To be a great teacher, you have to do a lot more than just pass out worksheets and grade tests. In his book Possessed by Memory, a famous Yale professor named Harold Bloom wrote about his 65 years of teaching. He said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” Even though he was talking about college students, I think this applies even more to special education. Before I decided to go into this field, I was a dance teacher for a small company called Chance to Dance. Working there showed me how much power there is in helping someone find their own rhythm and voice. For students with special needs, the world can feel like a place that ignores them or only focuses on what they can't do. My goal as a teacher isn't just to get through the curriculum, but to help my students realize that they belong, that they matter, and that they have an undeniable presence in this world.What "Presence" Actually Means To understand what Professor Bloom means by "presence," you have to think about what it feels like to be invisible. In a lot of schools, special education students are treated like they are just there to be taken care of or managed. They sit in the classroom, but they don't really feel "present" because people assume they don't understand what's going on. They get defined by their labels and diagnoses instead of who they are as individuals.Bringing a student to a "sense of their own presence" means changing how they see themselves. It means helping them realize they aren't just reacting to the world around them, but that they can actually change it. When a student feels present, they realize their thoughts are important, their choices matter, and they deserve to take up space just like anyone else. Achieving this goal means breaking down the walls that keep these students isolated. I plan to do this by focusing on three main things, which are heavily inspired by my time teaching dance: Always Believing in Them, The most important rule in my classroom is to always assume my students are capable. When you expect a student to succeed instead of focusing on their disabilities, it changes everything. It turns the classroom from a place of just "getting through the day" into a place where they can actually grow. A lot of students with special needs are non-verbal, which means their presence gets trapped inside their own minds. At Chance to Dance, I learned that the body can talk when words fail. A simple nod or a stomp can say so much. In my classroom, I will combine movement with speech devices and technology. Giving a student a way to speak up isn't just about letting them ask for a snack, it's letting them say, "This is who I am." True presence requires freedom. I want my lessons to let students make their own choices, express their boundaries, and show off their strengths, whether that’s through a dance movement or a classroom activity. To see what this kind of transformation looks like, imagine a story about a place called the Silent Kingdom. Once upon a time, in a valley surrounded by huge mountains, there was a kingdom where the children spoke in ways the rest of the world couldn't understand. Some moved their bodies back and forth in repetitive rhythms, some cried out in frustration, and others just sat completely still. The villagers felt sorry for them but assumed their minds were completely empty, so they just watched over them without trying to really connect.One day, a traveler called the Chronicler arrived. The Chronicler belonged to a magical group called Chance to Dance and was filled with a million stories and rhythms. Seeing how isolated the children were, the Chronicler wanted to help. The village elders warned, "Don't waste your time. These children don't understand anything."The Chronicler replied, "They don't need to understand my world. They need to discover their own."The Chronicler walked over to a young boy named Leo, who always sat in a dusty corner spinning a wooden block over and over. Instead of taking the block away to make him behave, the Chronicler sat down in the dirt next to him. The Chronicler started humming a song and swaying perfectly in time with Leo’s spinning block, turning his habit into a duet. For the first time ever, Leo stopped spinning the block, looked up, and made eye contact. That shared rhythm became a bridge between them.Then, the Chronicler pulled out a glowing slate with bright icons on it. Guiding Leo’s hand like a dancer, the Chronicler helped him press a picture of a bright sun. The slate spoke out loud: "I want to go outside."The villagers were shocked, and Leo’s eyes went wide. He pressed the icon again, then stood up and leaped with pure joy. In that exact moment, the boy realized that the thoughts inside his head could actually change the world outside his body. The fog was gone. Leo wasn't just sitting in the room anymore; he was totally present. He was the director of his own life.The Chronicler stayed in the valley for a long time, never trying to force the children to act like everyone else, but instead creating the tools and movements they needed to show the world who they were. The Silent Kingdom eventually became known as the Sovereign Kingdom; a place where every single child knew the value and power of their own presence. Professor Bloom’s quote reminds us that teaching is about connecting with the soul of the learner. In special education, this isn't just a nice idea, it is absolutely necessary. My time with Chance to Dance taught me that everyone has an inner rhythm waiting to come out. By believing in my students, giving them a voice, and letting them make their own choices, I can help them clear away the isolation. Just like the Chronicler, my ultimate goal as a special education teacher is to stand by my students until they can confidently stand on their own, completely aware of their own amazing presence.

The decision to pursue a career in elementary education stems from a deep conviction that teaching is the most impactful form of community service. Young children need more than just academic instruction; they require a safe, encouraging space to discover their unique strengths and build resilience. My passion for this field was inspired by my late aunt, a dedicated community caterer who showed me how nurturing others and bringing people together can transform lives. By entering the classroom, I want to combine that spirit of care with an innovative curriculum that introduces young students to foundational concepts in STEAM, sparking curiosity early in their lives. Receiving the Kayla Nicole Monk Memorial Scholarship would provide the crucial support needed to turn this vision into a reality. Kayla Nicole Monk’s life story serves as a profound inspiration, demonstrating remarkable strength and an unwavering desire to make a lasting difference despite facing immense adversity. Her ambition to build businesses and become an innovative leader like Steve Jobs reflects a spirit that refused to be limited by circumstance. As a minority female educator, I want to bring that same boundless vision into the classroom. Kayla’s legacy challenges me to teach my future students that their potential is limitless, no matter what obstacles they face, and to cultivate the next generation of thinkers, creators, and leaders.Throughout my academic journey, I have maintained above a 2.5 GPA while balancing my studies with meaningful community service. Volunteering in local youth programs and after-school centers opened my eyes to the critical need for passionate educators in underserved areas. These experiences taught me that a teacher's impact extends far beyond standard lesson plans. Just as my aunt used her catering business to nourish her community physically, I want to use my classroom to nourish young minds intellectually and emotionally, integrating early STEAM education to help young girls and minority students see themselves in fields where they are traditionally underrepresented. The Kayla Nicole Monk Memorial Scholarship will play a vital role in helping me achieve these goals by alleviating the financial burdens of higher education. College tuition, classroom materials, and certification exams present significant financial hurdles. Financial security will allow me to focus entirely on my teacher training, master advanced instructional strategies, and dedicate my energy to student teaching placements in high-need schools. With less financial stress, I can also continue volunteering, creating free weekend tutoring and mentorship programs for elementary students who need extra support. Ultimately, I chose elementary education because I believe that empowering children is the most sustainable way to build a better world. By blending a nurturing environment with a dedication to early STEAM innovation, I hope to honor Kayla’s legacy of easygoing strength, determination, and big vision. This scholarship will not just fund my degree; it will empower me to build a purposeful career that uplifts others, proving to my future students that with passion and perseverance, they can overcome any obstacle to achieve their dreams.