If I could have the opportunity to change anything in education, I would first start with the math curriculum. When I was in the third grade, a new curriculum was introduced to the school district. It was known as the Common Core. This new syllabus was tough for a bunch of eight-year-olds to understand. We were taught this alternate way to multiply two two-digit numbers in a way known as the Lattice Method. It was complete and utter chaos. For example, an article on Google when searched up about the controversy on the Common Core method was describes as, "Parents and some educators find the new methods of teaching math, such as "number bonds" and "unbundling" numbers, confusing and unnecessarily complex, leading to frustration and a sense of alienation from their children's education." This sums up the struggles of this curriculum in a single sentence. We were told to estimate the answer to a complex multiplication problem. For instance, estimate what 4,027 times 48.68 was. Then we would have to explain our estimation, show our thinking on the estimation, and then solve the actual problem using the introduced method. Finally, we had to analyze the difference between our estimate and our answer, and why they were different, and how we got the estimate. One math problem like that would most likely take a student a good ten minutes to complete, but if the teacher assigned 30 of those problems, this eight-year-old would be spending more than five hours to get this portion of the homework done. Now, add in the fact that some of these kids had sports after school. They wouldn't be getting home until well after 5:00. This means that the kid would be up until 10:00 doing just one portion of their math homework. This "new way of doing math" or as the teachers were told to call it, "the right way to do math" wasn't just hard on us students to learn, it was very painful for the parents to help us when we needed help. They were raised to do the "old way" of math. They were struggling just as much as we were. Not to mention how many teacher trainings that our teachers had to go through to learn how to teach this method. I want to change this. No one deserves to go through what my classmates and I went through in elementary school and middle school. Eight-year-olds should not be taught to estimate their answer to a problem and then write a whole entire essay about it. If I were able to change one thing about education, I would go back to the "old way" of math and teach the kids something that their parents know as well. This way, they can get the actual help and support they might need and deserve. I also believe that this Common Core method should still be offered, but at a much higher level of math. Just not for third graders who are beginning to learn how to multiply two-digit numbers.

My name is Cayden Middleton. I am interested in pursuing a career in teaching because I am passionate about kids and especially kids with special needs. I believe that all students should be respected and treated with the utmost kindness. I want to teach the children of tomorrow to celebrate their differences, for that is what makes them unique. I believe that no matter what a person's disabilities are, they should nevertheless be loved. I had a teacher when I was a junior in high school who was the head Student Transition Educational Program Services or STEPS teacher. He made the kids' day when they came to school. He brought smiles to their faces every day. What made me admire him so much was how he would help the kids when they were having bad days. If they were upset and didn't want to talk or use their talker, he would ask them if they wanted to go to the sensory room. The sensory room was a room filled with sensory toys like fidget spinners, lava lamps, Rubik's cubes, squishy balls filled with orbeez, stress slime; if you can think of it, it was in there. If one of the kids was having a day and needed space and air, he would take them outside for a walk or have them tend to the garden. Speaking of the garden, this teacher would have cooking classes with the kiddos every Friday, and instead of going to the store to buy fruits and vegetables, he and the kids would grow them in the garden outside of the classroom. This garden was to teach the kids how to be responsible and care for something while also teaching them how to provide food for themselves if they can't buy any groceries. This cooking class would teach the kids how to make food for themselves when they get out of ATP and are living on their own. ATP is the Adult Transitioning Program. It is a college for students with special needs. This teacher was always there for the kids whenever they needed it. Even when they got a little sassy and said that they didn't need any help, this teacher was there just in case. He inspired me to want to bring that kind of energy into the world. I saw how much he made those kids love coming to school every day, and I wanted to do that as well.

