Why I Am Passionate About the Special Education Teacher Profession “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, Possessed by Memory Professor Harold Bloom, one of the most respected literary critics and educators of the 20th century, believed that teaching was not just about instruction, but about awakening. His idea of bringing students to a sense of their own presence is something that deeply resonates with me, especially as someone preparing to enter the field of special education. To come to a “sense of presence” means recognizing one’s identity and worth. It is the moment a student sees themselves as real, valuable, and capable. It means they are no longer passive learners but engaged human beings who matter. For students with special needs, this awakening is not only powerful but essential. Many have been told, through systems or silence, that their presence does not matter. My passion for special education is rooted in the belief that it does, and that my role as a teacher is to help each student uncover and embrace their own light. Understanding the Quote Professor Bloom’s statement might seem abstract, but in the classroom it becomes very real. When he says the purpose of teaching is to guide students toward their own presence, he is describing a deeper kind of growth. This is not about memorizing facts or earning grades. It is about helping students recognize themselves as thinkers, feelers, and creators. This is not always an easy journey, particularly for students with disabilities. These students often face barriers—social, emotional, physical, or cognitive—that can leave them feeling invisible or unimportant. But when a teacher creates the right space, with patience and intention, that student can begin to feel their presence. They can begin to say, “I am here. I belong. I have something to offer.” This is the kind of teaching I want to do. My Mission in the Classroom My mission as a future special education teacher is to be a guide and a witness to the growth of my students. I want to create a space where students feel safe to be themselves and encouraged to become more. I do not believe in trying to “fix” students. Instead, I believe in helping them discover who they already are. Here are six ways I plan to guide students to a sense of their own presence: 1. Create a Space of Belonging My classroom will be built on acceptance and trust. I will greet each student by name, create visual routines, and make sure every child feels noticed. For students who experience sensory overload or anxiety, I will provide calming spaces. For students who need clear expectations, I will provide structure. A student who feels safe is a student who can begin to explore themselves. 2. Personalize Learning Every student has a unique way of understanding the world. Some may use speech, others may use pictures, gestures, or devices. I will take time to learn how each child communicates and learns best. This tells them, “You do not have to be like everyone else to be valued.” 3. Celebrate Every Victory Progress in special education is often quiet and personal. Tying a shoe, staying seated for a whole lesson, writing a single sentence—these are all big deals. I will celebrate these moments because they help students see that growth is happening, and that their hard work matters. 4. Build Communication and Self-Advocacy Skills Students cannot find their voice if they are not given one. Whether through language, assistive technology, or nonverbal tools, I want every student to learn how to express their wants, needs, and dreams. Self-expression is the bridge to self-awareness. 5. Teach Emotional Literacy Presence is emotional as well as intellectual. Many students with special needs struggle to name or manage their feelings. I will use visuals, stories, and emotional check-ins to help students build a language for what they feel. When students can say, “I am sad,” or “I am proud,” they are not just learning. They are discovering themselves. 6. Work Closely with Families Presence is not something students can maintain on their own. I will partner with families, learn from them, and create consistency between school and home. When families and teachers work together, students receive a message that they are supported and believed in on all sides. Through all of these efforts, I hope my students will leave my classroom not just knowing more, but feeling more—more valued, more empowered, and more themselves. The Lantern of Presence A Fairy Tale by Kennedy Once, in a village tucked between green hills and wide rivers, there lived a young teacher named Kennedy. She was not the tallest in the village or the loudest, but people said she had a gift. She could see the light inside people long before they could see it in themselves. Beyond the village lay a forest called the Whispering Woods. It was beautiful, with glowing mushrooms and winding trees, but it held a strange power. When children entered, something inside them began to fade. Their voices grew quieter. Their smiles dimmed. They forgot what made them special. The villagers feared the woods, but Kennedy did not. She believed no child should be forgotten. When she learned that more and more children had gone missing inside the forest, she packed her satchel, took her grandmother’s lantern, and walked into the trees. The lantern was unlike any other. It did not light the path ahead, and it could not burn through fog or shadow. Instead, it glowed only when someone nearby discovered their own