributions in their world. A student’s “sense of presence” goes beyond traditional measures of academic success—it is the internal recognition of their potential and their place in society. For students with special needs, this can be a particularly difficult task. Many of these students may feel disconnected from their peers due to learning challenges, social difficulties, or emotional struggles. They may feel as though their differences make them invisible or less valuable than others. As a result, it is imperative that we, as educators, help students with special needs build self-awareness and self-acceptance, which, in turn, will allow them to recognize their worth and potential. I believe that when students experience this sense of presence, they become more resilient, motivated, and confident—traits that will serve them throughout their lives. Guiding Students to a Sense of Their Own Presence As I work toward becoming a special education teacher, I aim to guide my students toward experiencing a sense of their own presence by creating a learning environment that emphasizes inclusion, emotional support, and individualized instruction. Below are key strategies that I would employ to help my students develop this sense of presence. Individualized Instruction and Support One of the core principles of special education is individualized instruction. Every student has unique needs, abilities, and learning styles. As an educator, it is essential to create personalized learning experiences that recognize these differences and support each student’s growth. This could involve modifying lessons, using alternative teaching strategies, or providing accommodations to ensure that each student has the opportunity to succeed. In my classroom, I would assess each student’s strengths, weaknesses, and interests to tailor my teaching methods accordingly. For example, some students may thrive with visual aids, while others may need more hands-on, interactive experiences. Providing students with these tailored learning opportunities allows them to recognize that their learning process is valid and worthy of attention. When students feel like the learning environment is designed for them, it fosters a deeper sense of self-worth and understanding of their own capabilities. Fostering Emotional and Social Growth For students with special needs, emotional and social development can sometimes be overlooked in favor of academic achievement. However, I believe that emotional well-being is just as important as academic success in helping students experience a sense of their own presence. In my classroom, I would place a strong emphasis on creating a safe and supportive environment where students feel comfortable expressing themselves and developing social skills. This might involve implementing social-emotional learning (SEL) programs, teaching conflict resolution strategies, and helping students build relationships with their peers. By providing a space for emotional growth, I would ensure that my students not only gain academic knowledge but also develop the social and emotional tools needed to navigate the world around them. Encouraging open communication, validating feelings, and celebrating individual achievements would help students see their value, not just in their academic work, but in who they are as people. Celebrating Small Victories and Building Confidence In special education, success is not always measured by standardized tests or grades. Instead, success is about progress—no matter how small—that leads to a deeper understanding of one’s own abilities. It is crucial to celebrate even the smallest victories, as these moments of achievement help students build confidence in themselves and their capabilities. In my classroom, I would make a point to recognize all forms of progress, whether it is a student improving their reading skills, mastering a new concept, or simply demonstrating increased self-regulation. These small victories, when consistently acknowledged, reinforce a student’s belief in their ability to succeed. This process of celebrating achievements helps students develop a sense of their own presence, as they come to understand that their efforts are valuable and worthy of recognition. Promoting Positive Peer Interactions and Collaboration A key aspect of fostering a student’s sense of presence is helping them feel connected to others. In a special education setting, students often experience feelings of isolation or exclusion due to their differences. Therefore, creating opportunities for positive peer interactions and collaboration is essential in promoting a sense of belonging. By organizing group activities, cooperative learning tasks, and peer mentoring opportunities, I would encourage students to work together and learn from one another. This collaborative approach helps students build friendships, learn empathy, and realize that they have something valuable to offer to their peers. Through positive social interactions, students can develop a sense of their own presence within the broader classroom community. My Mission as a Special Education Teacher My mission as a special education teacher is clear: I want to create a learning environment where every child feels valued, understood, and empowered to recognize their own potential. By focusing on individualized instruction, emotional and social development, and celebrating progress, I believe I can help my students build a strong sense of self-worth and confidence. Furthermore, I recognize that being a special education teacher is not just about working with students in the classroom. It is about being an advocate for those who may not always have a voice, promoting inclusion in the wider school community, and helping students navigate challenges that extend beyond academics. My goal is to create an environment where my students feel seen for who they truly are—not just in terms of their disabilities, but in terms of their unique abilities, personalities, and potential. A Fairy Tale: The Heroine Teacher and Her Students Once upon a time, in a kingdom where children were known for their magical abilities, there was a teacher named Belle. She was not an ordinary teacher—she possessed a special gift: the ability to see the true potential within every child, no matter how hidden or difficult to see. The kingdom’s children were unique, each with their own magical gift. Some could speak to animals, others could control the elements, and some had the power to heal. But among them, there were a few who struggled to control their gifts. They often felt misunderstood and isolated, and they doubted the worth of their powers. This caused them to feel invisible, as though their abilities were something to hide rather than celebrate. One day, the wise teacher Belle was called to the kingdom’s school to help these children find their way. She began by listening to each child’s story, learning about their fears, their struggles, and their dreams. Through patience and compassion, she slowly helped them recognize their worth. She taught them that their unique abilities were valuable, and that each one of them had a special presence in the world. With [Belle's guidance, the children began to see their magical gifts not as burdens, but as sources of strength. They learned to embrace their differences, to trust in their abilities, and to use their powers for good. They formed deep bonds with each other, realizing that their individual gifts were even more powerful when shared and combined. As the children grew in confidence, they became heroes in their own right, each one contributing something special to their kingdom. They knew that they had a place in the world, and that their presence was not only valued but necessary. And so, in the kingdom where children once struggled to find their sense of presence, there was now a thriving community of empowered individuals who knew that they mattered. Thanks to Belle, they had learned the most important lesson of all: they were worthy, they were unique, and their presence made a difference in the world.

