"Some say an army of horsemen, or infantry, A fleet of ships is the fairest thing on the face of the black earth, but I say It's what one loves."- Sappho In this short but potent fragment, Sappho subverts traditional hierarchies of value at that time by asserting that the most beautiful thing in the world is not power or might but love itself and the subjectivity that love offers to each individual person. Her statement is deceptively simple, yet layered with social and cultural critique, one's emotional insight, and a redefinition of what it means to see and understand beauty from one's own perspective. Sappho begins with a litany of what her society glorifies, which is, “an army of horsemen,” “infantry,” “a fleet of ships.” These are icons and symbols of domination, empire, and masculine power and achievement. In classical Greek culture, these images would resonate as symbols of strength, confidence, power, victory, and honor. Many thought at the time was the highest priority and standard, but in an unclear view and perspective can be seen as love and devotion. By referencing them first, Sappho acknowledges their dominance in the public imagination but only to dismantle them and signify and state her own meaning of beauty, especially what that can mean to others. Her statement and decisive shift, “but I say”, is not just poetic; it’s an assertion and declaration of individual authority in a world that often-silenced female voices, especially at that time. One showing the audience and readers that there is more than one gender that is meant to be heard. Secondly, she does not argue or reason; she declares. Her voice cuts through collective assumptions to offer a deeply personal alternative: “It’s what one loves.” This declaration is radical because it centers subjectivity as truth of her belief. It elevates feeling and longing above state sponsored ideals, political conquests and social performance. It brings a new idea and perspective to the table and shares it with her audience to identify themselves. Furthermore, her use of the word “fairest” is critical. Such as, in ancient Greek, the word used may also imply most beautiful, most noble, or most valued. Sappho’s redefinition suggests that worth is not a fixed, universal measure but something shaped by personal passion, experience and perspective. Such as saying what one loves most, to each person this is subjective as in each person is aware of this one or multiple things in their lives they value and hold to the highest standard. This directly challenges not just militaristic ideals, but the very notion of objective value. What makes the fragment philosophically profound is its timelessness. Sappho is not merely writing a love poem but she’s asking us to rethink what matters. In that time and in today's era, this line is universally understood and relevant and still will be in years and decades later. Her words invite a radical empathy, a reconsideration of how our individual loves, however private or unconventional, can be more meaningful than the grand narratives that society imposes upon us. In reclaiming love as a site of value, Sappho gives emotional truth philosophical weight. Her vision is both romantic and political: love becomes not just a feeling, but an act of resistance against a world that prizes conquest over connection, and spectacle over sincerity. Stating this to the audience is blatantly asking them to rethink and analyze their values in life. Is power, victory and strength ultimately the key to fulfilling life, or the beauty in life? Or can there be things each individual personal acknowledges to which they hold dear to their hearts.

My name is Amelie Higgins, and I am a dedicated student pursuing a career in education because I believe in the power of support and connection in the classroom. Growing up, I faced many family challenges that made it difficult to focus on school at times. However, the support I received from my teachers, counselors, and even school staff helped me stay on track. Their belief in me made all the difference and that is exactly what I hope to give back as a future educator. One of the most impactful influences on my journey was my fifth-grade teacher. He created a classroom where learning was engaging, collaborative, and, most importantly, supportive. He treated our class like a family. Through activities like team-based obstacle courses and problem-solving games, he taught us the value of teamwork, empathy, and encouragement. That experience shaped my dream of building a classroom where every student feels seen, valued, and motivated to learn. This vision has guided me through college, where I have worked full-time while also attending school full-time. Balancing both has been challenging, but I’ve stayed committed to my goal of becoming a teacher who makes a difference. I want to create a space where older elementary students especially those in 4th grade and up continue to feel cared for, even as they grow more independent. Too often, students at that age begin to feel overlooked, and I want to change that by fostering strong relationships and recognizing each child’s individuality. Receiving this scholarship would be life-changing. It would ease my financial burden and allow me to focus more fully on my studies and teaching preparation. Rather than stressing over tuition and expenses, I could dedicate more time to developing as an educator someone who creates a positive, inclusive, and joyful learning environment. As a future teacher, I hope to break the cycle for students who may be going through difficult times at home. I know firsthand how much it means when just one adult at school takes the time to ask how you're doing. I want my students to feel like school is their safe space—somewhere they’re encouraged, supported, and pushed to believe in themselves. I also want to use my future classroom to teach social-emotional skills alongside academics, to help students grow not just in knowledge, but in confidence and compassion. Outside the classroom, I hope to contribute to my community by organizing after-school programs and family engagement nights. I believe that strong home-to-school connections can transform students' experiences and outcomes. As someone who didn’t always have a strong support system at home, I want to ensure families feel welcomed and involved in their child’s education. In the future, I also plan to mentor new teachers and create safe spaces for educators to collaborate and grow, because supporting students begins with supporting the people who teach them. This scholarship would not only support my education it would help me become the kind of teacher who changes lives. It represents an investment not just in my future, but in the hundreds of students I will serve throughout my career.