light—their presence. Inside the forest, Kennedy walked for hours beneath trees that whispered discouraging words. “You are too slow.” “You are not enough.” “No one understands you.” Still, she walked. Soon she came upon a boy sitting alone. His name was Leo. He did not speak, and many believed he had nothing to say. Kennedy knelt beside him and offered a board filled with pictures. Slowly, Leo reached out and pointed. Hungry. Sad. Want to go home. The lantern flickered. Not brightly, not yet, but enough to know Leo’s light was still there. Kennedy and Leo continued through the woods. Together, they found Ava, who spun in circles and flapped her hands when she was excited. Others had told her to stop. “It is distracting,” they had said. So she had stopped moving. She had stopped smiling. Kennedy sat beside her, began to clap, and then danced in a small, joyful circle. She invited Ava to join. At first, Ava only watched. Then she took one step, and then another, until she was laughing and spinning freely again. The lantern glowed brighter. Next, they met Sam, a boy who solved puzzles faster than anyone, but who rarely looked up from the ground. Kennedy offered him a quiet space, a puzzle, and gentle praise—not for speed, but for creativity and care. The lantern shone like the moon. As the group traveled, Kennedy did not give them orders or tell them who to become. She simply saw each child for who they were. She did not change them. She reminded them that they had never needed to be changed. By the time they reached the forest’s edge, the lantern in Kennedy’s hand was glowing so brightly it lit the path behind them. Villagers came running to greet the children, surprised not only that they had returned, but that they returned proud, confident, and full of joy. Kennedy, the teacher who believed in presence, was no longer seen as just kind or quiet. She was known as the one who could walk into dark places and help children find the light they already carried. Conclusion Becoming a special education teacher is not just a career goal. It is a purpose. Professor Bloom’s words remind me that the most important work a teacher does is to help students discover who they already are. I want to be that kind of teacher. I want to help students with special needs see that they matter, that they belong, and that their presence is powerful. They already carry light. My job is to help them see it.

Mental health is important to me as a student because without it, nothing else works the way it should. I’ve learned this through personal experience. You can be the most organized, driven person in the world, but if your mind and heart are struggling, everything else starts to fall apart. That’s what happened to me. And because of it, I’ve made mental health a daily priority and something I talk about openly in my home and school life. My first year of college pushed me harder than I expected. I thought I could manage everything: classes, responsibilities at home, relationships, and the pressure I put on myself to succeed. I thought feeling anxious or overwhelmed was just part of the deal, and I kept telling myself to push through. But the truth is, I was struggling quietly, and pretending I wasn’t only made it worse. Eventually, I reached a breaking point. I was mentally and emotionally drained. I realized I couldn’t keep functioning like that if I wanted to succeed in school or be present for the people around me. So I did something I hadn’t done before. I asked for help. I talked to my mom first. She’s always been someone who gives her time and energy to others, so being honest with her felt safe. She didn’t rush to fix things. She just listened, and that made it easier for me to be honest with myself. Together, we came up with a plan. I connected with a counselor through school, started journaling to get my thoughts out, and became more intentional about checking in with myself. I also cut back on some outside activities and gave myself permission to rest, even if I felt guilty about it at first. Over time, I learned to recognize the signs that I was doing too much. I stopped waiting until I was completely burned out before making a change. That experience is what turned me into someone who advocates for mental health in my community. At home, I try to keep the conversations going. I talk to my younger siblings about stress in a way that makes it okay for them to open up, even if they don’t have all the right words yet. I make it normal to talk about feelings and remind them that it’s okay to not feel okay all the time. At school, I’ve become more open with my classmates about what I’ve been through. I’ve found that when one person speaks up, others start to feel safer doing the same. I’m not a therapist, but I do try to be someone people can talk to without fear of being judged. I’ve encouraged friends to reach out for help when they need it and shared resources when I’ve seen someone struggling. A lot of it is just listening, checking in, and making it clear that mental health is not something to be embarrassed about. Mental health matters to me because it affects everything. It impacts how we learn, how we connect with others, and how we show up in our lives. As I head into my second year of college and continue working toward becoming a teacher, I know this will always be part of how I live and lead. I want to create a classroom where students feel supported both academically and emotionally, because that’s the foundation for real learning and real growth.

