From the day I played “pretend school” with my siblings in third grade, I knew in my heart that I had wanted to be a teacher. Before I knew it, I was asking my teachers for leftover worksheets and begging my mother for a blue hand pointer and dry erase boards. Now 21 years old and nearing my senior year as an undergraduate college student and immersed in student teaching, I have been expanding the breadth and depth of my knowledge as a future educator. I enjoy deep readings of my small but becoming professional library, growing aware of changes in the educational landscape and learning the psychology behind how children learn and respond. Education in itself is a mighty, profound door-opener. It is an object of wonder, of challenge, and of prosperity. It often serves as the foundation of social skills, conflict resolution, and significantly develops one’s literacy abilities. Education is a concept that stretches across time, generations, and subjects. It is known to many as the cornerstone of success in a literate world; however, as a future elementary educator, I demand there to be a greater look into what education means not only as a whole, but as its many different components. Our country’s literacy crisis is a becoming epidemic that demands not good, but great teachers who possess a sincere desire for all students to succeed in academics. I additionally acknowledge that education is not just about imparting knowledge but also about encouraging character, building confidence, and instilling a sense of purpose. I believe in creating a supportive and inclusive classroom environment where students feel valued and respected, ultimately teaching them to share that kindness with and towards others. Teachers of today must extend compassion towards their students and create a flowering community where learning is not just a construct of boredom and rules, but of exploration, collaboration, and courtesy towards others. I believe in the thorough teachings of respect, of conflict resolution, and understanding how individuals in and out of the classroom have different needs and may need help at times. After graduating from North Ridgeville High School, I began my freshman year at Ashland University, where I tutored for the America Reads program at a nearby elementary school. There I was witness to a variety of behaviors and poor self-esteem, a combination that is rarely encountered in first-year level courses. At first, I'll admit, I was clueless on where to start with my group of kids. They already didn’t want to be there after a long day of school, only to relive their frustration. I wasn't a school psychologist, nor was I anywhere close to being a teacher. However, I was once a young student who had also experienced trouble with academics and self-efficacy in fourth grade. So, I took a different approach to my demonstrations, encouraging a slower pace, a tighter bond within the group, and reinforced words of affirmation. I treated them exactly how I wanted to be treated back then, implementing the golden rule. For instance, after a student finished reading their part, the rest of the group would clap, whoop, snap their fingers, or whatever variety we wanted to do that day. I could not believe the difference these factors made, regarding the group’s motivation and willingness to listen, get back on track, and to refrain from tantalizing one another. Since then, I have taken my dream to Ohio Wesleyan University, where I will graduate with a dual license in special/general education and hopefully get to teach abroad to communities in need. My resilience has been shaped by a father who left the Air Force so our family didn’t have to uproot again, and a mother who worked two full-time jobs when he lost his. When I left for college, I carried that sturdiness with me—paying for my own tuition and covering my health insurance for two semesters while balancing academic demands and three jobs. I chose to meet these challenges with a positive mindset, determined not just to survive, but to grow. That outlook has rippled outward. As the oldest of four, I’ve naturally stepped into a leadership role, helping my younger siblings navigate school, friendships, and hard-to-handle emotions. In college, I’ve extended that support to children I work with—celebrating small wins and modeling perseverance when things get hard. Whether rehabilitating undesired behaviors or helping a struggling reader believe in their capabilities, I’ve learned that positivity is not just a personal strength—it’s a gift that lifts others.

My name is Gemma Kilgore, and I am an upcoming senior at Ohio Wesleyan University, studying Inclusive Elementary Education. As the oldest of four children, I’ve grown up appreciating others and discovering joy in everyday moments—whether through reading, writing, drawing, running, or exploring new places. I find magic in small encounters and in the greenness of the world around us. I am deeply rooted in my Christian-Catholic faith, persistent in values of kindness, generosity, and service in my personal and professional life. Before I graduate, I plan to apply to several teaching positions throughout both Cleveland and Columbus, preparing myself for interviews and familiarizing myself in schools by serving as a substitute teacher. Acquiring a position as a first/second/third-grade teacher, I will graduate with a dual license in general and special education. I want to teach for a few years in the area, simultaneously working to receive my masters in education, with a reading endorsement or Orton-Gillingham credentials. After achieving a few years of teaching, I dream of taking my experience overseas to help educate children in underserved communities, hoping to immerse myself in different cultures and learn innovative pedagogical methods, while making a meaningful impact on the lives of children. I am drawn to helping young students discover their own pocketful of sunshine within their learning, as well as in the exploration of their curious wonders about the world. I hope to eventually sign a contract at an international school in Austria or Ireland, further dedicating my career to fostering a love of learning and growth in my students, while empowering them to reach their fullest potential and beyond. From the day I played “pretend school” with my siblings in third grade, I knew in my heart that I had wanted to be a teacher. Before I knew it, I was asking my teachers for leftover worksheets and begging my mother for a blue hand pointer. Now 21 years old and nearing my senior year as a college student and immersed in student teaching, I have been expanding the my knowledge as a future educator. I enjoy deep readings of my small but becoming professional library, growing aware of changes in the educational landscape and learning the psychology behind how children learn. Education is a profound door-opener. It is an object of wonder, of challenge, and of possibility. It serves as the stable pillars of life; often providing the foundation of social skills, conflict resolution, and significantly develops literacy skills. I recognize that teaching is not simply just a job; it is a profession of strength, intention, and longevity. To be an educator is to immerse oneself into a dedicated livelihood, molded by individual beliefs in pedagogical practices, and by one’s self-efficacy to best serve students so that they can succeed no matter their circumstances or educational standing. It is through this perspective that I will strive to stay committed to professional growth, attending workshops, conferences, and staying current with evidence-based practices. This includes sharing classroom management strategies with colleagues, collaborating with specialists, and consistently communicating with parents. My own, personal path to education has been equally inspired by teachers who nurtured my need for exploration, then further on inspired by professors who have observed my teaching and believe I will make an impact on students’ lives. I acknowledge that education is not just about imparting knowledge but also building character, confidence, and instilling a sense of purpose. I believe in creating a supportive and inclusive classroom environment where students feel valued and respected, ultimately teaching them to share that kindness with and towards others.