The moment I failed second grade, I understood the weight of feeling invisible in the classroom. My name is Marcela Garcia, and growing up as the oldest of five children in a Spanish-speaking immigrant family, I was often left to navigate the educational system alone. My parents, who didn’t speak English, couldn’t offer the support I needed. I struggled, but it was through that struggle that I found my true calling: teaching. I’m pursuing a career in education because I want to be the teacher who sees my students—who helps them believe in themselves, no matter what obstacles they face. I learned early that education is not just about memorizing facts; it’s about learning to believe in your own potential. When I flunked second grade, it could have broken my spirit. But instead, it fueled me to work harder, push through my challenges, and motivate myself to keep going. It was during this time that I realized how powerful it could be to have someone who believes in you, someone who guides you and helps you discover your own strength. I want to be that person for my students. I want them to understand that setbacks don’t define them and that every challenge can be an opportunity to grow. As the oldest child, I often took on the role of teacher at home, helping my younger siblings with their homework and teaching them how to read. I discovered the joy of explaining complex ideas in ways that made sense to them, and it sparked my passion for teaching. I want to bring that same joy and clarity to my classroom, creating an environment where students feel supported and encouraged to take risks in their learning. I want to help them discover not just the answers to their questions, but the belief in themselves to ask those questions in the first place. My passion for teaching is also tied to my love of language. As a student, I excelled in Spanish, and I’m proud to say I passed my AP Spanish exam. I want to share that love for language with others, especially students from Spanish-speaking backgrounds. I plan to become a Spanish teacher so that I can help students develop their language skills, connect with their heritage, and feel empowered by their bilingualism. For me, language isn’t just a subject it’s a bridge that connects cultures, opens doors, and creates opportunities. I want to help my students see the beauty and power in their own voices. To pursue this dream, I plan to attend the University of California, Riverside, where I will major in Education, Society, and Human Development. I’m eager to continue learning how to create inclusive classrooms that meet the needs of every student, no matter their background or ability. My mission as a teacher is to inspire my students to recognize their own worth and to help them realize their full potential. Teaching is not just a career for me; it’s a way of giving back. I want to be the teacher who helps students, especially those who struggle like I did, find their place in the classroom and in the world. I want to show them that no matter where they start, they have the power to create their own future.

When you grow up feeling invisible in a classroom, it changes you forever. My name is Marcela Garcia, and I’m a high school senior at Pomona High School. I was born in Mexico, brought to the U.S. at a young age, and I’m the oldest of five children. In second grade, I flunked and had to repeat the year a moment that left me feeling embarrassed, defeated, and unsure of my future. But even then, I told myself to keep going, because I believed there had to be something better ahead. That belief, along with the support of an educator who changed my life, is what gave me the drive to become a teacher. At home, I had no one to help me with school. My parents didn’t speak English, and as the oldest, I had to figure things out on my own while also helping raise my younger siblings. I became the one they turned to for help with homework and reading. I didn’t realize it at the time, but those moments of teaching them sparked something inside me. I saw how powerful it can be to support someone’s learning to be patient, kind, and encouraging when things get hard. The turning point for me came in high school, when I met a counselor who took the time to truly understand me. She didn’t just help me with school she listened, encouraged me, and made me feel seen. That experience showed me the impact one adult can have on a student’s life. While I’m not pursuing counseling, it made me realize that I wanted to have that same kind of impact as a teacher to be the person in the classroom who not only teaches, but truly supports and inspires students. My dream is to become a Spanish teacher. I’m proud to say I passed my AP Spanish exam, and that achievement only deepened my love for the language and culture I grew up with. Being bilingual has shaped my identity, and I want to help students especially those from immigrant or Spanish-speaking families feel proud of their heritage and confident in their language skills. I want them to see Spanish not as a barrier, but as a strength. Throughout high school, I’ve stayed connected to education. Every summer for four years, I volunteered at the Pomona High School library, helping hand out books to students. I loved being part of a space where learning and curiosity came together. It reminded me that schools are not just about academics they are places where growth, belonging, and confidence begin. I plan to attend the University of California, Riverside and major in Education, Society, and Human Development. My goal is to become a Spanish teacher who brings passion, empathy, and real-life experience into the classroom. I want to help students succeed not just in school, but in life just like I once needed. My drive to become a teacher comes from my own challenges, my culture, my family, and the desire to make a difference. I’ve lived the experience of struggling, of feeling behind, and of having to fight for a place in the classroom. Now, I want to turn all of that into strength for myself and for the future students I will teach.

