My interest in teaching grew quietly, through life experiences that taught me the importance of care, patience, and presence. Working closely with children showed me that learning does not begin with books or rules, it begins when a child feels safe, supported, and understood. My journey as a caregiver and Early Childhood Education student helped me see how deeply teachers influence children’s lives. I have witnessed how a gentle word, a calm response, or simple consistency can help a child feel confident enough to try. Teaching, to me, is not about standing in front of a classroom and giving answers. It is about walking alongside students as they discover who they are and what they are capable of becoming. As a Brazilian immigrant, I know what it feels like to be in a learning environment where language and culture are unfamiliar. There were moments when I felt insecure and invisible, unsure if my voice belonged in that space. Those experiences shaped my empathy and strengthened my desire to work in education. I want to be the teacher who notices the quiet student, the one who struggles to express themselves, and the one who needs reassurance more than correction. There was a teacher who changed the way I see education and, ultimately, myself. During my academic journey, I had a professor who believed in her students beyond grades and expectations. When I doubted my abilities, especially as a non-native English speaker, she never questioned my potential. Instead, she encouraged me, listened to my concerns, and reminded me that my perspective mattered. Her support gave me confidence at a time when I was close to giving up. Because of her, I learned that teaching is an act of humanity. A teacher has the power to influence how a student sees themselves long after the class ends. She showed me that being a good educator means being present, patient, and emotionally invested. That lesson stayed with me and continues to guide my path. I am pursuing a career in teaching because I want to create classrooms where students feel seen and valued. I want children to know that their differences are not limitations and that their voices deserve space. Education has the power to transform lives, especially when students feel supported by someone who truly believes in them. Teaching aligns with who I am at my core. It allows me to combine compassion, purpose, and responsibility in a meaningful way. I hope to be the kind of teacher who leaves a lasting impact, not through perfection, but through care, understanding, and genuine connection.

I did not discover my passion for special education through theory or textbooks. I discovered it through real children, real moments, and quiet observations. Working closely with young children, especially those who struggle to communicate or regulate their emotions, taught me that learning begins long before academic content. It begins when a child feels safe enough to exist as they are. When Professor Harold Bloom says that the purpose of teaching is to bring the student to a sense of their own presence, I understand this as helping students recognize themselves as individuals who belong in the world. A sense of presence is not just awareness of being in a classroom; it is the feeling of being seen, heard, and valued. For students with special needs, this awareness can be fragile. Many experience frustration, isolation, or confusion when their needs are not understood by others. In my experience as a caregiver and early childhood education student, I have learned that presence develops through trust. I once worked with a child who often withdrew from group activities and avoided interaction. Instead of pushing the child to participate, I focused on creating moments of calm connection. Sitting nearby, following their pace, and responding with patience allowed the child to slowly engage. That small shift showed me how powerful it is when a student feels accepted rather than pressured. Guiding special needs students toward experiencing their own presence requires intentional and individualized support. This means recognizing that each child communicates differently and learns in their own way. Some students express themselves through movement, others through silence, visuals, or routines. My role as a special education teacher is not to force conformity, but to create pathways that allow students to understand themselves and express who they are. My personal background plays a significant role in shaping my approach to teaching. As a Brazilian immigrant, I know what it feels like to be in an unfamiliar environment where communication is difficult and expectations are unclear. There were moments when I felt invisible or misunderstood. These experiences help me connect deeply with students who struggle to express themselves or feel different from their peers. They remind me to approach teaching with empathy and cultural awareness. As a future special education teacher, my mission is to create inclusive learning environments that support both emotional and academic growth. I plan to use strategies such as visual supports, consistent routines, and hands-on learning experiences to meet students where they are. More importantly, I want to build relationships rooted in respect and trust. When students feel emotionally supported, they are more willing to engage, explore, and grow. Helping students experience their own presence also means celebrating progress in all forms. In special education, success is not always measured by grades or standardized outcomes. It is often found in moments of self-regulation, confidence, or independence. By acknowledging these moments, I aim to help students recognize their own strengths and develop a positive sense of self. Optional Fairy Tale Reflection If my journey were a fairy tale, I would not be a powerful heroine, but a guide walking alongside children who feel lost. Instead of magic, I would carry patience, understanding, and belief. In this story, each child would discover that they were never invisible; they simply needed time and support to see themselves clearly. I am passionate about the special education profession because it allows me to honor each child’s individuality. Teaching, to me, is about presence, helping students recognize their worth and feel confident in who they are. Supporting students on that journey is not just my career goal, it is my purpose.