If I had the opportunity to design a new required class for all students in schools, I would choose to create a comprehensive communication class. The goal of this class would be to foster better understanding, respect, and effective communication among students from a young age, ultimately contributing to a more inclusive and empathetic school environment. The structure of this class would be thoughtfully designed to cater to different age groups, ensuring that the content and activities are age-appropriate and impactful. For high school students, I would organize the class into smaller groups based on their respective block days. This approach would allow for more personalized interactions and discussions, making the learning experience more engaging and meaningful. The groups could rotate to ensure that students have the opportunity to interact with diverse peers and develop a broader understanding of different perspectives. For elementary and middle school students, I would implement a system where communication classes alternate every other day. This scheduling would prevent boredom and maintain students’ interest while reinforcing important social skills. The class would be divided into two main parts. On one set of days, the focus would be on helping students learn how to effectively communicate their feelings while maintaining respect for others. This component would include activities such as role-playing, expressive arts, and guided discussions that teach empathy, active listening, and appropriate ways to express emotions constructively. Learning to communicate feelings is essential in building healthy relationships and resolving conflicts peacefully. On the other days, the emphasis would shift to interactive activities that promote social engagement. Students would participate in team-building exercises, collaborative projects, and informal social interactions. Importantly, this component would include opportunities for students to interact with and support students with special needs or disabilities. By integrating students with special education needs into regular communication activities, we normalize diversity and foster inclusivity. It would be an intentional effort to bridge gaps, reduce stereotypes, and promote understanding among all students. To deepen the learning experience, I would incorporate assessments that present various social situations, asking students to identify the best approaches to handle different communication challenges. These tests could be scenario-based, encouraging students to apply their knowledge in practical and realistic contexts. The goal is to prepare students not only to navigate everyday interactions but also to develop empathy and compassion for others. The potential impact of this class could be profound. By systematically teaching students how to communicate with respect and understanding, we can help eliminate stereotypes and misconceptions about people with disabilities—whether they are visible or invisible. Many students grow up with preconceived notions based on limited exposure or misinformation; this class aims to break down those barriers from an early age. Ultimately, this communication class would serve as a foundation for fostering a more inclusive society where diversity is celebrated and every individual is respected. It would equip students with essential social skills that extend beyond the classroom into their everyday lives, future workplaces, and communities. Given the increasing importance of emotional intelligence and social awareness in today's interconnected world, implementing such a class could be one of the most impactful steps toward creating a more understanding and compassionate generation.

If I had the opportunity to design a new required class for all students in schools, I would choose to create a comprehensive communication class. The goal of this class would be to foster better understanding, respect, and effective communication among students from a young age, ultimately contributing to a more inclusive and empathetic school environment. The structure of this class would be thoughtfully designed to cater to different age groups, ensuring that the content and activities are age-appropriate and impactful. For high school students, I would organize the class into smaller groups based on their respective block days. This approach would allow for more personalized interactions and discussions, making the learning experience more engaging and meaningful. The groups could rotate to ensure that students have the opportunity to interact with diverse peers and develop a broader understanding of different perspectives. For elementary and middle school students, I would implement a system where communication classes alternate every other day. This scheduling would prevent boredom and maintain students’ interest while reinforcing important social skills. The class would be divided into two main parts. On one set of days, the focus would be on helping students learn how to effectively communicate their feelings while maintaining respect for others. This component would include activities such as role-playing, expressive arts, and guided discussions that teach empathy, active listening, and appropriate ways to express emotions constructively. Learning to communicate feelings is essential in building healthy relationships and resolving conflicts peacefully. On the other days, the emphasis would shift to interactive activities that promote social engagement. Students would participate in team-building exercises, collaborative projects, and informal social interactions. Importantly, this component would include opportunities for students to interact with and support students with special needs or disabilities. By integrating students with special education needs into regular communication activities, we normalize diversity and foster inclusivity. It would be an intentional effort to bridge gaps, reduce stereotypes, and promote understanding among all students. To deepen the learning experience, I would incorporate assessments that present various social situations, asking students to identify the best approaches to handle different communication challenges. These tests could be scenario-based, encouraging students to apply their knowledge in practical and realistic contexts. The goal is to prepare students not only to navigate everyday interactions but also to develop empathy and compassion for others. The potential impact of this class could be profound. By systematically teaching students how to communicate with respect and understanding, we can help eliminate stereotypes and misconceptions about people with disabilities—whether they are visible or invisible. Many students grow up with preconceived notions based on limited exposure or misinformation; this class aims to break down those barriers from an early age.