Empowerment is a powerful and transformative concept that can fundamentally change the way individuals interact with the world and navigate their personal lives. It refers to the process of gaining control over one’s life, making decisions, and harnessing the necessary resources and skills to act in accordance with one's values and desires. At its core, empowerment is about autonomy, self-confidence, and the ability to take charge of one’s circumstances, whether in personal, social, or professional spheres. Empowerment is not a one-size-fits-all concept. It manifests differently for each individual, depending on their unique experiences, goals, and environment. For some, empowerment means financial independence; for others, it might involve emotional resilience or the ability to challenge societal norms. The common thread, however, is that empowerment leads to a greater sense of self-worth and the belief that one's actions can create meaningful change. On a personal level, empowerment often begins with a shift in mindset. It involves recognizing one’s potential and realizing that with the right tools and mindset, anything is possible. For example, when an individual gains knowledge, whether through education, self-reflection, or life experiences, they often feel more capable and confident. This newfound confidence allows them to pursue opportunities that they might have previously seen as out of reach. It’s about knowing your worth and trusting that you have the ability to succeed, no matter the obstacles. In the workplace, empowerment is equally significant. When employees feel empowered, they are more likely to take initiative, be creative, and contribute meaningfully to the success of their organization. Empowered individuals are not afraid to voice their ideas, solve problems proactively, and collaborate effectively with others. This not only benefits their personal growth but also fosters a more dynamic and innovative work environment. On a broader scale, empowerment can also drive social change. Historically, many movements for civil rights, gender equality, and environmental justice have been fueled by a collective sense of empowerment. When people feel empowered, they believe that they can challenge existing systems and demand the changes they wish to see in the world. Empowerment, in this sense, becomes a force that uplifts communities, creating opportunities for individuals to work together toward common goals. Empowerment also ties into the idea of self-care and well-being. A key component of being empowered is having the capacity to care for oneself—physically, emotionally, and mentally. When individuals prioritize their well-being, they are better able to make clear decisions, manage stress, and approach challenges with a positive attitude. Empowerment in this context involves the recognition that taking care of oneself is not selfish but essential for long-term success and happiness. Empowerment is deeply connected to resilience. It is about having the strength to bounce back from setbacks and not allowing failure to define one’s future. Empowered individuals view challenges as opportunities for growth rather than insurmountable obstacles. This mindset allows them to persist in the face of adversity and continue striving toward their goals with determination. Ultimately, empowerment is a continuous journey. It is not something that is achieved overnight but rather developed through sustained effort, self-reflection, and the pursuit of personal growth. It requires a commitment to one’s own development and a willingness to confront and overcome the limitations—both internal and external—that may stand in the way. By empowering ourselves and others, we contribute to creating a world where individuals have the tools, confidence, and freedom to live the lives they deserve.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." – Professor Harold Bloom, Possessed by Memory Professor Harold Bloom's powerful statement about teaching, drawn from his vast experience as a Humanities professor, has left a deep impression on me as I reflect on my future role as a special education teacher. Bloom’s words encapsulate the very essence of what it means to teach: not merely to impart knowledge, but to help a student recognize their unique identity and inherent worth in the world. His understanding of teaching resonates deeply with my belief that education is about more than academic success—it's about bringing out the fullest potential in each child, helping them recognize their individual presence in the world, and enabling them to grow as confident, empowered people. In special education, this notion of "sense of presence" is even more critical, as many students with learning disabilities or other special needs often struggle to feel understood, accepted, or valued. These students may face significant barriers in academic, social, or emotional domains, and as a result, their self-esteem and sense of belonging may be fragile. My goal as a special education teacher is to guide my students toward experiencing a sense of their own presence—helping them not only to succeed academically but also to recognize their intrinsic worth and to feel seen and heard in a world that can sometimes feel isolating. Understanding "Sense of Presence" To fully appreciate the statement by Professor Bloom, it is important to first understand what it means to bring a student to "his or her sense of presence." At its core, this phrase refers to the process of helping a student fully recognize their existence, significance, and capabilities. It is about empowering the student to understand that they matter, that they belong, and that they have the ability to make meaningful contributions in their world. A student’s “sense of presence” goes beyond traditional measures of academic success—it is the internal recognition of their potential and their place in society. For students with special needs, this can be a particularly difficult task. Many of these students may feel disconnected from their peers due to learning challenges, social difficulties, or emotional struggles. They may feel as though their differences make them invisible or less valuable than others. As a result, it is imperative that we, as educators, help students with special needs build self-awareness and self-acceptance, which, in turn, will allow them to recognize their worth and potential. I believe that when students experience this sense of presence, they become more resilient, motivated, and confident—traits that will serve them throughout their lives. Guiding Students to a Sense of Their Own Presence As I work toward becoming a special education teacher, I aim to guide my students toward experiencing a sense of their own presence by creating a learning environment that emphasizes inclusion, emotional support, and individualized instruction. Below are key strategies that I