The quote, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means helping each student recognize their inherent worth, voice, and power especially those who may have been made to feel invisible. As a future teacher, my mission is to guide students not only toward academic growth but toward self-awareness, confidence, and the unshakable belief that they matter. Growing up, I faced challenges at home that often-made school feel like a second battlefield. But it was within the classroom that I found peace, belonging, and hope. Teachers and staff who truly saw me who asked how I was doing, who celebrated my smallest victories brought me closer to recognizing my own presence. Their compassion stayed with me and shaped who I am today. Now, I feel called to return that gift by becoming that same source of support for students who need it most. Special education is more than instruction it's advocacy, patience, and love in action. I believe every child deserves to feel seen and valued, regardless of how they learn or what challenges they face. In my classroom, I plan to nurture a learning environment that highlights individual strengths, fosters emotional intelligence, and celebrates small wins as much as academic success. I want each student to understand that they are capable. They belong, and they have a voice. My vision as a teacher is rooted in the idea that presence comes from connection. Through personalized learning, inclusive activities, and strong communication with families, I will help students build a sense of identity and pride in who they are. I also hope to incorporate social-emotional learning into the curriculum, so students grow in confidence and resilience alongside reading or math. When a student begins to advocate for themselves or show kindness to a peer, I’ll know they are coming into their presence. This mission hasn’t always been easy. I've worked full-time while attending college full-time, juggling responsibilities with the dream of one day leading a classroom of my own. But it’s that dream of guiding students toward confidence and self-worth, that keeps me going. I want to reach those older elementary students who may feel overlooked or discouraged and remind them that someone believes in them. Beyond the classroom, I hope to organize after-school programs and family nights that foster a sense of community. For students' strong school-home partnerships are essential. I want families to feel supported, heard, and empowered. And as I grow in the field, I plan to mentor fellow teachers, recognizing that when we lift each other up, we lift our students even higher. Fairy Tale: Once upon a time, in a quiet valley where the mountains met the sky, lived a group of children who were often misunderstood. Some didn’t speak with words, some learned in pictures and patterns, and others needed space to feel calm and safe. The world didn’t always know how to understand them so many of them began to believe they didn’t belong. But everything began to change when a new teacher arrived. She didn’t come with magic spells or loud commands. She came with open ears, soft words, and the belief that every child had something special to share. She saw them, not just their struggles, but their strengths. In her classroom, the students began to try. One child, once too afraid to speak, started humming during story time. Another, who couldn’t sit still, discovered he loved learning through movement. A quiet girl, who always sat alone, became the class storyteller with pictures she drew by hand. With every brave step forward, the students lit tiny lanterns, not real ones, but sparks of confidence inside themselves. The classroom grew brighter each day, filled with laughter, mistakes, kindness, and growth. They began to help each other, cheer each other on, and take pride in who they were. They no longer hid in the shadows. And though the teacher stood nearby, gently guiding them, it was the students who became the true heroes of the story, brave, bright, and ready to light up the world in their own way.

