Professor Harold Bloom’s statement—“the purpose of teaching is to bring the student to his or her sense of his or her own presence”—reminds us that education is more than transferring knowledge; it is about awakening a student’s awareness of their own worth, identity, and potential. To have a “sense of presence” means to feel recognized, valued, and capable of contributing something meaningful to the world. For students with special needs, this idea is especially powerful because they often face environments that highlight their limitations rather than their strengths. As a special education teacher, I am passionate about creating spaces where every student can feel the fullness of their presence and grow into confident, self-aware individuals. My mission as a special education teacher is to guide students toward this awareness by first recognizing their unique abilities and voices. Every student, regardless of challenges, carries talents and perspectives that deserve to be celebrated. I believe teaching is not about fitting students into a mold but about helping them discover who they already are and what they can do. To achieve this, I focus on three key commitments: Empowering students through individualized learning. I design lessons and strategies that meet students where they are, showing them that progress—no matter how small—is a victory that affirms their presence. Creating environments of inclusion and respect. Students feel their presence most strongly when they are seen and valued by their peers and teachers. I strive to build classrooms where differences are embraced and every child feels like a vital part of the community. Fostering self-expression and independence. Whether through art, communication tools, or problem-solving activities, I encourage students to share their voices and make choices. This helps them see that their presence matters not only to themselves but also to the world around them. I am passionate about the special education profession because it embodies hope and transformation. Helping a child discover their own presence means helping them realize that they are more than their struggles—that they are capable of joy, growth, and achievement. Each time a student recognizes their own ability to succeed, I feel that I have honored the true purpose of teaching. A Brief Fairy Tale Once upon a time, in a small village nestled between wide mountains and open skies, there lived a teacher who dreamed of unlocking hidden treasures. These treasures, however, were not made of gold or silver but of the talents and voices buried deep within the hearts of her students. Some villagers said these treasures were too hard to find, hidden behind walls of challenges and struggles. But the teacher believed otherwise. Each day, she carried a lantern of patience, a key of compassion, and a mirror of belief. With the lantern, she lit paths where students could walk safely; with the key, she opened doors to learning; and with the mirror, she showed each child the reflection of their own brilliance. Slowly, the students began to see themselves not as invisible or limited, but as shining stars, each with their own presence in the vast sky. In the end, the village was no longer just a place of mountains and skies—it became a kingdom of voices, laughter, and courage. The teacher realized her greatest treasure was not the light she carried but the glow that had always been inside her students, waiting to be discovered. And so, she continued her journey, guiding one child at a time to the joy of knowing: “I am here, I matter, and I can shine.”

If I could create a class that every student from kindergarten through 12th grade was required to take, it would be called “Life Skills and Critical Thinking.” This course would focus on teaching students the practical skills and emotional intelligence needed to navigate not only school but also the challenges of adulthood. Too often, students graduate with strong academic knowledge but little preparation for the realities of life. A class like this would fill that gap and create a lasting impact on individuals, communities, and society as a whole. The curriculum would grow alongside students as they move from kindergarten through high school. For younger children, the course could begin with simple lessons on cooperation, empathy, communication, and understanding feelings. These foundations would help them learn how to build healthy relationships, respect differences, and manage emotions. As students grow older, the course would expand into more complex areas such as financial literacy, decision-making, digital citizenship, time management, and conflict resolution. By high school, students would also explore career pathways, civic responsibility, and global awareness. This progression would ensure that the course remained age-appropriate while still providing continuity in building essential life skills. One of the most important elements of the class would be critical thinking. In a world filled with information, misinformation, and constant change, students need to know how to question, analyze, and evaluate what they encounter. Teaching critical thinking would encourage curiosity, creativity, and problem-solving, rather than relying solely on memorization. It would empower students to make thoughtful decisions in their personal lives, contribute meaningfully in their communities, and adapt to new challenges in the workplace and beyond. Equally vital would be lessons in emotional intelligence. Students would practice self-awareness, empathy, and communication skills that are crucial for healthy personal and professional relationships. These skills can help prevent bullying, reduce conflict, and build a stronger sense of community in schools. They would also prepare students to handle stress, setbacks, and uncertainty with resilience. The impact of this course would be profound. Imagine students graduating not only knowing algebra and history but also understanding how to budget, save, and invest money; how to cook a simple meal; how to resolve disagreements peacefully; and how to evaluate news and information critically. This would give young people confidence and reduce the stress many face when transitioning into adulthood. It would also close the gap between what schools teach and what life actually requires. In a country like Mongolia, where I have over ten years of teaching experience, such a class could be revolutionary. Our education system is still developing, and many students focus heavily on memorization without the opportunity to practice real-world skills. A Life Skills and Critical Thinking course would help students not only achieve academic success but also become independent, adaptable, and forward-thinking citizens. It could inspire systemic change, shifting education from rote learning toward cultivating lifelong learners prepared to build a better future. Ultimately, the goal of this class would be to prepare students for life, not just for exams. It would empower them with the tools to think critically, act responsibly, and live with confidence and purpose. By making this course a requirement from kindergarten through grade 12, we could create a generation of young people ready to face challenges, seize opportunities, and contribute positively to the world.