would employ to help my students develop this sense of presence. Individualized Instruction and Support One of the core principles of special education is individualized instruction. Every student has unique needs, abilities, and learning styles. As an educator, it is essential to create personalized learning experiences that recognize these differences and support each student’s growth. This could involve modifying lessons, using alternative teaching strategies, or providing accommodations to ensure that each student has the opportunity to succeed. In my classroom, I would assess each student’s strengths, weaknesses, and interests to tailor my teaching methods accordingly. For example, some students may thrive with visual aids, while others may need more hands-on, interactive experiences. Providing students with these tailored learning opportunities allows them to recognize that their learning process is valid and worthy of attention. When students feel like the learning environment is designed for them, it fosters a deeper sense of self-worth and understanding of their own capabilities. Fostering Emotional and Social Growth For students with special needs, emotional and social development can sometimes be overlooked in favor of academic achievement. However, I believe that emotional well-being is just as important as academic success in helping students experience a sense of their own presence. In my classroom, I would place a strong emphasis on creating a safe and supportive environment where students feel comfortable expressing themselves and developing social skills. This might involve implementing social-emotional learning (SEL) programs, teaching conflict resolution strategies, and helping students build relationships with their peers. By providing a space for emotional growth, I would ensure that my students not only gain academic knowledge but also develop the social and emotional tools needed to navigate the world around them. Encouraging open communication, validating feelings, and celebrating individual achievements would help students see their value, not just in their academic work, but in who they are as people. Celebrating Small Victories and Building Confidence In special education, success is not always measured by standardized tests or grades. Instead, success is about progress—no matter how small—that leads to a deeper understanding of one’s own abilities. It is crucial to celebrate even the smallest victories, as these moments of achievement help students build confidence in themselves and their capabilities. In my classroom, I would make a point to recognize all forms of progress, whether it is a student improving their reading skills, mastering a new concept, or simply demonstrating increased self-regulation. These small victories, when consistently acknowledged, reinforce a student’s belief in their ability to succeed. This process of celebrating achievements helps students develop a sense of their own presence, as they come to understand that their efforts are valuable and worthy of recognition. Promoting Positive Peer Interactions and Collaboration A key aspect of fostering a student’s sense of presence is helping them feel connected to others. In a special education setting, students often experience feelings of isolation or exclusion due to their differences. Therefore, creating opportunities for positive peer interactions and collaboration is essential in promoting a sense of belonging. By organizing group activities, cooperative learning tasks, and peer mentoring opportunities, I would encourage students to work together and learn from one another. This collaborative approach helps students build friendships, learn empathy, and realize that they have something valuable to offer to their peers. Through positive social interactions, students can develop a sense of their own presence within the broader classroom community. My Mission as a Special Education Teacher My mission as a special education teacher is clear: I want to create a learning environment where every child feels valued, understood, and empowered to recognize their own potential. By focusing on individualized instruction, emotional and social development, and celebrating progress, I believe I can help my students build a strong sense of self-worth and confidence. Furthermore, I recognize that being a special education teacher is not just about working with students in the classroom. It is about being an advocate for those who may not always have a voice, promoting inclusion in the wider school community, and helping students navigate challenges that extend beyond academics. My goal is to create an environment where my students feel seen for who they truly are—not just in terms of their disabilities, but in terms of their unique abilities, personalities, and potential. A Fairy Tale: The Heroine Teacher and Her Students Once upon a time, in a kingdom where children were known for their magical abilities, there was a teacher named Belle. She was not an ordinary teacher—she possessed a special gift: the ability to see the true potential within every child, no matter how hidden or difficult to see. The kingdom’s children were unique, each with their own magical gift. Some could speak to animals, others could control the elements, and some had the power to heal. But among them, there were a few who struggled to control their gifts. They often felt misunderstood and isolated, and they doubted the worth of their powers. This caused them to feel invisible, as though their abilities were something to hide rather than celebrate. One day, the wise teacher Belle was called to the kingdom’s school to help these children find their way. She began by listening to each child’s story, learning about their fears, their struggles, and their dreams. Through patience and compassion, she slowly helped them recognize their worth. She taught them that their unique abilities were valuable, and that each one of them had a special presence in the world. With [Belle's guidance, the children began to see their magical gifts not as burdens, but as sources of strength. They learned to embrace their differences, to trust in their abilities, and to use their powers for good. They formed deep bonds with each other, realizing that their individual gifts were even more powerful when shared and combined. As the children grew in confidence, they became heroes in their own right, each one contributing something special to their kingdom. They knew that they had a place in the world, and that their presence was not only valued but necessary. And so, in the kingdom where children once struggled to find their sense of presence, there was now a thriving community of empowered individuals who knew that they mattered. Thanks to Belle, they had learned the most important lesson of all: they were worthy, they were unique, and their presence made a difference in the world.