When people talk about health, they usually focus on the physical side: eat better, drink more water, get eight hours of sleep. But for me, the real wake-up call came from learning how important it is to protect your mental and emotional well-being, even when it feels easier to push through and pretend you’re fine. Last year, I hit a wall. I was juggling school, helping out at home, staying involved in activities, and trying to be the person everyone could count on. My mom, who is a music teacher, has always modeled what it looks like to show up for people. But somewhere along the way, I forgot that showing up for myself mattered too. The stress wasn’t always loud. It built up slowly, and I kept ignoring it. I thought I could manage the late nights, the anxiety, the pressure to keep everything together. But one morning, I woke up and just couldn’t do it. I couldn’t pretend anymore. I felt exhausted, not just in my body, but deep in my spirit. I realized I was burning out at a time in my life when I should have been learning and growing. So, I asked for help. That might not sound dramatic, but it was one of the bravest things I’ve ever done. I opened up to my mom first. We had a long talk, the kind that doesn’t fix everything right away but makes you feel less alone just by saying things out loud. She didn’t try to solve it. She just listened. Then, together, we came up with a plan. I would talk to the school counselor, cut back on a few activities, and learn to check in with myself before things got too overwhelming. Making that shift changed everything. I started setting boundaries, which wasn’t easy at first. I learned how to say no to things that drained me and yes to things that helped me breathe. I took walks, wrote in a journal, and began to understand that mental health isn’t something you only deal with when you’re falling apart. It’s something you need to take care of every day. I learned that strength doesn’t always mean pushing through. Sometimes it means slowing down. Sometimes it means asking for a break before the pressure becomes too much. That lesson has shaped the way I handle everything now. As I head into my second year of college and continue preparing for a career in education, I know that new challenges are coming. There will be deadlines, pressure, and plenty of long days. But I’m better prepared now. I know how to listen to myself. I know that mental and emotional health isn’t optional. It’s a priority. And someday, when I’m a teacher, I want to pass that mindset on to my students. Kids need teachers who do more than tell them to push through. They need someone who shows them what healthy balance looks like. I want to be that kind of teacher. I want my classroom to be a place where asking for help is normal, where students are encouraged to take care of themselves, and where they learn that their value doesn’t depend on being perfect. This experience didn’t make life easier, but it made me stronger in a way that lasts. I’m proud of the way I handled it. And I’m even more proud of how I’ll carry that strength forward, both for myself and for the students I’ll work with in the future.

Why I Am Passionate About the Special Education Teacher Profession "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, Possessed by Memory Professor Harold Bloom, a renowned scholar and teacher, once spoke of teaching as a sacred act: not merely the transmission of facts, but the awakening of the self. His idea of helping students come to a “sense of their own presence” speaks deeply to me, especially as I pursue my passion for becoming a special education teacher. For me, teaching is more than academic support—it is guiding each student, regardless of their abilities or disabilities, toward understanding who they are, what they can achieve, and how they belong in the world. I believe that every student, including those with special needs, has a presence worth discovering and celebrating. What Does It Mean to Come to a Sense of One’s Own Presence? Professor Bloom’s quote points to the heart of education—not just as a mental process, but as an emotional and spiritual awakening. To “come to a sense of one’s own presence” means that a student learns to see themselves as active participants in their own lives, as individuals with value, voice, and power. It’s about recognizing their emotions, thoughts, abilities, and impact. It is the moment when a student begins to understand: I matter. I am here. I can think, feel, grow, and contribute. This is especially critical in special education, where students may struggle with disabilities that affect communication, learning, and self-esteem. Many special needs students may feel isolated or less capable than their peers. They may not have heard enough voices encouraging them to see themselves as powerful. Helping these students find their “presence” means helping them see their own worth—and that’s the mission that gives my future career its passion and purpose. My Mission: Lighting the Path to Presence As a future special education teacher, my mission is to be a guide, a support, and a cheerleader on each student’s unique journey toward self-awareness and confidence. Every child deserves a space where they feel safe to explore who they are and how they fit into the world. To do this, I plan to: 1. Foster a Classroom of Belonging Belonging is the soil where presence can grow. I will make sure that each student feels seen, heard, and valued. Whether through personalized greetings, visual supports, or daily check-ins, I will remind each child that they matter in our classroom community. I’ll create a culture where differences are celebrated and strengths are honored. 