Professor Harold Bloom, the author of "The Western Canon", once profoundly observed: "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." For me, it means the teaching is only about the way of help students to see their own value and be conscious of their abilities and their position in the world. Teaching is not merely confined to the use of textbooks and casseroles of knowledge. Teaching is the method through which students are led to the experience of the consciousness of their own self, hence they become self-assured, They discover their strength and feel empowered. The idea here, especially in the context of special education, is very much in agreement with the truth. The special education students whose learning requirements are different might have such situations that make them feel neglected or disrespected, hence, as a teacher, it is my duty to bring them to their own being so that they will say, "I belong, I matter, and I am capable." I have a passion for special education as I have observed the student's confidence and life transformation through proper support and understanding of the student. The experience of my family taking care of my autistic twin brother and my job as a nanny for a boy with mid-functioning autism, have been my teachers in the importance of patience, empathy, and that guidance has to be tailor-made. Every student has a different way of learning, and fulfilling my duty involves meeting my students at their current level of learning - intellectual, emotional, and social - and then revealing to them their potential. I wish to let the students first recognize their most important self and then I will use it as a stepping-stone to excite learners with the desire to learn more and keep it up by establishing a learning environment that centers on issues of difference, invention, and human development. I want to make learning engaging and enjoyable through which every accomplishment, no matter how small, is recognized and given due credit. Besides, I want students to have the opportunity of taking part in different directions such as telling their stories, dramatization, and hands-on learning so as to unleash their abilities, and then, in turn, use confidence as a stepping-stone to learn more and have them embrace their personal growth thus creating a warm and loving getting in which not only are faults part of the learning process, but also one gets no shame for them. I look forward to every student, through my demonstration of empathy, patience, and dignity to oneself, identifying with their special talents and taking pride in their accomplishments. A Fairy Tale Version: Once upon a time, I taught in a happy land made up of younglings who had hidden magical powers within themselves. Out of the wise answers some kids could come up with, then others through art and the rest with kindness traits were . The day came when I saw young Oliver turning down his magic.' By forming a creative and brave enchanted classroom, we together sowed the war seeds for it. In a play, storytelling session, and through patient guidance, Oliver realized the fact that he could draw stories that bring smiles to everyone. He was the one who, at the end of the year, stood firmly with his magic and was aware that he belonged in the kingdom. Consequently, every child in the kingdom found their magic since I was the one who made the students find their presence. This would be my dream if it were true. I would really love to bring such an impact and influence on students. I would bring them closer to the realization that they are capable, valued, and unique through this work. Special education to me is far from being a mere job; it is a way of demonstrating each child's intrinsic worth as a person to the world.

The main reason that I want to be a teacher is because I see education as one of the most influential ways to make a positive impact that lasts. I consider teaching as a job that goes far beyond the mere delivery of lessons; it is about involving students and making them feel that they are noticed, supported, and that they are capable of achieving their goals. I want to be the one to create such atmospheres in schools among children where they not only learn academically but also get to know, their confidence, creative thinking, and good manners (empathy). To be able to do this, I will indeed need to energize my students to discover their interests, inquire, and be courageous when they come across difficulties. Besides that, we will certainly need to cultivate a secure and inclusive environment where each child will have the opportunity to develop. My dream to be a teacher has, certainly, been affected by my own experience and the teachers who influenced my childhood. Actually, one teacher had the most potent impact on me. When I was in elementary school, I was assigned to a student with special needs and my teacher suggested that I learn American Sign Language so that we could communicate and build a relationship with her. This particular case made me realize that teaching is a profession that requires not only patience but also understanding and inclusion. Additionally, the experience of the same autistic child during my work as a nanny was the major reason that confirmed my decision to become a teacher. It turned out that education is not only about the curriculum and teachers must have patience as well as problem-solving skills besides the ability to guide children to acquire skills for a confident life. I was part of his growth, and I saw it with my own eyes, it was very rewarding and thus, it made me remember the great pleasure that is derived from guiding others and then witnessing their celebrations. At the end of the day, I will be the one who turns the dream of being such a teacher into reality - a teacher who not only helps academic success but also reminds it to students that they are creative, capable, and deserving of love. I am not the one who just imparts knowledge to my students, rather I want them to be given more than that. The more things are confidence, curiosity, and a sense of self that can guide them throughout life. Teaching is such an ideal for me where I can mix my love for learning, empathy, and creativity to effect positive changes in the lives of children just like my teachers and mentors did for me.