My name is Alyssa Brendel, and from a young age, I’ve always been passionate about learning and helping others. I grew up in a family that deeply valued education and hard work, where I was taught the importance of perseverance and kindness. These values have shaped my desire to become an elementary educator, where I hope to make a positive impact on the world by empowering young students to believe in themselves and their potential. Throughout my school years, I discovered how impactful education can be in shaping a person’s future. I was fortunate to attend schools that valued diversity and inclusion, teaching me to appreciate different perspectives and understand the unique needs of every student. I have also volunteered and tutored, which reinforced my belief that every child, regardless of their background or challenges, deserves the opportunity to succeed. This belief is the foundation of my desire to teach and make a difference. As an educator, I plan to create a classroom environment that encourages academic and personal growth. I want to be the teacher who fosters curiosity, promotes critical thinking, and builds students’ confidence. I believe that education should go beyond textbooks—it should teach kids how to problem-solve, ask questions, and express themselves. My classroom will be a place where students feel safe to take risks and make mistakes, knowing that these are key steps in the learning process. I am committed to making learning inclusive for all students, recognizing their diverse needs and learning styles. Whether it’s adapting lessons for students with learning disabilities or providing extra support for those who need it, I will be flexible in meeting each student where they are. Education should be a positive experience for every child, and I want to ensure that every student feels valued and supported. In addition to being a dedicated teacher, I plan to contribute to my community. I believe the impact of a teacher extends beyond the classroom, so I will work with local organizations, engage with parents, and participate in community events to strengthen the support system for students. By volunteering and collaborating with others, I hope to create a community where every child has the resources they need to succeed. Ultimately, my goal is to inspire students to love learning and help them grow into compassionate, thoughtful individuals. Through education, I hope to make a lasting impact on the lives of my students and, in turn, on the world around them.

Books have always been more than just a source of entertainment for me; they have been a gateway to understanding the world, sparking curiosity, and shaping my personal goals. From my early years, books have encouraged me to think critically, broaden my perspectives, and explore areas I may not have otherwise considered. As I move forward with my dream of pursuing a career in elementary education, I realize how deeply books have influenced my aspirations and my view of the world, shaping me into someone who seeks to inspire and uplift others. One of the most impactful books I’ve read is The Giving Tree by Shel Silverstein. The story of selflessness, love, and the idea of giving without expecting anything in return has stayed with me throughout my life. This book taught me the importance of serving others, of giving without the need for recognition or reward. It made me reflect on the role I want to play in my community and how I could make a difference through my actions. This lesson of giving is directly tied to my goal of becoming an educator. As a teacher, I want to foster an environment of kindness and generosity where students learn not only academic skills but also the importance of empathy, compassion, and service to others. Another book that had a profound impact on me is Educated by Tara Westover. Tara's journey from a difficult and isolated childhood to becoming a scholar was inspiring. Her story showed me the transformative power of education—not just in terms of academic achievement but as a tool for personal freedom and empowerment. Tara’s resilience in the face of adversity made me reflect on the power of learning and how it can open doors that would otherwise remain closed. This resonated with my own desire to pursue a career in education. I am drawn to teaching because I want to provide students with the same opportunities to grow, learn, and realize their potential, regardless of the challenges they might face. Educated solidified my commitment to becoming an educator who helps children not only learn their ABCs but also believe in themselves and their potential. Additionally, The Power of Habit by Charles Duhigg helped me understand the science behind how habits are formed and how they can be changed. This book made me realize the importance of instilling good habits in students from a young age. Whether it's a love of reading, developing strong study habits, or cultivating a sense of responsibility, the habits that children form early on will shape their success throughout their lives. As an educator, I want to help children build positive habits that will carry them far beyond the classroom and into their future. Through these books and many others, I’ve learned the importance of resilience, the power of education, and the impact of forming positive habits. They have shaped my desire to become an elementary educator who not only teaches subjects but also shapes young minds in ways that will influence their lives forever. I want to be the teacher who inspires a child to reach higher, push further, and believe in their own abilities. Just as the books I’ve read have helped me discover my potential, I hope to be a catalyst for others to discover theirs. Ultimately, books have taught me that learning is a lifelong journey. As I continue to read and grow, I’m excited to carry the lessons I’ve learned with me into the classroom, where I will have the opportunity to inspire others in the same way the books I’ve read have inspired me.