2. Meet Students Where They Are Presence begins with feeling understood. I will take time to learn how each student communicates, learns, and thrives. For some, that means using picture schedules and sensory tools. For others, it means providing extra processing time or emotional support. I want my students to feel that their needs are not obstacles, but parts of who they are—and every part is welcome. 3. Celebrate Small Successes In special education, victories come in many forms: a student tying their shoe for the first time, speaking in class, or finishing a worksheet independently. I will celebrate these moments with enthusiasm, helping students to realize their growth. When students begin to see their own progress, they also begin to sense their own presence. 4. Teach Self-Advocacy and Self-Expression To know oneself is to be able to speak up for one’s needs, feelings, and dreams. I will prioritize helping students communicate—whether through speech, sign language, AAC devices, or written words. I want them to say, “I need help,” “I’m proud of this,” or “I don’t like that” with confidence. Empowering them to express themselves gives them agency and voice. 5. Build Emotional Intelligence Presence is not just intellectual—it is emotional. I will teach students to identify their feelings, understand them, and manage them in healthy ways. Through visual emotion charts, role-playing, and social stories, I’ll help students build a vocabulary of the heart. Emotional intelligence will help them connect with others and with themselves. 6. Involve Families as Partners A child’s sense of self does not begin and end in the classroom. I will work closely with families to understand the whole child and to carry growth beyond school walls. Parent collaboration helps students feel supported from all sides, reinforcing the idea that their lives and voices are valued. In all of this, my goal is not just to help students meet academic goals, but to help them say, “I know who I am. I know I matter.” A Fairy Tale: The Whispering Woods and the Lantern of Light Once upon a time, in a quiet village near the edge of the Whispering Woods, there lived a young girl named Kennedy. Kennedy was known for her kind heart and curious mind. Ever since she was little, she had felt a deep calling in her heart—one that led her to believe her purpose was to help others see their own light. But there was a secret in the Whispering Woods: deep inside its winding paths, children who entered would slowly forget who they were. The woods were full of fog and shadows, whispering doubts into their ears. Many children with special gifts wandered in and lost their sense of self, becoming quiet, withdrawn, and afraid. Kennedy, brave and full of hope, set out on a journey. She carried with her a glowing lantern—passed down from her grandmother, a wise teacher before her. This lantern, called the Light of Presence, had one magic power: it could not show the path to a person, but it could help a person find the path within themselves. As she journeyed through the forest, Kennedy met many children. One boy, named Milo, could not speak, and believed he had nothing to say. Another girl, Aria, flapped her hands when she was excited, but the world had told her that was wrong. A third child, James, could solve puzzles in seconds but was often too anxious to share them. Kennedy sat with each of them, patiently shining her lantern not at them, but around them. With her gentle voice, she showed them pictures that matched their feelings. She built bridges of understanding with touch, movement, and song. She encouraged Milo to use pictures to share his ideas—and when he did, they were brilliant. She danced with Aria, showing her that joy was meant to be expressed. She gave James quiet space and celebrated his talents. With each child, the light of the lantern grew brighter—not because Kennedy lit the way, but because she helped them realize they had been glowing all along. One by one, the children began to walk out of the woods—head held high, eyes full of wonder. They had found their way not by following Kennedy, but by seeing themselves. Kennedy returned home, her lantern still glowing, her heart full. She had not changed the children. She had reminded them of who they had always been. And from that day on, the Whispering Woods were no longer feared. They became a place of discovery, where children and their teachers found strength in presence, joy in growth, and magic in believing. Conclusion The special education profession is more than a career for me—it is a calling. I believe with all my heart that every child deserves to experience the beauty and power of their own presence. Professor Bloom's words are a guiding light for me, reminding me that teaching is about awakening, not molding; guiding, not fixing; honoring, not judging. With compassion, creativity, and commitment, I will walk beside my students as they discover who they are and all that they can be. Like Kennedy in the fairy tale, I will carry my lantern with pride—not to light the path for my students, but to help them see the light they already carry inside.