I am deeply passionate about the field of special education, a commitment that stems from my core belief that individuals with special needs possess unique strengths and qualities that make them some of the most rewarding people to work with. My goal as an educator is not only to impart academic knowledge but also to equip these students with essential life skills that will empower them to navigate the world we live in today. I envision a classroom that serves as a safe haven where students can flourish, both emotionally and intellectually. In today’s society, we are often faced with a pervasive culture of entitlement, egotism, and narcissism. Such attitudes frequently dictate how individuals treat one another, leading to an environment where negative behaviors can thrive. This societal backdrop can have detrimental effects on various aspects of life, from job performance to personal relationships and emotional well-being. It pains me to see that individuals with special needs are often the ones who bear the brunt of this toxic behavior. They frequently find themselves subjected to condescension, ridicule, and the sting of derogatory labels, such as the "r" word. This cruelty not only affects their self-esteem but also hinders their potential to contribute positively to society. As an educator, whether teaching general or special education, I am determined to instill in my students a profound sense of respect and empathy for one another. This respect must be unconditional and should extend to everyone—regardless of outward appearances, capabilities, or personal circumstances. I believe it is essential for students to learn that every individual possesses inherent worth and deserves to be treated with dignity. Emphasizing respect in the classroom will help create an inclusive environment where diversity is not only accepted but celebrated. To promote this atmosphere of respect, I plan to incorporate a variety of teaching strategies that encourage collaboration and understanding. One approach I find particularly effective is cooperative learning, where students are grouped together to work on projects or tasks. This method fosters a sense of community and allows students to learn from each other’s strengths. For example, in a mixed-ability group, a student who excels in verbal communication might help another student who struggles with expressing their ideas. Through this interaction, both students can gain valuable skills while developing mutual respect and appreciation for each other's differences. Furthermore, I intend to integrate social-emotional learning (SEL) into my curriculum. SEL focuses on helping students recognize and manage their emotions, develop empathy for others, and establish positive relationships. Teaching SEL skills is crucial, especially in a world where so many people are driven by self-interest. I believe that when students are equipped with the tools to understand their feelings and the feelings of others, they will be more likely to engage in constructive dialogue and support one another. Another critical aspect of my teaching philosophy is the promotion of a growth mindset among my students. I want them to understand that everyone, regardless of their background or challenges, has the potential to grow and improve. By fostering a growth mindset, students can learn to embrace challenges rather than shy away from them. When faced with difficulties, whether academic or personal, a growth mindset will empower them to see these challenges as opportunities for learning and growth. This shift in perspective can be life-changing, encouraging students to approach situations with resilience rather than fear of failure. Additionally, I recognize the significant role that families play in the success of students with special needs. Open communication and collaboration with parents and caregivers are essential components of my approach. I plan to establish strong partnerships with families, inviting them to be actively involved in their children's education. Regular meetings, workshops, and resources will be provided to help families understand the educational process and the various tools available to support their children at home. By working together as a team, we can create a consistent and supportive environment that reinforces the values of respect and empathy both in and out of the classroom. As I reflect on my aspirations as an educator in special education, I am reminded of the profound impact that positive experiences can have on students’ lives. I have seen firsthand how crucial it is to build their confidence and self-esteem. Whether through academic achievements or simple gestures of kindness, every step taken towards making them feel valued is a step in the right direction. Celebrating students’ successes, no matter how small, can inspire them to strive for more and recognize their unique strengths. Furthermore, I want to ensure that my classroom is a place where students can express their individuality. Each student has their own story, unique interests, and talents. I plan to integrate activities that allow students to showcase their innate abilities and share their passions with their peers. This could take the form of presentations, art projects, or even collaborative performances. By affirming their individuality, I will encourage students to embrace their differences