ooks have always been a window into new perspectives for me. From fiction to memoirs and educational texts, each one has shaped the way I see the world and my place in it. One of the most impactful books I’ve read is The Other Wes Moore by Wes Moore. It showed me how environment, choices, and support systems shape our futures. It reminded me that we’re all capable of success, but not everyone starts from the same place. That book especially made me reflect on how I want to be part of creating supportive, safe, and encouraging spaces for young people—particularly in my community. I plan to major in Elementary Education because I believe that every child deserves a chance to feel seen, heard, and believed in. As a future teacher, I want to create classrooms where students of all backgrounds can thrive. I want to be the kind of teacher who makes learning exciting, who notices the kid who might otherwise be overlooked, and who teaches not just lessons from books, but lessons about kindness, resilience, and self-worth. I want to give back to my community by being a role model for students who may not have many. I’ve learned a lot through failure. One of the biggest lessons came during my sophomore year when I ran for a student leadership position and didn’t get elected. I had worked hard on my campaign, practiced my speech endlessly, and truly thought I was ready. When I lost, I felt crushed. But after some reflection, I realized that failure isn’t the end—it’s part of the process. I learned how to accept feedback, how to support others even when I’m disappointed, and how to keep showing up. The next year, I joined a leadership club, and this time, I focused on growing as a person, not just holding a title. That experience taught me that sometimes growth comes in unexpected ways. Mentorship has been a guiding force in my life. Whether it’s been a teacher who believed in me or an older student who helped me navigate high school, having someone to look up to has made a huge difference. I wouldn’t be where I am today without the people who took the time to support me, and I hope to be that person for someone else one day. As a mentor, I want to pass on the lessons I’ve learned—not just in academics, but in life. What makes me unique is my ability to connect with others and truly listen. I’ve always been the friend who people come to for advice or just to talk, and I value that deeply. I’m someone who leads with empathy, who works hard, and who never forgets where I came from. I come from a hardworking family that taught me the value of effort and the importance of giving back. My identity—shaped by my culture, my upbringing, and my experiences—drives me to make a difference. In my community, I’ve volunteered at local events, helped organize school fundraisers, and worked with younger students through tutoring and mentoring programs. Every moment spent helping others has taught me something new about leadership, patience, and the power of showing up. I believe that making a difference doesn’t always require a grand gesture—it starts with small, consistent acts of kindness and support. In everything I do, my goal is to grow, to serve, and to inspire. I want to take everything I’ve learned—from books, from mentors, from failure—and turn it into something that lifts others up. That, to me, is success.

In Chapter 2 of Real Insights, John Graff emphasizes the importance of understanding and adapting to the ever-changing dynamics of one's industry. While Graff's focus is on real estate, the core principles he discusses are highly relevant to the field of elementary education. One key takeaway from Graff's chapter is the significance of staying informed about industry trends and continuously updating one's knowledge base. In education, this translates to being aware of the latest teaching methodologies, technological advancements, and educational policies. By staying current, educators can provide the best learning experiences for their students and adapt to the evolving needs of the classroom. Additionally, Graff highlights the value of building strong relationships with clients and stakeholders. In the context of education, this underscores the importance of fostering positive relationships with students, parents, and colleagues. Effective communication and collaboration are essential for creating a supportive learning environment and ensuring student success. Furthermore, Graff discusses the necessity of setting realistic expectations and being prepared for challenges. In education, this means recognizing that not every lesson will go as planned and that students have diverse learning needs. Being flexible and resilient allows educators to navigate these challenges effectively and continue to support their students' growth. Graff also stresses the importance of authenticity—something that resonates deeply in teaching. Students can tell when their teacher genuinely cares, and that trust becomes the foundation for a meaningful educational experience. Just as clients are more likely to work with a realtor who is honest and consistent, students thrive when their teacher is dependable, respectful, and passionate. In conclusion, the insights shared by John Graff in Chapter 2 of Real Insights offer valuable lessons for those entering the field of elementary education. By staying informed, building strong relationships, setting realistic expectations, and embracing authenticity, educators can create a positive and effective learning environment for their students. These foundational principles not only contribute to academic growth but also help shape students into confident, capable, and compassionate individuals ready to thrive both in and out of the classroom.

Ever since I can remember, I’ve dreamed of becoming a teacher. Not because I thought it would be easy, or because it was the first thing that came to mind when people asked, “What do you want to be when you grow up?”—but because I believe in the power of education to change lives, and I want to be part of that change. I am worth the dreams I aspire to achieve because I don’t take this path lightly. I’ve worked hard to be where I am, I’ve learned from every challenge I’ve faced, and I’ve kept my purpose close to my heart even when things got tough. My dream is to become an elementary school teacher who doesn’t just teach math, reading, and science, but also teaches kids that they matter, that they are capable, and that someone believes in them. I want to be the kind of teacher who remembers every student’s name, who sees the quiet ones who sometimes get overlooked, and who encourages every child to grow at their own pace. I believe I’m worth that dream because I know what it means to care deeply. I’ve seen how much of a difference one person can make in a student’s life—and I’m ready to be that person. I’m also worth this dream because I’ve proven to myself that I can rise to the occasion. There were times during high school when I doubted myself. Times when I felt overwhelmed, unsure of my future, or just plain tired. But I kept going. I kept showing up, asking for help when I needed it, and putting in the work even when it was hard. That perseverance wasn’t just about passing classes—it was about proving to myself that I could commit to something bigger than just a grade. It was about preparing myself for the future I want. What makes me confident in pursuing this dream is not that I think I know everything—but that I’m willing to learn. I know that being a great teacher requires patience, growth, and a lot of hard work. I’m excited to learn from my college professors, my peers, and eventually, my students. I want to keep improving, keep listening, and keep finding ways to make learning exciting and meaningful. I don’t believe in doing things halfway—if I’m going to become a teacher, I’m going to give it everything I’ve got. I’m also someone who believes in empathy. I understand that students come from all kinds of backgrounds and face all kinds of challenges. I’ve seen it firsthand in my volunteer work and in my own life. Some kids need more than just academic support—they need emotional support, encouragement, and someone who understands that success looks different for everyone. I’ve learned to be patient, to listen before speaking, and to approach others with kindness. Those are qualities I will carry with me into every classroom I enter. I’m worth the dreams I aspire to achieve because I’m not chasing them for myself alone. I want to teach because I care about the next generation. I want to help kids see their own potential, just like my teachers helped me see mine. I know it won’t always be easy, and there will be challenges I haven’t even imagined yet. But I’m ready. I’m committed. And most of all, I believe in the difference I can make.