During my junior year of high school, I had the opportunity to serve as both the section leader for my school’s choir and the captain of the cheerleading squad. Balancing these leadership roles presented a significant challenge, but it also allowed me to develop strong leadership, time management, and problem-solving skills. As a choir section leader, my primary responsibility was ensuring that my section mastered its vocal parts and maintained harmony during performances. Many of my peers struggled with sight-reading music, which made rehearsals inefficient. To address this, I initiated weekly practice sessions outside of regular rehearsals, using digital tools to break down complex harmonies. I also created a group chat where I shared recordings and tips to reinforce learning. This initiative helped improve the overall confidence of my section and resulted in a more polished performance at our competitions. Simultaneously, as the cheer captain, I faced the challenge of keeping my team motivated and cohesive. Midway through the season, a few members began experiencing burnout due to the rigorous practice schedule. Morale dropped, and teamwork suffered as a result. To counter this, I implemented team-building activities, such as themed practice days and a mentorship system where experienced cheerleaders supported newer members. I also collaborated with our coach to adjust practice schedules, incorporating more breaks and recovery time. These efforts not only boosted morale but also strengthened our performances, leading us to place first in a regional competition. Balancing these two leadership roles required immense dedication, adaptability, and perseverance. Through trial and error, I learned the importance of clear communication, active listening, and fostering a supportive team culture. Both in choir and cheer, I recognized that leadership isn’t just about giving instructions; it’s about uplifting and empowering those around me to succeed. Looking ahead, I plan to apply these leadership skills to my future career as a high school English teacher. Just as I helped my choir and cheer teams grow and succeed, I aim to create an inclusive, motivating, and engaging classroom environment. I will use innovative teaching strategies to cater to different learning styles, ensuring that every student feels supported and capable of achieving their academic goals. Additionally, my experience in leading teams has prepared me to mentor students beyond the classroom, whether through extracurricular activities or academic support programs. Ultimately, my experiences in choir and cheer have shaped me into a leader who values teamwork, resilience, and adaptability. These qualities will be instrumental in making a positive difference in my future students' lives, inspiring them to reach their full potential both academically and personally.

Music has always been a powerful force in my life, shaping my experiences, emotions, and aspirations. Growing up, I was surrounded by the beauty of choral harmonies and the dedication it takes to bring music to life, thanks to my mother, who is a high school choir director. Watching her inspire young voices and cultivate a love for music in her students instilled in me a deep appreciation for the impact that music education can have on young people. My passion for music stems not only from its emotional and expressive power but also from its ability to bring people together, teach discipline, and provide a source of comfort and inspiration. As I pursue my own career, I plan to give back to the youth by using my experiences and knowledge to guide them toward discovering their own love for music and the arts. Music is more than just sound; it is an outlet for expression, a bridge between cultures, and a tool for emotional and personal growth. I have experienced firsthand the ways in which music can uplift and transform lives. From singing in choirs to attending my mother’s rehearsals and concerts, I have seen how music can turn a shy student into a confident soloist, teach teamwork and discipline, and create a sense of belonging. These experiences have fueled my passion and solidified my belief that music education is essential in the development of young people. One of the most significant lessons I have learned from my mother is that music is not just about performance—it is about the process and the growth that comes with it. She has dedicated her career to nurturing her students' talents, helping them develop their voices, and teaching them the value of hard work and perseverance. Seeing the pride on her students’ faces when they accomplish something they never thought possible has shown me the importance of mentorship and support in a young person’s journey. I want to follow in her footsteps, using my career to help students find confidence and joy through music. While my career goal is to teach high school English, I plan to incorporate music into my teaching and extracurricular involvement. I believe that literature and music are deeply connected, as both serve as forms of storytelling and artistic expression. I hope to create a classroom environment where students can explore the musicality of poetry, analyze song lyrics as literature, and appreciate the rhythm and flow of language. Additionally, I plan to support music programs by volunteering with school choirs, helping organize performances, and encouraging students to engage with the arts. Beyond the classroom, I want to advocate for arts education and ensure that music remains an accessible opportunity for all students. Whether through fundraising efforts, community outreach, or supporting local music initiatives, I want to contribute to the preservation and growth of music programs in schools. I have seen the impact that music has on students’ confidence, academic performance, and emotional well-being, and I want to ensure that future generations continue to benefit from these opportunities. Music has been a defining part of my life, thanks to my mother’s influence and the experiences I have had through choral music. As I pursue my career, I am committed to giving back to the youth by inspiring them to embrace the arts, providing opportunities for creative expression, and supporting music education in any way I can. I believe that by fostering a love for music, I can help students grow not only as artists but also as individuals who appreciate the beauty and power of artistic expression.

