I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” – Professor Harold Bloom This statement captures the true essence of what education should be: helping students recognize their unique value, voice, and potential. To me, Bloom’s words mean that teaching is not simply about passing along knowledge or enforcing standards. Rather, it is about guiding each student to see themselves clearly, to understand their strengths, and to develop a sense of confidence in who they are. Presence is the awareness of one’s own worth and the ability to bring one’s authentic self into the world. In special education, helping students arrive at this sense of presence is especially meaningful, because so often these students are underestimated, overlooked, or defined only by their challenges rather than their potential. I am passionate about becoming a special education teacher because I want to be a part of this process—helping students discover and embrace their own presence. My love for this profession comes from both my experiences working with children and from the lessons I have learned through sports, particularly softball. Just as my coaches pushed me to see my value beyond wins and losses, I want to create that same supportive environment for students with special needs. Every child deserves the chance to be seen not only for their limitations but for their possibilities. I believe my role as an educator is to uncover those possibilities, nurture them, and provide the tools students need to thrive. Bringing students to a sense of their own presence begins with seeing them as individuals. In special education, this means understanding each child’s strengths, challenges, and learning styles. For some students, presence may come through mastering a new academic skill; for others, it may come from finding their voice through art, sports, or communication. My mission as a teacher will be to meet each student where they are and to help them recognize their abilities. By celebrating small victories, encouraging persistence, and creating inclusive environments, I will help students realize that they are capable and worthy of success. Another part of guiding students toward presence involves building their confidence. Many children with special needs face repeated experiences of frustration or failure in traditional classrooms. Over time, this can cause them to doubt themselves or withdraw from challenges. My role is to break that cycle. I plan to create learning experiences that highlight students’ strengths, while still supporting them through their struggles. Confidence grows when students feel supported, and presence develops when they are encouraged to be active participants in their own learning. Beyond academics, I believe teaching presence also means equipping students with life skills that allow them to navigate the world with independence and dignity. This includes teaching social skills, communication strategies, and practical skills for daily living. My mission is to prepare students not only for tests but for life—to ensure they know they belong, that their contributions matter, and that they can make a difference. One of my personal goals is to use softball as a tool to connect with children with special needs. I want to adapt the game to their abilities so they can experience the same joy, teamwork, and self-discovery that I have. Softball has always given me a sense of presence, reminding me of my resilience and value. Sharing that with students would provide them with another avenue to discover their strengths and gain confidence. Sports and activities like this are powerful because they show children that they are more than their limitations—they are teammates, leaders, and participants in something bigger than themselves. Ultimately, my mission as a special education teacher is to help my students see themselves clearly and confidently. I want them to leave my classroom not only with academic progress but with the belief that they have something unique to offer the world. My goal is to inspire them to embrace their own presence so fully that they carry it with them throughout their lives. A Fairy Tale of Teaching Presence Once upon a time, there was a young heroine who carried a simple glove and ball wherever she went. She had learned from her own journey that within every person lay a spark waiting to be lit—a spark of presence. She traveled into a kingdom where children were often told they were too different, too slow, or too broken to succeed. The children of this kingdom longed to be seen for who they truly were, but the voices around them often drowned out their own. The heroine’s mission was clear: she would show these children their worth by helping them find their voices. She created a school where learning looked different for each child. Some painted their stories in colors, some expressed them through song, while others played a game of catch that taught them they could achieve more than they imagined. Little by little, the children began to realize they were not invisible. They were not limited by labels. They were present—bright, capable, and full of possibility. The heroine’s greatest joy came when she saw the children no longer needed her to tell them they mattered; they already knew. They carried their presence into the world with courage, ready to take their place in the kingdom. And so, the heroine’s mission was fulfilled—not because she gave them their presence, but because she helped them find it for themselves. And they all lived, not just happily ever after, but proudly and fully present ever after.