My name is Amelie Higgins, and I am a dedicated student pursuing a career in education because I believe in the power of support and connection in the classroom. Growing up, I faced many family challenges that made it difficult to focus on school at times. However, the support I received from my teachers, counselors, and even school staff helped me stay on track. Their belief in me made all the difference—and that is exactly what I hope to give back as a future educator. As a future teacher, I hope to break the cycle for students who may be going through difficult times at home. I know firsthand how much it means when just one adult at school takes the time to ask how you're doing. I want my students to feel like school is their safe space—somewhere they’re encouraged, supported, and pushed to believe in themselves. I also want to use my future classroom to teach social-emotional skills alongside academics, to help students grow not just in knowledge, but in confidence and compassion. Outside the classroom, I hope to contribute to my community by organizing after-school programs and family engagement nights. I believe that strong home-to-school connections can transform students' experiences and outcomes. As someone who didn’t always have a strong support system at home, I want to ensure families feel welcomed and involved in their child’s education. In the future, I also plan to mentor new teachers and create safe spaces for educators to collaborate and grow, because supporting students begins with supporting the people who teach them. One of the most impactful influences on my journey was my fifth-grade teacher. He created a classroom where learning was engaging, collaborative, and, most importantly, supportive. He treated our class like a family. Through activities like team-based obstacle courses and problem-solving games, he taught us the value of teamwork, empathy, and encouragement. That experience shaped my dream of building a classroom where every student feels seen, valued, and motivated to learn. This vision has guided me through college, where I have worked full-time while also attending school full-time. Balancing both has been challenging, but I’ve stayed committed to my goal of becoming a teacher who makes a difference. I want to create a space where older elementary students—especially those in 4th grade and up—continue to feel cared for, even as they grow more independent. Too often, students at that age begin to feel overlooked, and I want to change that by fostering strong relationships and recognizing each child’s individuality. Receiving this scholarship would be life-changing. It would ease my financial burden and allow me to focus more fully on my studies and teaching preparation. Rather than stressing over tuition and expenses, I could dedicate more time to developing as an educator—someone who creates a positive, inclusive, and joyful learning environment.

If I could create a class that all K–12 students were required to take, it would be a Personal Finance and Life Skills class. This course would focus on teaching students real-world financial literacy something that is often overlooked in traditional education but is essential to every person’s future. Starting from the basics in the early grades, and building toward more advanced topics in high school, students would learn how to manage a bank account, create a budget, understand credit and loans (especially student loans), avoid debt, file taxes, and save for future goals. Many students graduate without knowing how interest works or what a credit score is and that lack of knowledge can have long-term consequences. This class would empower students to take control of their financial lives before stepping into adulthood. It would also cover practical money-saving strategies, like how to compare prices, avoid financial scams, cook on a budget, and use technology to track spending. The impact of this class would be tremendous, especially for students transitioning into college or the workforce. Entering adulthood with a strong understanding of financial concepts would help reduce stress, improve mental health, and give students a sense of control over their future. It would give them the confidence to take out student loans wisely, open savings accounts, apply for credit cards responsibly, and understand long-term planning like investing and retirement. Far too many young adults are left to figure these things out on their own, often learning from expensive mistakes. This class would give students a head-start in life by preparing them for real-world decisions that impact their futures. In addition to finances, this class would also focus on other essential life skills such as how to write a resume, prepare for a job interview, communicate professionally, and understand basic insurance policies. Students would learn the difference between needs and wants when creating a budget and practice building spending plans based on real-life scenarios. They would open simulated savings and checking accounts to understand how interest, fees, and deposits work. These small lessons would build a foundation of financial habits that last a lifetime. The course would also teach time management, stress management, and how to live within their means important skills for both college and adulthood. Most importantly, it would teach students how to plan ahead and not rely on credit or loans as a first option. By learning how to save, even in small amounts, students would see how long-term financial wellness begins with smart daily choices. It would also help close the financial knowledge gap between students from different backgrounds, ensuring all young people are equipped with the same essential life tools. Ultimately, this course wouldn’t just teach math or money it would teach independence, responsibility, and self-worth.