Throughout my entire educational journey, I have been fortunate enough to have my mom as one of my teachers. As a music and vocal education teacher, she brings energy, passion, and drive to every class, every concert, and every interaction with her students—every single day. I strive to do the same. Growing up in a small town and being surrounded by incredible teachers has deeply influenced me. Over the years, I’ve “stolen” little bits of inspiration and wisdom from each one, tucking them away for the day it’s my turn to make an impact on a child’s life. In kindergarten, there was Mrs. M. It was her first year teaching, and she was nothing short of magical in the classroom. Her enthusiasm was contagious, and she had a way of connecting with us—even as we learned to read or explored with paint. Thirteen years later, she still holds a special place in my heart as my favorite teacher. Then, in third grade, there was Mrs. L. Her commitment to excellence was unparalleled. She had a way of bringing out the best in every single student and celebrated victories, big and small, with genuine joy. Fast forward a few years, and my love for learning had only grown. Each teacher along the way, with their unique style and approach, added something new to my “pocket” of inspiration—lessons from their successes and their struggles alike. When I reached high school, the experiences became even more profound. Theatre 1 brought me Mrs. W, who gave me a chance when I didn’t expect one. The Advanced Theater class needed one more person for a musical, and as a newly promoted 8th grader, I nervously asked if I could try out. I was hoping for just the experience, but I actually got the part! That opportunity changed my life. Four years later, I’ve been in every high school musical, and I’ve also discovered a love for behind-the-scenes work. Mrs. W even let me use a drill to help build a set—and I managed not to hurt myself (or anyone else). And then there’s my mom—Mrs. Terrell. She’s more than a teacher; she’s my mentor, my beacon, and my biggest inspiration. She loves every single student she works with, no matter their background or ability. She sees potential in each of them and stokes their spark into a flame. My mom embodies everything a teacher should be: passionate, caring, understanding, and dedicated. While I don’t plan to follow in her footsteps as a music teacher, I want to follow her example as a person. I hope to carry the torch she’s lit and use it to guide and inspire others. My dream is to be the kind of teacher every child deserves—to be a source of hope, encouragement, and opportunity for students, just as so many amazing educators have been for me

My life as a Native American is a profound source of pride and enlightenment. My great-grandparents were part of the Cherokee Nation—proud, stoic people who shared stories of their childhood in small-town Oklahoma. They often spoke of their grandparents, who endured the harrowing journey of the Trail of Tears, being forcibly relocated to Northeast Oklahoma. These stories painted a vivid picture of resilience and survival, and for much of my life, I believed my lineage was a simple, unbroken line tracing back to those ancestors. But life, like history, is rarely that straightforward. Growing up, I always felt an immense sense of pride in being Cherokee. My father, who deeply loves his heritage, passed that pride down to me through the stories he heard. He believed, as I did, that our lineage was clear-cut. According to family lore, I should be about one-quarter Cherokee. It wasn’t until I began exploring my ancestry that I discovered the truth—it’s much less than that. At first, this revelation surprised me, but it didn’t change how I felt. My connection to the Cherokee people and the pride I feel for my heritage are about far more than numbers. I’ve spent countless hours piecing together my family’s history, tracing it all the way back to my seven-times great-grandfather, who lived until 1911. He was just four years old when he and his six siblings were forced to leave North Carolina. Their family endured the brutal journey to Oklahoma, but they were among the fortunate ones who survived and built a life in Commerce, Oklahoma, after several stops along the way. As I dug deeper into their history, I learned how interconnected their lives became with others along the trail. Some family members fell in love with white settlers and started new families. My grandfather’s parents, for instance, helped care for another family during their four-month journey. Among that family was a girl about my grandfather’s age. Years later, they married. They always assumed she was Cherokee too, but the question of her heritage was never asked. These discoveries have shown me that the story of the Cherokee is not as linear as I once thought. It is a web of interconnected lives, blending with the people and cultures of their world. My family’s history reflects that complexity, and so does my identity. The struggles my ancestors faced—relocation, loss, and resilience—remind me to stay strong in the face of my own challenges. Whenever I encounter difficulties, I think of Jacob Greenberry Lackey, who endured so much and still thrived. If he could overcome those challenges, so can I. By keeping my past alive in my present, I honor my ancestors and draw strength from their legacy. There is nothing I can’t achieve when I carry that pride and determination forward.