Since I was young, I’ve always admired teachers. Not just because they teach math or reading, but because of how they create spaces where students feel safe, encouraged, and seen. As I prepare to go to college to study Elementary Education, I know that I want to be that kind of teacher—the one who makes a lasting impact on a child’s life. My interest in becoming a teacher didn’t come from a single moment, but from a combination of experiences throughout my school years, especially the lessons I’ve learned from watching how students with different learning needs are supported in the classroom. These experiences taught me empathy, patience, and the importance of inclusion—and they showed me the kind of educator I want to become. One of the most meaningful lessons I’ve learned in school didn’t come from a textbook. It came from watching how teachers interact with students who learn differently. In my classes, I’ve had classmates with IEPs, 504 plans, and other learning accommodations. I’ve seen firsthand how powerful it can be when a teacher takes the time to adjust a lesson, give extra help, or simply listen. Even though I haven’t been in Special Education myself, seeing how those students were supported taught me how important it is for teachers to meet their students where they are—not where a curriculum says they “should” be. That lesson stuck with me, and it’s a big reason why I chose to pursue a degree in Elementary Education. Another reason I'm passionate about teaching is because I know what it's like to face challenges, even outside of academics. I’ve had to overcome personal struggles with confidence, motivation, and self-doubt—especially during middle school and early high school. There were times when I didn’t believe in myself, when I questioned if I was smart enough or strong enough to get through certain obstacles. But over time, I started to understand that struggle is part of growth. You don’t have to have all the answers—you just have to be willing to try. I’ve carried that mindset into everything I do, and it’s one I want to pass on to my future students. During my junior and senior years of high school, I had the opportunity to volunteer in a second-grade classroom for a few hours a week. That experience solidified everything I felt in my heart. Whether it was helping students with reading groups or tying shoes, I found joy in every moment. I got to see how much energy and compassion it takes to be a teacher, but also how rewarding it is when a student finally understands a tough concept or simply feels excited to come to school. I also saw how diverse the needs of students are—some kids need more help with reading, others with behavior or staying focused, and others just need someone to believe in them. I realized that teaching isn’t just about delivering a lesson. It’s about being a role model, a problem solver, and a supporter of every child’s potential. One moment that stands out was when I was helping a student who was new to the school. He was quiet and shy, and often didn’t want to participate. Instead of pushing him to talk, the teacher gave him small roles in the classroom, like handing out papers or feeding the class pet. Over time, he opened up. Watching that transformation reminded me that every child learns and grows differently—and that a great teacher knows how to make each student feel seen. That moment reminded me why I chose this path. I’ve also grown through my own academic challenges. While I’ve always done well in school, there have been times I’ve had to work extra hard to understand certain concepts, especially in math. But those challenges helped me learn how to ask for help, how to manage my time, and how to not give up when things get tough. More importantly, they taught me that struggling doesn’t mean failure—it means you’re learning. As a future teacher, I want my students to understand that, too. As I begin my college journey, I’m excited to study Elementary Education and learn everything I can about how to be an effective and caring teacher. I want to be the kind of teacher who celebrates all types of growth, not just academic success. I want to create a classroom where every student feels like they belong, where challenges are welcomed as part of the learning process, and where kindness and inclusion are part of every lesson. This scholarship would help make that dream a reality. College is a big step, not just academically, but financially. I’m prepared to work hard, stay focused, and take advantage of every opportunity to become the best teacher I can be. This scholarship would not only support my education—it would be an investment in the future students I will one day teach. I believe that the best teachers are the ones who never stop learning. I know I have a lot to learn, and I’m excited about that. I’m excited to learn how to support students with different learning styles, how to create engaging lesson plans, and how to build a classroom culture that encourages curiosity and creativity. I also want to be a teacher who keeps growing—someone who listens to her students, adapts when things don’t go as planned, and always puts kids first. In the end, I want to teach because I believe in the power of education to change lives. I’ve seen how much of a difference a caring teacher can make—not just in academics, but in how a student sees themselves and their future. I want to be that difference. I want to inspire kids the way my teachers have inspired me, and I want to help every student know that they are capable of greatness, no matter what challenges they face.