I would definitely have to say to change the amount of support and encouragement that is shown to the students on a daily basis. Of course, in the younger grades they are more checked up on and watched but 4th, 5th and up as they reach independence teacher forget to ask and that's where the distance between school and the student grows. Showing the students, no matter how old or independent they are, that there are people there to support and who are rooting for them to succeed is so vital in their education. I am so grateful to have had the education I did, in which I had a lot of family problems growing up which caused me to sometimes to be able to focus in class, but by my teachers, counselors and even proctors. I was shown that I was cared about, and people were there for me. That is the one thing I would change in education to increase support for the students and recognize their individuality. In which what makes them, them! Having teachers get to know their students, what could they potentially be going through at home and what can the teacher do to help the student succeed. Which leads me to when I really first wanted to become a teacher. I would 100% say for certain, it was all because of my fifth-grade teacher. Not only did he find way to make learning fun and engaging, but showed he was there for his students. He was the first teacher that encouraged a family classroom, in which all the students in his class were a family and we would to bonding exercises and activities to make us closer together. Whether it was an obstacle course outside the classroom and we had to form teams to complete each course and work together or solve mysteries and utilize each person in our groups power and skill. The whole classroom ideology was based on cooperative learning and a positive classroom environment. Which is exactly how I want my future classroom to be like, where the students know that they are supported by their teacher as well as their peers. Where they know, they can talk to anyone and be heard and understood. I have been in a few classrooms for either my observation hours or helping out in the classroom and I can say with one hundred percent honesty, some classrooms do not have that environment established. Which breaks my heart, where the students are so dissociated from the lesson, they are off task, and the teacher is just zooming through the lesson and trying to get it over with. The school, especially the classroom is where students should be excited and engage in the lesson, conversating with the teacher and their peers and learning from each other. That is why I am pursuing a career in teaching, to hopefully re-establishing the meaning and saying learning is fun and exciting.

Helping students experience a sense of their own presence to me means helping them become aware of who they are, how they feel, and what makes them special. It means guiding them to see their own value and understand that they belong, that their voice matters, and that they can make a difference. With this my mission to accomplish this task is to help each child recognize their own unique gifts and embrace their confidence, because confidence makes them stronger. I will create a safe and loving classroom where every student feels accepted just as they are. I will celebrate their progress, no matter how small, and give them chances to express themselves in different ways—through art, stories, movement, and play. By listening, encouraging, and believing in them, I will help each student see that they are important, capable, and loved. Storytime: Once upon a time, in the city of Brightsville, there was a superhero teacher named Ms. Shine. She didn’t wear a cape or fly through the sky, but she had the most powerful superpower of all: she could see the hero in every child she interacted with. One day, Ms. Shine was called to Hero Academy, a special school for young heroes who hadn’t discovered their powers yet. She was introduced to her class which was full of amazing kids. Such as Zara who could hear people’s feelings but didn’t think that counted as a power, then Jaden who was super fast, but he got nervous and tripped during missions, then there was Lulu who could glow in the dark, but she was afraid to shine and last but not least Tommy, who didn’t speak much, had the biggest heart—but he thought he wasn’t important. Ms. Shine gathered them all together and said, “You don’t need to fly to be a hero or wear a cape. Real heroes know who they are and believe in their powers even if they’re still learning how to use them.” She gave each student a medal, shaped like a star. “This medal doesn’t light up until you believe in yourself,” she said. Each day, they trained not just with super-speed and flying practice, but with confidence challenges and missions. They shared kind words, helped each other, and told stories about what made them special. Zara learned that her feeling-hearing helped friends when they were sad. Jaden learned to pause, breathe, and run like the wind when he believed in himself. Lulu glowed so brightly one day during a dark tunnel mission, she lit the way for the whole team. And Tommy? He saved the day with a single smile and a brave thumb-up, because he cared more than anyone else. One by one, their medals began to light up with sparkles, hums, and little bursts of magic. They had discovered their superpowers and even better, they believed in them. From that day on, they called themselves The Little Heros League. And Ms. Shine? She kept her superhero suit a sparkly sweater and glittery shoes ready for the next team who needed her help.