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love,

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell

I have been lucky enough to have my mom as one of my teachers for my entire educational adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. I was stealing just a little bit of every teacher and keeping it in my pocket until it is my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, was her first year teaching and was just a light to behold in the classroom often bringing her still young and untarnished enthusiasm to the classroom. If it’s painting or helping me learn to read, she expressed herself in a way I could understand and learn and grow. These thirteen short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Let us jump ahead a few years. Over these last 8 years, my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, she gave me a chance, when I didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now, 4 years later I have been in every musical produced at my High School and gained a love for the behind-the-scenes work. She let me use a drill to build a set and I did not hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be—passionate, peaceful, caring, understanding. My pockets overflow with what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell

My life as a Native American is a source of pride and enlightenment. My great-grandparents are both part of the Cherokee Nation. Prideful and stoic, always telling tales of their lives as young natives growing up in small-town Oklahoma and sharing their stories of their grandparents who were moved to Northeast Oklahoma on the Trail of Tears. I always thought that my lineage was a straight line. Was I wrong!!! I love being part of the Cherokee People. but I didn't know of the struggles, the pain, the loss that came with it. I get my pride from my dad, he loves his heritage too and because of the stories he heard, he believed that the same line was straight. Then comes along ancestry and family trees. By story, I should be about one-quarter Cherokee, I'm not. It's much less, but that doesn't change my pride. I have spent a little time every day following the line back to my 7-time great grandfather who lived until 1911, he was just 4 when his family was moved from North Carolina with his 6 siblings. He and his family were lucky enough to make it all the way to Commerce Oklahoma and live full lives, with a few stops along the way. Some of them met and fell in love with white men and women and started families on that trail. My grandfather's parents started taking care of a family on their 4 month journey and helped them get moved into Oklahoma with them. A girl, about the same age as my grandfather, was part of that family and after years of friendship, they got married. always assuming she was Cherokee as well the question was never asked and they had children, then their children had children, and so on, until me. I guess the story of the Cherokee is not as straightforward as I thought. Their stories wind and interweave with all the people of their world, like mine. The challenges my family faced so long ago and the challenges I face today are very different in most ways but a challenge is a challenge and I keep my ancestor's struggles in my head every time I have a challenge. Thinking, if Jacob Greenberry Lackey could do it, I can do it. If I can keep my past in my present, there is nothing I can't accomplish and bring pride and stoicism to myself and my family.

I have been lucky enough to have my mom as one of my teachers for my entire education adventure. She's a music and vocal education teacher and brings a spark and drive to every class time, every concert, every interaction with every student, every day. I do the same. Growing up in a small town and being taught by the best of the best teachers soaks in after a while and you hope to be like them someday. Stealing just a little bit of every teacher and keeping it in my pocket until its my turn to impact a child's life with my stolen gifts. Kindergarten, Mrs. M, It was her first year teaching and was just a light to behold in the classroom. often bringing her still young and untarnished enthusiasm to the classroom. If its painting, or helping learn to read she expressed herself in a way I could understand and learn and grow. These 13 short years later she is still my favorite. Third grade, Mrs. L, just wow, she has an attitude of excellence and brings it out of every kid. Never failing her students and never failing to celebrate every victory, big and small. Lets jump ahead a few years. Over these last 8 years my enjoyment of school and learning has grown exponentially. Chewing up everything I can from every teacher and still keeping it in my pocket, good and bad. Welcome to High School. Theatre 1, Mrs. W, She gave me a chance, when I really didn't deserve it. The Advanced Theater class was one person short for a musical and as a newly promoted 8th grader, I asked if I could try out expecting nothing but an opportunity. I got the part!!! Now 4 years later I have been in every musical produced at my High School and gained a love for the behind the scenes work. She let me use a drill to build a set and I didn't hurt myself, or anyone else. Finally, Mrs. Terrell. my mom, my vocal teacher, my mentor, my beacon. She LOVES every student that she gets to work with. She sees the spark and stokes the fire. My mom is everything that every teacher should strive to be. She is everything that I want to be. Passionate, peaceful, caring, understanding. My pockets overfill with the what I have learned from her. Even though I don't plan on being a music teacher like her, I want to be a person like her. A teacher to every student, no matter their background or ability. My drive is to carry the torch my mom lit, to light the way for a kid like me, to be the teacher every kid deserves. With Hope and Love, Kennedy Terrell