Physical education has always been more than just a class to me—it’s a way of life. From an early age, I was immersed in a world that valued movement, discipline, and the power of sport. My mother, a dedicated physical education teacher, was the first to show me how impactful this field can be. Watching her inspire students to grow stronger, more confident, and more disciplined planted a seed in me that has only grown with time. Today, as a Division I decathlete, I’ve experienced firsthand the transformative effect physical education can have—not only physically, but mentally and emotionally. It is this combination of personal experience and family influence that has driven me to pursue a degree in physical education. Growing up, my mother’s passion for teaching didn’t stop when she came home. Whether it was setting up obstacle courses in the backyard or encouraging me to try new sports, she instilled in me a love for movement and self-improvement. I saw how she used physical education not only to teach skills but to build confidence in kids who needed it most. I want to carry that torch forward—to be the teacher who shows students that they are capable of more than they believe, on and off the field. My journey as a student-athlete has been intense, but it’s also given me a unique perspective that I want to bring into the classroom. Competing in the decathlon has taught me the value of discipline, time management, and mental toughness. Juggling academics with the demands of training and competition has forced me to grow as a leader, a teammate, and a student of the body. Every event in the decathlon presents a new challenge, just like every student does in the classroom. As a future PE teacher, I want to use my experience to help students set goals, push past limitations, and discover what they’re truly capable of. I also believe that in a time when screen time is rising and physical activity is declining, the role of physical education is more important than ever. It’s not just about sports or fitness—it’s about teaching young people how to take care of their bodies and minds for life. I want to be the kind of educator who makes movement fun and meaningful, someone who helps students find a lifelong connection to health and wellness. Ultimately, pursuing a degree in physical education is my way of combining the two things I love most: sports and helping others. I’ve had the privilege of learning from great coaches and an incredible role model in my mother, and now I want to give back. Whether I’m teaching a class, coaching a team, or mentoring an individual, I want to use everything I’ve learned—from home, from the track, and from the classroom—to make a difference.

My mom is not only the person who made the most profound impact on me to become a teacher, but she is also the person who has made the most profound impact on my life. Physical education has always been more than just a class to me—it’s a way of life. From an early age, I was immersed in a world that valued movement, discipline, and the power of sport. My mom, a dedicated physical education teacher and coach, was the first to show me how impactful this field can be. Watching her inspire students to grow stronger, more confident, and more disciplined planted a seed in me that has only grown with time. Today, as a Division I decathlete, I’ve experienced firsthand the transformative effect physical education can have—not only physically, but mentally and emotionally. It is this combination of personal experience and family influence that has driven me to pursue a degree in physical education. Growing up, my mother’s passion for teaching didn’t stop when she came home. Whether it was setting up obstacle courses in the backyard or encouraging me to try new sports, she instilled in me a love for movement and self-improvement. I saw how she used physical education not only to teach skills but to build confidence and relationships in kids who needed it most. I want to carry that torch forward—to be the teacher who shows students that they are capable of more than they believe, on and off the field. My journey as a student-athlete has been intense, but it’s also given me a unique perspective that I want to bring into the classroom. Competing in the decathlon has taught me the value of discipline, time management, and mental toughness. Juggling academics with the demands of training and competition has forced me to grow as a leader, a teammate, and a student of the body. Every event in the decathlon presents a new challenge, just like every student does in the classroom. As a future PE teacher, I want to use my experience to help students set goals, push past limitations, and discover what they’re truly capable of. I also believe that in a time when screen time is rising and physical activity is declining, the role of physical education is more important than ever. It’s not just about sports or fitness—it’s about teaching young people how to take care of their bodies and minds for life. I want to be the kind of educator who makes movement fun and meaningful, someone who helps students find a lifelong connection to health and wellness. Ultimately, pursuing a degree in physical education is my way of combining the two things I love most: sports and helping others. I’ve had the privilege of learning from great coaches and an incredible role model in my mother, and now I want to give back. Whether I’m teaching a class, coaching a team, or mentoring an individual, I want to use everything I’ve learned—from home, from the track, and from the classroom—to make a difference.