I have always felt a strong pull toward teaching in some way. For me, the way a teacher teaches can make all the difference in whether I feel I can learn or not. I know what it feels like to struggle in a classroom where the teaching style doesn’t connect with me, and that experience has fueled my passion for becoming an educator. I want to be the teacher who reaches students like me, the ones who need a different approach, more encouragement, and a learning environment where they feel understood. My passion for teaching became clear when I joined Educators Rising during my sophomore year of high school. That experience was a turning point, solidifying my decision to pursue education as a career. Through Educators Rising, I had the opportunity to work with students, assist teachers, and gain insight into the profession. The more I immersed myself in these experiences, the more I fell in love with the idea of becoming a teacher. I realized that teaching isn’t just about delivering lessons, it’s about connecting with students, understanding their needs, and making learning engaging and accessible for everyone. Through Educators Rising, I was exposed to hands-on experiences that gave me a glimpse into the world of teaching. I had opportunities to observe classrooms, interact with students, and even lead small lessons. These experiences helped me see the dedication and passion that great teachers bring to their work every day. I was able to witness firsthand how teachers not only educate but also mentor, guide, and inspire their students. The more time I spent learning about education, the more I felt a deep sense of purpose. I realized that teaching isn’t just about delivering lessons—it’s about shaping young minds, fostering curiosity, and making a lasting difference in students' lives. One of the most memorable moments that confirmed my passion for teaching was when I had the chance to mentor younger students. I remember working with a student who was struggling with reading, and after weeks of encouragement and practice, they finally read a passage fluently without hesitation. Seeing their face light up with pride was an indescribable feeling. That moment reinforced the idea that teachers have the power to build confidence in students and help them reach their full potential. I loved being able to support and encourage them, just as my own teachers had done for me. It made me realize that I wanted to be the kind of teacher who empowers students to believe in themselves and their abilities. Since moving to Bentonville, Arkansas, I have continued to build on my passion by taking every education course my high school offers. This has given me hands-on experience working in 1st and 2nd grade classrooms, where I assist with lesson planning, classroom preparation, and supporting students throughout the day. These experiences have allowed me to see firsthand what teaching truly looks like beyond the textbooks and lesson plans. It has shown me the patience, creativity, and dedication required to be an effective educator. Every time I help a student grasp a new concept or see their excitement for learning, I am reminded why I chose this path.

Success in a career in education is about more than just ensuring students achieve good grades. For me, it means fostering a love of learning, building strong relationships, and guiding students toward becoming confident, curious, and capable individuals. I want to create an environment where students feel valued, supported, and motivated to reach their full potential. This opportunity will provide me with the skills, experience, and mentorship I need to achieve that vision. Success is not just about academics but also about helping students grow personally. I want to help students overcome challenges, develop a growth mindset, and build confidence. Seeing a struggling student finally grasp a difficult concept or believe in themselves is what I consider true success. It’s also important to create an inclusive classroom where all students feel safe and valued, regardless of their backgrounds or learning styles. Every student deserves a chance to succeed, and as a teacher, I want to be their advocate and supporter. Another key aspect of success is forming meaningful relationships with students. Trust and rapport are essential in education, and I want my students to know they can come to me for guidance, encouragement, and support. Success means not just teaching but mentoring—helping students navigate both academic and personal challenges. I want to be the teacher who makes a lasting impact, just as my own teachers did for me. Personal growth as an educator is another important measure of success. Teaching is a lifelong learning process, and I aim to continuously improve my methods, adapt to new strategies, and refine my skills. The classroom is always evolving, and I want to be an educator who grows alongside my students. Whether it’s integrating new technology, differentiating instruction, or finding innovative ways to engage learners, I want to stay committed to being the best teacher I can be. This opportunity will help me achieve success in multiple ways. It will provide me with the foundational skills, classroom experience, and practical knowledge necessary to become an effective educator. Hands-on experiences will allow me to apply what I learn in real classroom settings, helping me develop confidence and refine my teaching approach. Exposure to experienced educators and a network of like-minded individuals will further support my growth, giving me access to mentorship, collaboration, and new perspectives. Additionally, this opportunity will allow me to test and improve my teaching strategies in real time. The best way to grow as an educator is through practice, reflection, and adaptation. By working directly with students, I will gain insights into classroom management, lesson planning, and student engagement—skills that will be crucial throughout my career. In conclusion, success in education means inspiring students, fostering growth, and creating a positive, lasting impact. It also means continuously improving as a teacher and staying dedicated to student success. This opportunity will equip me with the skills, experience, and support I need to become an effective, passionate educator. I am excited for the journey ahead and look forward to the many opportunities for growth, learning, and making a difference in students’ lives.

I have always felt a strong pull toward teaching in some way. For me, the way a teacher teaches can make all the difference in whether I feel I can learn or not. I know what it feels like to struggle in a classroom where the teaching style doesn’t connect with me, and that experience has fueled my passion for becoming an educator. I want to be the teacher who reaches students like me, the ones who need a different approach, more encouragement, and a learning environment where they feel understood. My passion for teaching became clear when I joined Educators Rising during my sophomore year of high school. That experience was a turning point, solidifying my decision to pursue education as a career. Through Educators Rising, I had the opportunity to work with students, assist teachers, and gain insight into the profession. The more I immersed myself in these experiences, the more I fell in love with the idea of becoming a teacher. I realized that teaching isn’t just about delivering lessons, it’s about connecting with students, understanding their needs, and making learning engaging and accessible for everyone. Since moving to Bentonville, Arkansas, I have continued to build on my passion by taking every education course my high school offers. This has given me hands-on experience working in 1st and 2nd grade classrooms, where I assist with lesson planning, classroom preparation, and supporting students throughout the day. These experiences have allowed me to see firsthand what teaching truly looks like beyond the textbooks and lesson plans. It has shown me the patience, creativity, and dedication required to be an effective educator. Every time I help a student grasp a new concept or see their excitement for learning, I am reminded why I chose this path. A teacher who changed my life was one who took the time to understand how I learned best. Instead of expecting me to fit into a standard teaching method, they adapted their approach to help me succeed. That experience left a lasting impact on me, and I want to be that kind of teacher for my future students. I want to create a classroom where every student feels seen, heard, and capable of achieving their goals. Teaching is more than just a career for me, it is a calling. I want to be the teacher who makes a difference, the one who helps students believe in themselves and their potential. Thanks to the opportunities I’ve had through Educators Rising and my hands-on classroom experiences, I feel more confident than ever that this is the right path for me. I am excited to continue learning, growing, and preparing to make a meaningful impact in the lives of my future students.