I am confident that through a safe, attractive, and a stimulating classroom atmosphere I would be a real catalyst in early childhood development. As a matter of fact, it is my firm belief that not only do children learn academic skills during their early years, but also, they gain self-confidence, creativity, and social skills. Therefore, I would like to combine properly implemented educational practices with love, patience, and promise so that each child, regardless of his/her background and singular needs, will be given the opportunity to grow up and flourish. I am most interested in one thing, that is the use of creative outlets such as dramatization and storytelling because, for me, these activities have been the most powerful in helping children to free themselves, acquire social skills, and become confident in their abilities. My decision to focus on early childhood development has been inspired by my personal experiences and my deep love of working with children. During my childhood, I was especially attracted to the teachers who made an effort to involve every pupil and meet their individual needs. Their behavior was a real demonstration of the influence that the provision of guidance and encouragement can have on a child's development. In addition to that, I have a number of examples from my volunteer works and jobs with children with special needs among which one is my nannyship period for a fourteen-year-old boy with mid-functioning autism. These experiences have given me the virtues of patience, empathy, and I have learned the great importance of individualized support for each child—skills that I am sure will make me a more efficient and humane teacher. Besides that, I spent a lot of time volunteering in Uganda and I did a lot of community works in my hometown, such as KidSpirit and Operation Overcoat. Such experiences have taught me that empathy, patience, and community support are the most important factors in that regard. I have seen the power that connecting and understanding has on people's abilities to solve their problems and develop, and I would like to bring those values into my teaching profession too. My goal is to provide children with not only academic skills but also social and emotional skills so that they become confident, curious, and caring individuals with a strong sense of community. Before I even thought of choosing early childhood development as my major, I have always had in mind the purpose of wanting to help kids create a solid foundation for their futures by leading them in learning, exploring, and discovering themselves during the most formative years. Furthermore, this concentration makes it possible for me to mix my love of education, creativity, and serving others with the least burden of the impact being very short-lived. To me being a teacher is more than just a job; it is an opportunity to empower kids and make them feel they are capable and inspire them as they make their first steps toward lifelong growth and learning.

For as long as I can remember, mental health and resilience have been a very big part of my life. Due to financial hardship, I grew up in a family where my mother, whom I saw every day, was obviously overworked; at the same time, she was taking care of my autistic twin brother and supporting my oldest sister, who had a hard time with addiction. Experiencing these situations so intimately has given me a great deal of insight into how mental health and substance abuse problems may affect people and the whole community, and also how support, patience, and resilience are crucial. My upbringing in such a milieu necessitated that I acquire independence at an early age. I was able to find my first job at the age of thirteen, thus I was able to cover my expenses and get a feeling of responsibility. Although these experiences were not easy, they contributed significantly to my personal development. Managing tension, finding solutions under pressure, and showing care for others while taking care of one's self are some of the things I have learned. For instance, I was able to develop the skill of loving without overstepping personal boundaries through the experience of helping in the care of my twin brother and at the same time giving support to the family; this is a skill I still use today. The hardships I went through helped me to grow into a person, full of empathy, and driven by the desire to help others, which, in turn, has been my guiding light in setting educational and career goals. I am currently pursuing a degree in Elementary Education at Oregon State University, then I will continue to get my master's degree in Special Education. I aim to be the one who creates such learning environments where every student, especially those with special-learning needs or challenges, will feel supported, loved, and empowered. I want to be the one that helps kids not only in the academic area but also in the emotional and social aspects that they might struggle with. The different sides of my personality and mental health have contributed significantly to the development of my stress and recovery management skills in my life. Through