As a freshman student-athlete competing in the decathlon at a Southeastern Conference (SEC) school, I experienced one of the most challenging yet defining moments of my life. Earning a spot on an SEC roster as a decathlete was a dream realized—a symbol of years of dedication, sacrifice, and relentless training. But soon after arriving, I was faced with a reality I hadn't anticipated: the intensity of the environment, the competition level, and, ultimately, the NCAA roster limitations made it clear that my place on the team wasn’t guaranteed long-term. I had to make a tough, deeply personal decision—one that required me to prioritize my mental and emotional well-being above my ego, my pride, and even my original goals. I chose to transfer to another Division I program that better aligned with my current level and long-term vision. This decision was not made lightly. At first, I battled feelings of failure, embarrassment, and self-doubt. I questioned whether leaving meant I wasn’t tough enough or that I had somehow let others down. But deep down, I knew staying in a situation that constantly depleted my confidence and emotional energy wasn’t sustainable. I wasn't just an athlete—I was a student, a person, and someone with goals beyond the track. I had to learn, maybe for the first time, that grit doesn’t always mean pushing through at all costs. Sometimes, it means knowing when to step back, reassess, and choose a path that supports your growth holistically. Transferring to a different D1 program has been one of the healthiest decisions I've ever made. It allowed me to continue competing in a sport I love at a high level while also feeling seen, supported, and valued. I rediscovered my confidence, built meaningful relationships with teammates and coaches, and created a better balance between athletics, academics, and life. Most importantly, I learned that strength isn’t about never changing course—it’s about knowing yourself well enough to make adjustments that align with your needs and values. This experience has significantly shaped how I approach the future. In school, I prioritize time management and mental rest just as much as studying and training. I know the signs of burnout, and I advocate for myself when I need help. In work and life, I aim to carry this mindset with me, choosing environments that support my full self, not just one part of who I am. I’ve become more self-aware, resilient, and intentional in everything I do. Ultimately, making my mental and emotional health a priority taught me that my worth isn't tied to a roster spot, a title, or a specific path. It comes from how I treat myself, the courage to make tough choices, and the ability to grow through change. This mindset is what I’ll carry forward into the classroom, into future careers, and throughout life.

If I had the opportunity to create a required class for all K-12 students, it would be titled "Emotional Intelligence and Life Skills." This course would be designed to equip students with the tools to understand themselves and others, manage stress, communicate effectively, build healthy relationships, and navigate the challenges of everyday life. While traditional subjects like math, science, and literature are essential, students often graduate without the skills needed to manage their emotions, resolve conflict, or make informed life decisions. This class would fill that critical gap, ultimately creating more empathetic, resilient, and capable individuals. The first component of the class would focus on emotional intelligence (EQ), which includes self-awareness, self-regulation, motivation, empathy, and social skills. Students would learn how to identify and name their emotions, understand what triggers them, and develop healthy coping mechanisms. For example, a fifth grader who learns to recognize frustration and use breathing exercises rather than lashing out will likely grow into a teen who can handle stress in a mature way. Students would also engage in activities designed to improve empathy—such as role-playing or community service—to help them understand perspectives different from their own. This could reduce bullying, improve peer relationships, and create more inclusive school environments. The second part of the course would be devoted to practical life skills. This includes communication techniques, such as active listening, assertiveness, and conflict resolution. Students would also learn financial literacy basics: how to budget, understand credit, and save money. Other important topics would include goal setting, time management, nutrition, digital literacy, and mental health awareness. High school students would benefit from lessons on job interviews, resume building, and understanding their legal rights and responsibilities. These are not just “nice to know” topics—they are crucial for functioning as capable, independent adults. The impact of such a course would be profound. First, it would likely improve academic performance. Research shows that students with high emotional intelligence are better able to focus, manage time, and work cooperatively with peers—all of which lead to better classroom behavior and grades. Second, it could have long-term mental health benefits. By teaching students early how to process their emotions and ask for help when needed, we could reduce the stigma surrounding mental health and lower rates of anxiety, depression, and even suicide. Third, the course would prepare students to become more thoughtful, responsible citizens. They would be better equipped to vote intelligently, participate in their communities, and engage in healthy personal and professional relationships. Critics might argue that schools are already overburdened with curriculum requirements, or that these topics should be taught at home. While both points have merit, the reality is that not all students have supportive home environments, and schools are one of the few equalizing institutions in society. If we want to set students up for lifelong success, we cannot afford to ignore their emotional and practical development. In conclusion, requiring a class on emotional intelligence and life skills for all K-12 students would not only improve their immediate well-being and academic success but also prepare them to lead balanced, fulfilling lives. It is an investment in the future of individuals, families, and society as a whole. Ask ChatGPT