and recognize the beauty in diversity. Incorporating technology into the classroom will also play a vital role in my approach to education. By leveraging various tools and resources, I aim to create a more engaging and interactive learning experience for all students. Technology can facilitate personalized learning, enabling each student to progress at their own pace. This adaptability will be particularly beneficial for students with special needs, allowing them to access resources tailored to their specific learning styles and requirements. As I consider the broader impacts of my work in special education, I am reminded that the change I wish to see begins within the classroom walls. By fostering a culture of respect, empathy, and understanding, I hope to create a ripple effect that reaches beyond my students. The lessons learned in my classroom can extend into their homes, communities, and eventually influence the world at large. Education has the power to transform lives, and it is my responsibility as an educator to harness this power for the benefit of all students. Ultimately, my mission in special education is rooted in love and respect for all individuals. I strive to create a learning environment where every student feels safe, valued, and empowered to chase their dreams. I am committed to teaching them not only academic skills but also the core values that will guide them as compassionate individuals in a diverse world. By instilling these principles, I hope to play a role in shaping a future where kindness and understanding prevail over entitlement and egoism, creating a more inclusive and harmonious society for everyone.

If I had the opportunity to design a new required class for all students in schools, I would choose to create a comprehensive communication class. The goal of this class would be to foster better understanding, respect, and effective communication among students from a young age, ultimately contributing to a more inclusive and empathetic school environment. The structure of this class would be thoughtfully designed to cater to different age groups, ensuring that the content and activities are age-appropriate and impactful. For high school students, I would organize the class into smaller groups based on their respective block days. This approach would allow for more personalized interactions and discussions, making the learning experience more engaging and meaningful. The groups could rotate to ensure that students have the opportunity to interact with diverse peers and develop a broader understanding of different perspectives. For elementary and middle school students, I would implement a system where communication classes alternate every other day. This scheduling would prevent boredom and maintain students’ interest while reinforcing important social skills. The class would be divided into two main parts. On one set of days, the focus would be on helping students learn how to effectively communicate their feelings while maintaining respect for others. This component would include activities such as role-playing, expressive arts, and guided discussions that teach empathy, active listening, and appropriate ways to express emotions constructively. Learning to communicate feelings is essential in building healthy relationships and resolving conflicts peacefully. On the other days, the emphasis would shift to interactive activities that promote social engagement. Students would participate in team-building exercises, collaborative projects, and informal social interactions. Importantly, this component would include opportunities for students to interact with and support students with special needs or disabilities. By integrating students with special education needs into regular communication activities, we normalize diversity and foster inclusivity. It would be an intentional effort to bridge gaps, reduce stereotypes, and promote understanding among all students. To deepen the learning experience, I would incorporate assessments that present various social situations, asking students to identify the best approaches to handle different communication challenges. These tests could be scenario-based, encouraging students to apply their knowledge in practical and realistic contexts. The goal is to prepare students not only to navigate everyday interactions but also to develop empathy and compassion for others. The potential impact of this class could be profound. By systematically teaching students how to communicate with respect and understanding, we can help eliminate stereotypes and misconceptions about people with disabilities—whether they are visible or invisible. Many students grow up with preconceived notions based on limited exposure or misinformation; this class aims to break down those barriers from an early age. Ultimately, this communication class would serve as a foundation for fostering a more inclusive society where diversity is celebrated and every individual is respected. It would equip students with essential social skills that extend beyond the classroom into their everyday lives, future workplaces, and communities. Given the increasing importance of emotional intelligence and social awareness in today's interconnected world, implementing such a class could be one of the most impactful steps toward creating a more understanding and compassionate generation.