When I imagine living the life of my dreams, I see a life that balances personal fulfillment, meaningful relationships, and growth through learning. At the center of that life is education. I picture myself continuing to learn, whether through formal schooling, professional development, or personal projects. Education is not just a means to a career but a way to understand the world, challenge myself, and make a positive impact. I imagine myself teaching or mentoring others, sharing the knowledge and experiences I have gained, and helping people develop their own potential. For example, I hope to lead workshops or tutoring sessions where students feel encouraged and supported, the way my own mentors encouraged me when I struggled with difficult concepts. Lifelong learning is a core part of my dream life because it fuels growth, curiosity, and purpose. Alongside personal growth, my dream life includes marrying my fiancé and building a loving partnership. I imagine a life filled with shared goals, laughter, and mutual support. Together, we would celebrate milestones, navigate challenges, and create a home grounded in trust and understanding. I picture us cooking meals together, taking weekend trips to explore new towns, and supporting each other’s professional and personal growth. Our relationship would be a source of joy and stability, giving me the confidence to pursue my dreams while knowing I have someone by my side who believes in me. Marrying my fiancé represents more than a personal milestone; it represents building a life together that blends love, friendship, and shared ambition. Equally important in my dream life are the small moments of joy that bring balance and grounding. Spending time with my dog is one of those simple pleasures. I imagine quiet mornings walking through the neighborhood, feeling the crisp air and the rhythmic pace of our steps, playful afternoons at the park where we can chase a ball or explore new trails, and peaceful evenings curled up on the couch, enjoying companionship and comfort. My dog reminds me to slow down and enjoy the present, providing unconditional love and a sense of calm that complements the busyness of school, work, and life. Living the life of my dreams means combining these elements into a balanced, purposeful existence. It means continuing to grow intellectually through education, nurturing a loving marriage, and making time for joy, connection, and reflection. It is a life where ambition and love, learning and leisure, responsibility and play coexist. My dream life is not just about achievements or milestones but about meaningful experiences, strong relationships, and personal satisfaction. Ultimately, my dream life is one where I am thriving, not just surviving. It is a life where I can pursue my passions, continue learning, and use my education to make a meaningful impact. It is a life built on love and partnership, sharing everyday moments and big milestones with my fiancé. It is a life filled with small joys, like walking, playing, and relaxing with my dog, which remind me to stay present and appreciate the simple things. In this life, all of these elements, growth, relationships, and happiness, come together, creating a future that is not only successful but deeply fulfilling. My dream life is one where I am fully engaged, fully present, and fully myself, living each day with purpose, connection, and joy.

When I think about the skills that have helped me most in life, they are not just academic. They are the abilities to understand my emotions, solve problems, and work well with others. If I could create a class that all students K-12 were required to take, it would be a “Life Skills and Emotional Intelligence” course. This class would combine practical everyday skills with social-emotional learning so that students are prepared not only for school but for life beyond it. Many students graduate with strong academic knowledge but limited understanding of how to manage emotions, navigate relationships, or handle real-world challenges. This class would give students the tools to develop confidence, resilience, and adaptability alongside their academic skills. The curriculum would grow with students, adjusting in complexity for each grade level while focusing on three main areas. The first area would be self-awareness and emotional regulation. Students would learn to identify and understand their emotions, manage stress, and develop healthy coping strategies. Younger students could explore these ideas through games, stories, and role-play, while older students could practice mindfulness, empathy, and constructive conflict resolution. By understanding their emotions, students would be able to respond thoughtfully to challenges rather than reacting impulsively. The second area would be practical problem-solving and critical thinking. Students would learn to set achievable goals, make informed decisions, and adapt when plans change. Lessons could include financial literacy, time management, and basic life skills that build independence. Developing these skills would help students feel capable and confident in handling situations that might otherwise feel overwhelming. The third area would focus on communication and relationship building. Students would learn to collaborate effectively, listen actively, and respect different perspectives. These skills would be reinforced through group projects, peer mentoring, and community involvement. By emphasizing respectful communication and teamwork, students would gain the ability to form positive relationships and resolve conflicts in constructive ways. The impact of this class would be significant. Students would leave school not only with academic knowledge but also with emotional intelligence, problem-solving skills, and interpersonal abilities that prepare them for the real world. They would be able to advocate for themselves, build supportive relationships, and face challenges with confidence. Over time, this course could foster a generation that is empathetic, resilient, and ready for life beyond the classroom. Success would not be measured only by grades but by the ability to navigate life with skill, confidence, and compassion.

To me, Professor Harold Bloom’s statement means that the role of a teacher is not simply to deliver lessons, but to help each student develop an awareness of their own abilities, value, and potential. A sense of one’s own presence is the confidence, self-awareness, and inner assurance that allows a student to see themselves as a capable learner and as someone whose contributions matter. It is the understanding that they have unique strengths and that they belong in the learning environment. Helping students reach this point is, in my opinion, one of the greatest responsibilities and privileges of being a teacher. I am currently finishing up my certification for special education and have been working in a self-contained Language and Learning Disabilities (LLD) classroom for grades kindergarten through 2nd grade. In this setting, I have worked with students who have a wide variety of needs, from those requiring intensive, targeted instruction in reading and math to those needing significant social-emotional and behavioral support. Each day involves balancing these differences while ensuring that every student feels equally valued and supported. This experience has not only improved my instructional skills but has also deepened my commitment to helping students who learn differently. I have grown to truly love the challenges and rewards of special education. Working with students at different levels, often within the same lesson, has required me to become creative, patient, and resourceful. I have learned to adapt lessons using multisensory techniques so that all students can access the material in a way that makes sense for them. Whether it is through hands-on activities, visual supports, or movement-based learning, I strive to present information in multiple ways so students can connect with it. These methods not only help them grasp academic skills, but they also build confidence as they see themselves making progress. My mission as a special education teacher is to create a classroom where students feel safe to take risks, encouraged to try new strategies, and recognized for their individual growth. This means celebrating every achievement, no matter how small it may seem to others, and making sure that students understand the importance of their efforts. When a student realizes they have learned a new skill, solved a problem on their own, or expressed an idea clearly, that moment is powerful. It is in those moments that students begin to feel their own presence. Ultimately, my goal is to help students carry that sense of presence beyond the classroom. I want them to approach challenges in life with the same determination and self-belief they have built in school. By fostering independence, resilience, and a positive view of their own abilities, I hope to prepare them not just for academic success, but for success in all areas of life. This is the heart of why I am passionate about the special education profession.