My drive to become a teacher definitely came from joining Educators Rising during my sophomore year of high school. Before that, I had always enjoyed helping others, whether it was tutoring classmates, assisting younger students, or simply offering support when someone was struggling. However, I had never seriously considered teaching as a career. It wasn’t until I became involved in Educators Rising that I truly realized the impact teachers have on students’ lives and how much I wanted to be part of that. Through Educators Rising, I was exposed to hands-on experiences that gave me a glimpse into the world of teaching. I had opportunities to observe classrooms, interact with students, and even lead small lessons. These experiences helped me see the dedication and passion that great teachers bring to their work every day. I was able to witness firsthand how teachers not only educate but also mentor, guide, and inspire their students. The more time I spent learning about education, the more I felt a deep sense of purpose. I realized that teaching isn’t just about delivering lessons—it’s about shaping young minds, fostering curiosity, and making a lasting difference in students' lives. One of the most memorable moments that confirmed my passion for teaching was when I had the chance to mentor younger students. I remember working with a student who was struggling with reading, and after weeks of encouragement and practice, they finally read a passage fluently without hesitation. Seeing their face light up with pride was an indescribable feeling. That moment reinforced the idea that teachers have the power to build confidence in students and help them reach their full potential. I loved being able to support and encourage them, just as my own teachers had done for me. It made me realize that I wanted to be the kind of teacher who empowers students to believe in themselves and their abilities. Beyond the classroom experience, Educators Rising introduced me to a community of like-minded individuals who shared my passion for education. Being surrounded by people who were just as excited about teaching as I was made me feel even more confident in my decision. Through the club, I was able to attend conferences, listen to inspiring educators, and participate in discussions about the future of teaching. These experiences helped me understand both the challenges and rewards of being an educator. I gained valuable skills in communication, leadership, and classroom management, all of which will be essential in my future career. Looking back, joining Educators Rising was the turning point that shaped my career goals. It opened my eyes to the importance of education and gave me the confidence to pursue my dream of becoming a teacher. I now see teaching as more than just a job—it is a calling, a chance to make a meaningful impact on the next generation. I am excited for the journey ahead and can’t wait to step into a classroom of my own, where I will have the opportunity to inspire, guide, and support my students just as my mentors and teachers have done for me. Teaching is a profession that requires patience, dedication, and a genuine love for helping others. Thanks to Educators Rising, I have developed these qualities and am eager to continue growing as an educator. I look forward to creating a positive learning environment, building strong relationships with my students, and making a difference in their lives. No matter the challenges that come with teaching, I know that it is the right path for me, and I am ready to embrace it wholeheartedly.

Science and math have always been more than just school subjects to me—they're the keys to understanding the world. Whether it's the way numbers can predict patterns in nature or how physics explains why we stay on a rollercoaster when it goes upside-down, these subjects are the foundation of everything around us. I want to use my love for science and math to impact the education of future students by making these topics more engaging, accessible, and inspiring. One of the biggest issues with science and math education is that students often see them as difficult or boring. I believe this is because they are rarely taught in a way that connects to real life. I want to change that by incorporating hands-on experiments, real-world applications, and interactive technology into the learning experience. For example, instead of just solving equations on paper, students could use coding software to model real-world problems, like predicting the spread of diseases or simulating the effects of climate change. By making learning more interactive, students will not only understand concepts better but also appreciate their importance. Another way I plan to impact future students is by helping to create a more inclusive and supportive learning environment. Many students struggle with math and science because they don’t believe they’re “good” at them. This mindset often comes from early negative experiences or a lack of confidence. I want to encourage students to see mistakes as part of the learning process, rather than as failures. Tutoring younger students, leading study groups, or even creating online educational content are some of the ways I can help break down the fear surrounding these subjects. Additionally, representation matters in education. Many students, especially those from underrepresented backgrounds, don’t see scientists or mathematicians who look like them, which can make it hard for them to imagine themselves in those fields. I want to be a mentor and role model for younger students, showing them that anyone can succeed in STEM with the right support and mindset. By promoting diversity in STEM education, we can ensure that future generations have a wider range of voices and perspectives in science and math-related fields. Beyond just teaching, I also want to inspire curiosity. The best way to learn science and math is not by memorizing facts but by asking questions and exploring. Why do black holes exist? How do computers really work? What’s the math behind our favorite video games? If students learn to approach science and math with curiosity instead of fear, they will be more likely to pursue careers in these areas and make their own contributions to the world. In the future, I hope to combine my passion for science, math, and education to make a real difference. Whether it’s through teaching, mentoring, or creating educational tools, I want to help students see these subjects not as obstacles but as opportunities. Science and math shape our world, and by making them more engaging and accessible, we can help shape a future filled with discovery, innovation, and progress.