My name is Marcela Garcia I am a student at Pomona High school and I want to be the person I needed when I was younger. In second grade, I flunked and had to repeat the year. It was one of the most difficult and painful moments of my childhood. I felt embarrassed, lost, and completely alone. As the oldest of five children, born in Mexico and brought to the U.S. at a young age, I didn’t have anyone who could guide me through school. My parents, who didn’t speak English, loved me deeply but they couldn’t help me navigate a system they didn’t understand. Growing up, I often felt like I had to figure everything out on my own. At home, I helped take care of my younger siblings and translated for my parents. At school, I struggled to keep up, not just with the work, but with the emotional toll it took on me. I didn’t know how to ask for help, and no one seemed to notice how much I needed it. Those early years made me feel like I wasn’t good enough, like I would always be behind. What I really needed was someone anyone to see me, believe in me, and show me that I had potential. That is why I want to become a school counselor. I want to be that person for students who are going through what I went through. I want to be someone who notices when a child is struggling quietly and steps in with compassion and support. I know what it feels like to feel invisible in a classroom, and I want to make sure no student ever feels that way on my watch. Being a school counselor means supporting the whole child not just their academics, but their emotions, struggles, and dreams. Because of my own journey, I bring empathy, understanding, and a deep sense of purpose to this role. I want students especially those from immigrant families or who are the oldest like me to know that they are not alone, and that their background is not a burden, but a strength. To pursue this path, I plan to attend the University of California, Riverside, majoring in Education, Society, and Human Development. This program offers concentrations in Education for Social Justice and Learning and Behavioral Studies, both of which align with my passion for supporting students' emotional and academic well-being. The program emphasizes community learning, allowing students to engage with local schools and organizations, providing real-world experience in educational settings . Additionally, UC Riverside's Teacher Education Program will prepare me for a career as a school counselor. The program focuses on equity-minded teaching and culturally responsive practices, ensuring that I can effectively support diverse student populations . Pursuing a career in education especially counseling is my way of giving back. My experiences have shaped me into someone who wants to listen, encourage, and advocate for students who may not have found their voice yet. I want every child to know what I once needed to hear: you are not alone, and you are capable of more than you think.

My name is Marcela. I'm a senior at Pomona High School, and as I prepare to graduate, I am excited to pursue a major in Spanish and a minor in education. My dream is to become a Spanish teacher and help students not only learn the language but also connect with the culture of the Spanish-speaking world. The challenges I have faced growing up have played a significant role in shaping who I am today. Among these, one particular experience stands out as it has deeply influenced my aspirations and character. When I was in second grade, I faced a pivotal and challenging moment. I was just one year old when my parents brought me to the United States from Mexico, where I was born. At home, we only spoke Spanish, and I had no one to practice English with. This language barrier caused me to struggle in school, and ultimately, I had to repeat the second grade. At such a young age, this felt like a massive failure—I felt like I had let myself and my parents down, and I was convinced others were making fun of me. However, with unwavering support from my family and teachers, I came to understand that setbacks do not define us. What truly matters is how we respond to them and grow from those experiences. That year taught me some of the most valuable lessons that still guide me today. I learned that failure is not the end it can be a stepping stone to success. I overcame my challenges by seeking help, working harder, and believing in my potential. This experience ignited my desire to become a Spanish teacher. I want to support students who may feel lost or discouraged, just as I once did. My struggles in second grade fueled my determination to excel in school, and now I aim for the best grades to prove to my younger self that I am not a failure. Another reason I am passionate about becoming a Spanish teacher is because of the influence of my Spanish teacher during my junior year. She was an incredible educator, and taking AP Spanish under her guidance deepened my love for the language. Speaking Spanish connects me to my culture, my community, and the broader world. For me, majoring in Spanish and becoming a teacher is not only about pursuing my passion but also about giving back. I hope to create a classroom environment where my students feel inspired, valued, and motivated to become the best versions of themselves. In conclusion, my life has been shaped by both challenges and triumphs, each contributing to my personal growth. I am deeply grateful to my parents for bringing me to the United States and giving me opportunities to succeed. I hope to inspire my younger siblings to aim high and achieve their dreams. As I take my next steps toward college and beyond, I am determined to use my experiences to make a meaningful difference as a Spanish teacher.