I am planning on supporting early childhood development in becoming a elementary school teacher. I have always wanted to become a teacher since I was little, and ever since starting my bachelor's this just became more evident. To support the learning for students, to utilize their natural curiosity and derive their learning capabilities and to lastly encourage their confidence to succeed in their education. What made me decide on this field was definitely my educational past, I am so grateful to have had the education I did, in which I had a lot of family problems growing up which caused me to sometimes to be able to focus in class, but by my teachers, counselors and even proctors. I was shown that I was cared about, and people were there for me. So, I intend on doing the same thing. Showing the students, no matter how old or independent they are, that there are people there to support and who are rooting for them to succeed is so vital in their education. Support and encouragement that is shown to the students on a daily basis is absolutely vital to their education. Of course, in the younger grades they are more checked up on and watched but 4th, 5th and up as they reach independence teacher forget to ask and that's where the distance between school and the student grows. That is the one thing I would change in education to increase support for the students and recognize their individuality. In which what makes them, them! Having teachers get to know their students, what could they potentially be going through at home and what can the teacher do to help the student succeed. That is what derives me to become a teacher and encourages my education and learning every single day. The biggest impact that I have had that really secured my want to become a teacher was my fifth-grade teacher. Not only did he find way to make learning fun and engaging, but showed he was there for his students. He was the first teacher that encouraged a family classroom, in which all the students in his class were a family and we would to bonding exercises and activities to make us closer together. Whether it was an obstacle course outside the classroom and we had to form teams to complete each course and work together or solve mysteries and utilize each person in our groups power and skill. The whole classroom ideology was based on cooperative learning and a positive classroom environment. Which is exactly how I want my future classroom to be like, where the students know that they are supported by their teacher as well as their peers. Where they know, they can talk to anyone and be heard and understood.

I would 100% say for certain, it was my fifth-grade teacher. Not only did he find way to make learning fun and engaging, but showed he was there for his students. He was the first teacher that encouraged a family classroom, in which all the students in his class were a family and we would to bonding exercises and activities to make us closer together. Whether it was an obstacle course outside the classroom and we had to form teams to complete each course and work together or solve mysteries and utilize each person in our groups power and skill. The whole classroom ideology was based on cooperative learning and a positive classroom environment. Which is exactly how I want my future classroom to be like, where the students know that they are supported by their teacher as well as their peers. Where they know, they can talk to anyone and be heard and understood. This goes hand in hand with the ideas of listening, validating and encouraging should be the upmost priority when becoming a teacher in which all teachers should heard by. I plan to utilize these ideas every day in my future classroom in listening to my student and their emotions to make their learning experience the best it can be. I have implemented these ideas when completing my observation hours for specific courses, one example I have is a time I had a positive impact on a child's life was when I first started taking my education classes, one of which needed participation or observation hours in a Physical education classroom setting. As I went in that day to log in my hours, I was greeted by the P.E teacher on how that day was devote for the kids to run their timed mile. As soon as we picked up the class of students, which were 4th graders, majority were not happy to have to run a mile and all of them were curious as to why there was a strange girl following their P.E. teacher around. The teacher got the student settle in their normal warm-up area and then introduced me as a future teacher and how I was there to learning from him and just observe, the student were still very curious. I happened to start talking to a couple students who were not happy at all about running the mile. To which as asked them why, what made them feel this kind of way, they had replied along the lines of they can't run, they do not like running and they were not fast enough. I could really relate to how they were feeling at that time because when I was there age, I felt the same way, I felt like people would make fun of me because I am not the fastest runner or can't run. So, I reflect on how I used to feel and could sympathize with the students on how they were feeling and their emotions. So I tried to encourage them by saying, " I understand how you are feeling, but it's not about being the fastest runner in the class or running for the whole mile but trying the best you can". To which they replied, " Well it's not fair you guys don't have to run". Then I asked them if I agreed to run with them, they have to promise to at least try the best they can with 100% effort. I still will not forget the looks on their faces, all three of the girls went "really?", to which I asked the P.E. teacher if that was okay and he was more than happy to let me tag along with them. I told the girls that even though I am an adult I know I am not the fastest runner but I'm going to try my best in running with them. Their moods went from dreading the mile to excited. Though we were all huffing and puffing throughout the run afterwards they were telling me how much fun that was compared to what they are used to and how the teachers never run with them. This experience alone has given me more derive and determination to become a teacher and impacting students day to day experiences and memories.