Softball has been one of the greatest influences in my life, shaping me not only as an athlete but also as a person. From the moment I stepped onto the field, I discovered a place where discipline, perseverance, and teamwork mattered as much as skill. The sport has taught me resilience—how to keep pushing forward after setbacks, how to celebrate progress as much as victories, and how to remain committed to long-term goals even when challenges arise. These lessons extend far beyond the diamond, guiding the way I approach academics, relationships, and personal growth. Equally important, softball has given me a strong sense of community and belonging. Through countless practices and competitions, I have built lasting friendships and found a second family in my teammates. I have also been fortunate to learn from coaches who pushed me to grow as a leader, not just as a player. Their mentorship helped me develop confidence and communication skills that I now carry into every aspect of my life. Currently, I am pursuing my softball career at the collegiate level. Competing at this stage has been both challenging and rewarding. It requires balancing athletic dedication with academic responsibilities, but I embrace the opportunity to grow in both areas. Every practice and game is a chance to sharpen my skills, contribute to my team, and build the discipline needed to succeed in all areas of life. Looking ahead, my aspirations extend beyond my own athletic journey. I want to make a meaningful impact on others through the sport that has given me so much. One of my biggest goals is to share the game with children who have special needs. I believe softball can provide them with the same joy, confidence, and sense of community that it has given me. Teaching and mentoring children in adaptive athletics would allow me to combine my love for the game with my passion for helping others, creating opportunities for every child to experience the excitement of being part of a team. Softball has been more than just a sport—it has been a foundation for growth, leadership, and service. With the support of this scholarship, I will continue to pursue my academic and athletic goals while also preparing to give back to the next generation. I hope to carry forward the lessons softball has given me and use them to inspire, encourage, and empower others both on and off the field.

From a young age, I knew I wanted to pursue a career that would allow me to help others, and over time, that desire grew into a clear and passionate goal—to become a teacher. Teaching is more than just a job to me; it’s a calling. I want to make a difference in children’s lives, the same way certain teachers made a difference in mine. My experiences working with students, my love for helping others, and the influence of educators who saw potential in me have all inspired me to follow this path. One of the biggest reasons I want to become a teacher is because I believe every child deserves someone in their corner—someone who believes in them, listens to them, and helps them grow. Throughout school, I’ve always found joy in helping classmates, volunteering in special education classrooms, and mentoring younger students. I’ve seen firsthand how a little patience and encouragement can completely change how a student feels about learning and about themselves. I want to be the kind of teacher who not only teaches lessons from a textbook but also builds confidence, trust, and a sense of belonging in the classroom. Another major influence in my decision to become a teacher is my mom. She has been a teacher for many years, and I’ve grown up watching the love, time, and energy she pours into her students. She often shares stories about the challenges and the victories in her classroom, and I’ve always admired her dedication. Seeing how much she cares for each student and how deeply she believes in the power of education has left a lasting impression on me. Her example has shown me what it means to be a compassionate and committed educator. She inspired me to step into the classroom myself, and I hope to make the same kind of impact that she has made on so many lives. While my mom sparked my interest in education, one particular teacher during my school years truly changed my life. In middle school, I struggled with self-confidence and often felt overlooked. Then I met my seventh-grade English teacher, Mrs. Carter. From the first day of class, she made every student feel important. She took the time to learn our names, our interests, and our struggles. She noticed my potential even when I didn’t see it in myself. She encouraged me to speak up in class, praised my writing, and always pushed me to keep trying, even when I doubted my abilities. Mrs. Carter didn’t just teach grammar and literature—she taught me to believe in myself. That belief changed the way I viewed school and helped me realize that one caring teacher really can change a life. I want to be that teacher for someone else. I want to be the reason a student feels seen, heard, and capable. I want to create a safe, welcoming classroom where students are excited to learn and feel proud of who they are. My goal is to work especially with students who need extra support—whether academically, emotionally, or socially—because those are the students who are often left behind. I want to advocate for them, celebrate their growth, and remind them every day that they matter. In conclusion, my passion for teaching comes from both personal experiences and the powerful examples set by educators in my life. I believe that teaching is one of the most impactful and rewarding careers a person can choose, and I’m ready to dedicate my life to it. I hope to leave a lasting mark on the lives of kids like my mother did.