My Mission as a Special Education Teacher As a future special education teacher, my mission is to walk beside my students as they journey toward self-discovery and empowerment. I believe that every child has a gift to offer the world, and it is my role to help them uncover and celebrate that gift. My mission includes the following core goals: Creating a Safe and Affirming Environment: Students must feel safe—emotionally, mentally, and physically—in order to open up and explore who they are. I aim to cultivate a classroom culture rooted in kindness, patience, and respect, where every student feels welcome and included. Celebrating Individual Strengths: Each student has strengths, whether in creativity, empathy, problem-solving, or resilience. I will make it a priority to identify and build on those strengths, showing students that they are more than their struggles. Encouraging Student Voice and Agency: I will actively encourage students to make choices, express opinions, and reflect on their experiences. Providing them with opportunities to lead, speak, and advocate for themselves is essential to developing their sense of agency. Building Relationships: Trust is the foundation of learning. I want my students to know that I see them—not just as learners, but as individuals with stories, dreams, and emotions. Relationship-building will be at the heart of everything I do. Teaching Beyond the Curriculum: Life skills, emotional intelligence, and self-regulation are just as important as math and reading. I aim to teach the whole child, helping them develop tools that will serve them in and out of the classroom. Empowering Families: Supporting my students also means working collaboratively with their families, respecting their insights, and involving them as partners in the educational process. By achieving these goals, I hope to bring each of my students to a greater understanding of their own presence—not just as students, but as people of worth. A Fairy Tale: The Teacher and the Forest of Lost Voices Once upon a time in the land of Lumina, there was a vast forest called the Forest of Lost Voices. In this forest lived children who had forgotten how to speak their truths. Some had been told they weren’t good enough. Others had never been given the chance to shine. They wandered the woods, quiet and unseen, their light dimmed. One day, a young teacher named Solara entered the forest. She carried no sword, but instead a backpack filled with colored markers, music notes, picture books, sensory tools, and most importantly—love. Solara had a gift. She could see the spark in each child’s eyes, even when they could not. She met a boy who flapped his arms and rocked gently, hiding behind a tree. Others had called him strange, but Solara sat beside him and flapped too. “What do you see in the sky?” she asked. The boy smiled and pointed at a bird. It was the first time he had been understood. She met a girl who didn’t speak but drew worlds on the bark of trees. Solara brought paper and colors and told the girl her drawings were magical. The girl began to smile, and soon, others gathered to see her artwork. One by one, Solara helped each child remember their voice—not always with words, but with dance, song, art, puzzles, and touch. She listened, not only with her ears, but with her heart. As the children began to believe in themselves, the forest began to change. Trees grew taller, sunlight returned, and laughter echoed once again. One day, a wise owl flew down and said to Solara, “You have done what many could not. You have brought these children back to their sense of presence.” Solara smiled. “They were never truly lost. They just needed someone to see them.” And so, the Forest of Lost Voices became the Garden of Presence—a place where every child’s light shone brightly, and no voice was ever lost again. Conclusion Professor Bloom’s words challenge us to rethink the role of a teacher—not as a transmitter of knowledge, but as a nurturer of presence. In special education, this mission is particularly sacred. I am passionate about becoming a special education teacher because I believe in the power of presence, in the beauty of diversity, and in the strength of every child. My dream is to be the Solara in my own classroom—helping each student step into the light of who they are, proud and unafraid. Because every child deserves not only to learn but to be seen, heard, and celebrated.

Physical education has always been more than just a class to me—it’s a way of life. From an early age, I was immersed in a world that valued movement, discipline, and the power of sport. My mother, a dedicated physical education teacher, was the first to show me how impactful this field can be. Watching her inspire students to grow stronger, more confident, and more disciplined planted a seed in me that has only grown with time. Today, as a Division I decathlete, I’ve experienced firsthand the transformative effect physical education can have—not only physically, but mentally and emotionally. It is this combination of personal experience and family influence that has driven me to pursue a degree in physical education. Growing up, my mother’s passion for teaching didn’t stop when she came home. Whether it was setting up obstacle courses in the backyard or encouraging me to try new sports, she instilled in me a love for movement and self-improvement. I saw how she used physical education not only to teach skills but to build confidence in kids who needed it most. I want to carry that torch forward—to be the teacher who shows students that they are capable of more than they believe, on and off the field. My journey as a student-athlete has been intense, but it’s also given me a unique perspective that I want to bring into the classroom. Competing in the decathlon has taught me the value of discipline, time management, and mental toughness. Juggling academics with the demands of training and competition has forced me to grow as a leader, a teammate, and a student of the body. Every event in the decathlon presents a new challenge, just like every student does in the classroom. As a future PE teacher, I want to use my experience to help students set goals, push past limitations, and discover what they’re truly capable of. I also believe that in a time when screen time is rising and physical activity is declining, the role of physical education is more important than ever. It’s not just about sports or fitness—it’s about teaching young people how to take care of their bodies and minds for life. I want to be the kind of educator who makes movement fun and meaningful, someone who helps students find a lifelong connection to health and wellness. Ultimately, pursuing a degree in physical education is my way of combining the two things I love most: sports and helping others. I’ve had the privilege of learning from great coaches and an incredible role model in my mother, and now I want to give back. Whether I’m teaching a class, coaching a team, or mentoring an individual, I want to use everything I’ve learned—from home, from the track, and from the classroom—to make a difference.