experience, I have found that balance, asking for help when needed, and forming nice habits for dealing with stress are some of the most important factors for being healthy overall. I find it very helpful and comforting to give my time and energy to the community in different ways such as Ugandan teachers fundraising, homeless people coat-giving through Operation Overcoat, or children with disabilities support. These actions assure me that connection, service, and empathy are not only essential for the well-being of other people but also for my own. I am planning to look after my mental health further by, among other things, keeping up with my daily routines, giving importance to self-care, and, of course, if needed, professional help. I am aware of and accept the necessity of continuous self-examination and personal development and, therefore, I take up the commitment to create ways to cope with stress and to keep my resilience especially when I will be going after my academic and professional objectives. Through daily practice of these methods, I aspire to become a model to my future students, thereby, showing that mental health is a core element of success and well-being. My personal journey has been instrumental in shaping me into the person I am today - a strong-willed, caring, and driven character who comprehends the importance of support, patience, and persistence. It has been my passion for education that has been fueled by my own struggles with mental health and the experience of watching the effects of substance abuse; Moreover, I was prepared to deal with challenges in a resilient and loving manner. I am confident that I will be able to meet my academic, professional, and personal goals through the continuation of my focus on self-growth, community involvement, and mental wellness, whilst making a positive difference in the lives of others.

For me, teaching is much more than just giving lessons it is about leaving a powerful, lasting imprint on students' lives. Helping them to identify themselves, feel supported, and be able to access their complete potential is what it is all about. I have been fortunate to witness how even minor acts of kindness can turn someone's day or even their life around and this is what energizes me to be a teacher who acts from the heart. It was my personal story that led me to this point. When I lived in Minnesota, I picked up the American Sign Language so I could be a buddy with a student in the special needs program. Patience, empathy and the necessity of including everyone were the things that this experience really made me understand. After that, when my family moved to Oregon, I had to create a new social life and figure out the way to make friends again from scratch. That trial taught me the skill of establishing rapport with individuals from different walks of life, which I am certain will be of great assistance to me in the classroom. During my high school years, theater was yet another sphere where I could be a leader and a source of support for others. I was elected the president of our drama program and received the Nina Heiken Award which is presented to a senior who demonstrates love, energy, and support for others. Working with the theater department gave me the skills of leading a team, promoting creative thinking, and encouraging others. Outside school, I have also been fully invested in community service. I am a volunteer at my church’s thrift shop, where we collect money for teachers in Uganda, and I have been there twice to do the work of building houses and running health clinics. Here in my town, I am involved with Operation Overcoat through which we provide the homeless with jackets and necessities and I am also a fundraiser for KidSpirit at OSU, where I have already gathered over $2,000. These three events have been a perfect demonstration of the fact that teaching is not only about school subjects, but also understanding, loving and giving back. Additionally, I have been a nanny for a boy of fourteen with mid-functioning autism, whose daily skills I guided and challenges he navigated with my help. This made me a very patient, imaginative, and child-supportive person, and children with different needs, whom I hope to meet in my future classroom, will equally benefit from these skills. Knowledge should be the outcome that students acquire through my teaching, and not the only one. Confidence, being valued and having the ability to cope with difficult situations are the things I will give them. Moreover, learning will be perceived by them as fun and significant and they will also know that their existence is important. I want to be able to run a classroom where empathy, creativity, and inclusion have the same value as academics which will allow students to develop not only as learners but also as human beings. I am not only looking at teaching as a profession rather, it is a means to bring about a change. In fact, I am eager to be the source of inspiration for my students to put forth their best effort and at the same time live by and propagate the values of kindness, curiosity, and resilience in their own lives.