Growing up, I’ve always had a passion for helping others, especially children. One experience that had a lasting impact on me was volunteering in a special education classroom. I was paired with a young student who had difficulty communicating and often felt left out of classroom activities. At first, he barely spoke and avoided interaction with others. I began working with him one-on-one every day, using simple communication strategies, encouraging words, and consistent support. Slowly, he began to open up. I’ll never forget the first time he smiled and joined a group activity on his own—it was a small moment, but it meant everything. That experience showed me how powerful patience, kindness, and encouragement can be in a child’s life. It also confirmed that I wanted to pursue a career in education, where I could continue to make a difference like that every day. If I could change one thing in education, it would be to ensure that all students—especially those with special needs—have access to the resources and support they deserve. Far too often, students in special education programs do not receive the individualized attention or tools they need due to limited funding or staffing shortages. Every student deserves the opportunity to thrive in the classroom, regardless of their learning style or ability level. I believe that with more trained staff, better resources, and inclusive practices, we could create learning environments that truly support every child. I want to be part of that change by becoming an educator who advocates for all students, especially those who are too often overlooked. The person who had the most profound impact on my decision to become a teacher is my mom. As a dedicated educator herself, she has always been my greatest role model. I watched her go above and beyond for her students every single day. No matter how challenging things were, she never gave up on them. She brought her love for teaching home with her—sharing stories, lessons, and always reminding me how important it is to believe in every child’s potential. Her passion, dedication, and ability to connect with her students inspired me to follow in her footsteps. She showed me that teaching is about more than academics—it’s about building trust, supporting growth, and making a lasting difference. Through my own experiences in and out of the classroom, and with the guidance of an amazing role model in my mother, I’ve developed a clear vision for my future. I want to be the kind of educator who not only teaches but inspires, encourages, and uplifts every child I work with. I’m excited to continue on this path, and I’m grateful for the moments and people who have helped shape my journey so far. I will continue to dedicate my teaching journey to special needs children. As they have inspired me to be a better individual every day. They deserve the love and care just like any other student. I am proud that my true calling is to be a teacher. As teachers mold our future leaders.

Softball has been more than just a sport to me—it’s been a place where I’ve grown, been challenged, and discovered who I am. My time on the field has shaped my character in countless ways, teaching me lessons I carry into every part of my life. It has helped define my work ethic, strengthened my resilience, and showed me the power of mentorship, perseverance, and community—values that align deeply with the spirit of the Brett Brakel Memorial Scholarship. From the first time I stepped onto the field, I felt like I was part of something bigger than myself. Softball taught me how to be a team player—how to trust others, communicate effectively, and work toward a common goal. I learned that it’s not always about personal stats, but about doing what’s best for the team. That mindset has shaped how I approach life. Whether I’m working with classmates, volunteering in the community, or supporting students with special needs, I always try to show up with the same level of commitment and teamwork that softball taught me. The game has also taught me the value of perseverance. There have been moments of struggle—times when I struck out in a big game, made an error in the field, or felt like I wasn’t performing at my best. But through those moments, I learned to keep pushing forward. Softball taught me that failure isn’t the end; it’s an opportunity to learn, grow, and come back stronger. That lesson applies far beyond the field. It’s helped me stay focused in school, navigate personal challenges, and remain driven toward my goals even when things get hard. One of the most powerful aspects of softball has been the relationships I’ve built along the way. I’ve had coaches and teammates who believed in me, encouraged me, and helped me become not just a better player, but a better person. Their mentorship showed me how impactful it is to have someone in your corner, and it’s inspired me to be that person for others. Whether I’m mentoring younger players or helping students with special needs, I try to lead with patience, encouragement, and heart—just like my coaches did for me. These experiences have shaped my goals for the future. I want to build a life and career rooted in service, leadership, and compassion. I plan to work in education or social services, where I can continue making a difference in the lives of young people. The lessons I’ve learned through softball—resilience, teamwork, and the importance of community—are lessons I’ll carry into every role I take on. In honor of Brett Brakel’s legacy, I hope to continue making an impact both on and off the field. I want to be the kind of person who lifts others up, who mentors with intention, and who never stops working to bring people together. Softball helped shape the foundation of who I am today, and I will carry those values with me always.