All of these prompts really go hand in hand with each other, so it is hard just to answer one but, a time I had a positive impact on a child's life was when I first started taking my education classes, one of which needed participation or observation hours in a Physical education classroom setting. As I went in that day to log in my hours, I was greeted by the P.E teacher on how that day was devote for the kids to run their timed mile. As soon as we picked up the class of students, which were 4th graders, majority were not happy to have to run a mile and all of them were curious as to why there was a strange girl following their P.E. teacher around. The teacher got the student settle in their normal warm-up area and then introduced me as a future teacher and how I was there to learning from him and just observe, the student were still very curious. I happened to start talking to a couple students who were not happy at all about running the mile. To which as asked them why, what made them feel this kind of way, they had replied along the lines of they can't run, they do not like running and they were not fast enough. I could really relate to how they were feeling at that time because when I was there age, I felt the same way, I felt like people would make fun of me because I am not the fastest runner or can't run. So, I reflect on how I used to feel and could sympathize with the students on how they were feeling and their emotions. So I tried to encourage them by saying, " I understand how you are feeling, but it's not about being the fastest runner in the class or running for the whole mile but trying the best you can". To which they replied, " Well it's not fair you guys don't have to run". Then I asked them if I agreed to run with them, they have to promise to at least try the best they can with 100% effort. I still will not forget the looks on their faces, all three of the girls went "really?", to which I asked the P.E. teacher if that was okay and he was more than happy to let me tag along with them. I told the girls that even though I am an adult I know I am not the fastest runner but I'm going to try my best in running with them. Their moods went from dreading the mile to excited. Though we were all huffing and puffing throughout the run afterwards they were telling me how much fun that was compared to what they are used to and how the teachers never run with them. This experience alone has given me more derive and determination to become a teacher and impacting students day to day experiences and memories. So, leading into the next question, if I could change anything in education what it would be and why? I would definitely have to say the amount of support and encouragement that is shown to the students on a daily basis. Of course, in the younger grades they are more checked up on and watched but 4th, 5th and up as they reach independence teacher forget to ask and that's where the distance between school and the student grows. Showing the students, no matter how old or independent they are, that there are people there to support and who are rooting for them to succeed is so vital in their education. I am so grateful to have had the education I did, in which I had a lot of family problems growing up which caused me to sometimes to be able to focus in class, but by my teachers, counselors and even proctors. I was shown that I was cared about, and people were there for me. That is the one thing I would change in education to increase support for the students and recognize their individuality. In which what makes them, them! Having teachers get to know their students, what could they potentially be going through at home and what can the teacher do to help the student succeed. Which leads me to my last answer to the question of the most profound teacher the impacted my life. I would 100% say for certain, it was my fifth-grade teacher. Not only did he find way to make learning fun and engaging, but showed he was there for his students. He was the first teacher that encouraged a family classroom, in which all the students in his class were a family and we would to bonding exercises and activities to make us closer together. Whether it was an obstacle course outside the classroom and we had to form teams to complete each course and work together or solve mysteries and utilize each person in our groups power and skill. The whole classroom ideology was based on cooperative learning and a positive classroom environment. Which is exactly how I want my future classroom to be like, where the students know that they are supported by their teacher as well as their peers. Where they know, they can talk to anyone and be heard and understood. All of these answers to the questions can be shorten into really one statement or sentence, listening, validating and encouraging should be the upmost priority when becoming a teacher in which all teachers should heard by.