Physical education has always been more than just a class to me—it’s a way of life. From an early age, I was immersed in a world that valued movement, discipline, and the power of sport. My mother, a dedicated physical education teacher, was the first to show me how impactful this field can be. Watching her inspire students to grow stronger, more confident, and more disciplined planted a seed in me that has only grown with time. Today, as a Division I decathlete, I’ve experienced firsthand the transformative effect physical education can have—not only physically, but mentally and emotionally. It is this combination of personal experience and family influence that has driven me to pursue a degree in physical education. Growing up, my mother’s passion for teaching didn’t stop when she came home. Whether it was setting up obstacle courses in the backyard or encouraging me to try new sports, she instilled in me a love for movement and self-improvement. I saw how she used physical education not only to teach skills but to build confidence in kids who needed it most. I want to carry that torch forward—to be the teacher who shows students that they are capable of more than they believe, on and off the field. My journey as a student-athlete has been intense, but it’s also given me a unique perspective that I want to bring into the classroom. Competing in the decathlon has taught me the value of discipline, time management, and mental toughness. Juggling academics with the demands of training and competition has forced me to grow as a leader, a teammate, and a student of the body. Every event in the decathlon presents a new challenge, just like every student does in the classroom. As a future PE teacher, I want to use my experience to help students set goals, push past limitations, and discover what they’re truly capable of. I also believe that in a time when screen time is rising and physical activity is declining, the role of physical education is more important than ever. It’s not just about sports or fitness—it’s about teaching young people how to take care of their bodies and minds for life. I want to be the kind of educator who makes movement fun and meaningful, someone who helps students find a lifelong connection to health and wellness. Ultimately, pursuing a degree in physical education is my way of combining the two things I love most: sports and helping others. I’ve had the privilege of learning from great coaches and an incredible role model in my mother, and now I want to give back. Whether I’m teaching a class, coaching a team, or mentoring an individual, I want to use everything I’ve learned—from home, from the track, and from the classroom—to make a difference.

The field of strength and conditioning is rapidly evolving, driven by advances in technology, a growing understanding of sports science, and an increased focus on long-term athlete development. Over the next 5 to 10 years, we can expect to see significant shifts in how training programs are designed, implemented, and evaluated—especially at the high school level, where early intervention can have a profound impact. As a strength and conditioning professional, I am committed to being part of this evolution by embracing innovation, prioritizing athlete well-being, and promoting education-based training methods. One of the most significant changes on the horizon is the integration of data and wearable technology into training programs. High school athletes will soon have greater access to tools that track workload, recovery, sleep, and nutrition—data that was once exclusive to collegiate and professional levels. This information will allow coaches to make more informed decisions and reduce the risk of overtraining or injury. I plan to stay current with these technologies and integrate affordable options into my program to help athletes better understand their own bodies and performance metrics. Another area of growth is the emphasis on individualized training. While traditional team workouts remain effective for building camaraderie and consistency, the future of strength and conditioning lies in personalized programming that considers an athlete’s sport, position, training age, injury history, and unique movement patterns. In the high school setting, I plan to implement movement screening and baseline assessments to tailor training programs accordingly, helping each athlete maximize their potential safely and efficiently. Mental health and holistic development are also becoming integral to strength and conditioning. In the next decade, there will be a stronger emphasis on developing not only physically strong athletes but also mentally resilient individuals. Stress management, confidence-building, and goal-setting will be as essential as sets and reps. In my role, I intend to create a supportive environment where athletes feel valued, challenged, and equipped with life skills that extend beyond sports. The education of young athletes will also be a priority. I believe that knowledge empowers athletes to take ownership of their development. I plan to incorporate classroom-style sessions into my program, covering topics like nutrition, sleep, injury prevention, and training theory. By teaching the "why" behind the "what," athletes will be more motivated and better prepared to train intelligently throughout their lives. Finally, the strength and conditioning field is becoming more inclusive and accessible. In the next 5–10 years, I foresee expanded efforts to reach underrepresented groups and ensure all students—regardless of gender, background, or ability—have access to quality training. At the high school level, I aim to foster a welcoming space where every athlete feels seen and supported. In conclusion, the future of strength and conditioning is bright, and its evolution holds immense potential to positively shape the lives of young athletes. Through continued learning, innovation, and a commitment to holistic development, I plan to contribute meaningfully to this transformation in the high school setting.