My name is Jocelynn Hale, and I’m someone who has always been driven by purpose, passion, and the desire to help others. I come from a single-mother household, and while that presented its own set of challenges, it also gave me a unique strength and perspective that has shaped who I am today. Growing up, I watched my mom work incredibly hard to provide for our family. She never gave up, no matter how difficult things got, and that taught me the value of perseverance, resilience, and compassion. Her strength became my inspiration, and it’s one of the reasons I am so motivated to make a positive impact on the world. Living in a single-parent household meant that I had to grow up faster in some ways. I learned to be responsible, independent, and supportive—both at home and in school. I helped out wherever I could and always tried to be a positive force in my family. These early experiences made me more empathetic and aware of the struggles that others face. I understand what it’s like to work hard for everything you have and to still face obstacles that feel out of your control. That’s why I’m so passionate about helping people—especially those who feel like they don’t have a voice. One of my biggest passions is working with individuals with special needs. Whether it’s volunteering in a special education classroom or simply being a friend to someone who needs extra support, I’ve always found joy in lifting others up. There’s something incredibly rewarding about seeing someone smile because they feel seen, understood, and accepted. I plan to continue this work in my future by pursuing a career in education or social services, where I can be a steady and supportive presence in others’ lives. Another part of who I am is being a softball player. Softball has been more than just a sport for me—it’s been a source of strength, confidence, and community. Through softball, I’ve learned the importance of teamwork, discipline, and pushing through challenges. It has taught me how to stay focused under pressure, how to lead by example, and how to stay committed to my goals even when the path isn’t easy. These are lessons I carry with me not just on the field, but in every area of my life. In the future, I plan to combine my love for helping others and my experiences as an athlete to make a difference in the world. Whether I’m teaching, mentoring, or simply being there for someone in need, I want to be a positive force in people’s lives. I believe even the smallest acts of kindness can have a huge impact, and I want to live a life that reflects that belief. My goal is to create a ripple effect—lifting others up so they can do the same for someone else. Coming from a single-mother household has taught me to be strong, compassionate, and determined. It has shaped my character and fueled my desire to give back. I am proud of where I come from, and I’m excited for where I’m going. With the help of education, hard work, and a heart for others, I know I can make a real and lasting impact on the

One major issue facing the criminal justice system today is mass incarceration, particularly its disproportionate impact on marginalized communities. The United States incarcerates more people than any other country in the world, with millions of individuals behind bars—many for nonviolent offenses or due to systemic inequities such as racial bias, poverty, and lack of access to proper legal representation. This issue not only disrupts lives and families but also places a heavy financial and social burden on our nation. Addressing mass incarceration is essential to creating a more fair, effective, and humane justice system. In my future career, I plan to work toward reforming the policies and practices that contribute to this problem. One key approach I support is shifting the system’s focus from punishment to rehabilitation and restoration. This means advocating for alternatives to incarceration for nonviolent offenders—such as community service, treatment programs for mental health and addiction, and educational or job training programs. These alternatives have proven to reduce recidivism and provide people with the tools they need to successfully reintegrate into society. I also believe in the need for sentencing reform, including eliminating mandatory minimums and reducing excessively long sentences that do not contribute to public safety. Additionally, I would work to increase funding for reentry programs that support individuals after release, helping them access housing, employment, and counseling services. Often, people leaving the justice system face enormous barriers that increase their risk of reoffending. By supporting their transition back into the community, we can create a cycle of success rather than a cycle of incarceration. So far, I have taken advantage of several opportunities to explore the criminal justice field and contribute in meaningful ways. [Insert your specific experience here—for example: “I volunteered at a local reentry center where I helped formerly incarcerated individuals with resume writing and job applications,” or “I interned with a public defender’s office where I witnessed how the lack of resources and support affects clients’ outcomes.”] These experiences opened my eyes to the real-life consequences of the justice system’s flaws and inspired me to become part of the change. These opportunities have laid the foundation for my future career in criminal justice. They have taught me how to engage with people from diverse backgrounds, how to listen with empathy, and how to advocate for fairness and dignity. More importantly, they have helped me understand that real reform starts with community engagement and informed policy changes. Whether I pursue a career in law, advocacy, or public policy, these early experiences have equipped me with the passion, knowledge, and drive needed to make an impact. In conclusion, mass incarceration is one of the most pressing issues in our justice system, and I am committed to being part of the solution. Through a combination of education, policy advocacy, and hands-on experience, I plan to work toward building a system that values second chances, rehabilitation, and true justice for all. One that finds empathy for those who do deserve a second chance in this world.

If I could create a class that all students from kindergarten through 12th grade were required to take, it would be a Kindness Class. In a world where competition, stress, and social pressures often take center stage, kindness is a skill that is too often overlooked but deeply needed. This class would go beyond traditional academics, focusing on the development of empathy, compassion, emotional intelligence, and social responsibility. From learning how to treat others with respect to understanding how their words and actions can affect the lives of those around them, students would be given the tools to not only be good learners but also good people. In the early grades, the kindness curriculum would center on simple yet powerful ideas like sharing, helping friends, using kind words, and recognizing others’ emotions. Through age-appropriate activities such as storytelling, group games, and art projects, young students would begin to develop a foundation of empathy. These lessons would be woven into everyday interactions—learning to say “please” and “thank you,” taking turns, and helping a classmate who is struggling. The goal at this stage would be to build habits of kindness that feel as natural and automatic as brushing one’s teeth. As students move into middle school, the curriculum would evolve to include deeper discussions around bullying, peer pressure, inclusion, and digital citizenship. In a time when many students begin to struggle with identity and belonging, kindness becomes even more essential. Middle schoolers would engage in role-playing, journaling, and service-learning projects that help them see the world through others’ eyes. They would learn how to recognize signs of emotional distress in themselves and others and how to respond with care. Importantly, they would also learn how to set healthy boundaries while still being respectful and considerate. In high school, the class would take on more advanced topics, such as conflict resolution, social justice, and community engagement. Teenagers would participate in real-world projects that allow them to practice kindness in action—volunteering, mentoring younger students, or organizing campaigns for causes they care about. They would also explore the science behind kindness, learning how acts of generosity and compassion impact the brain, body, and society. Discussions would include how kindness intersects with leadership, responsibility, and ethics in the adult world. The aim would be to prepare students to carry these lessons into their future workplaces, relationships, and communities. The long-term impact of a Kindness Class could be profound. Students who are taught to value and practice kindness would likely grow into more compassionate adults. Schools would become safer and more supportive environments, reducing bullying and improving mental health. Academic performance might even improve, as studies have shown that students who feel emotionally supported tend to do better in school. On a larger scale, a culture of kindness could ripple outward, helping to create a more empathetic, respectful, and connected society. In conclusion, a Kindness Class would be an investment not just in students’ academic futures, but in their emotional and social well-being. By making kindness a core subject, we would be sending a strong message: that how we treat others matters just as much as what we know. It would teach students to listen before judging, to act with compassion, and to stand up for others, even when it’s not easy. And in a world that often feels divided and unkind, that could make all the difference.