When Harold Bloom writes, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” he is describing an idea far deeper than simply delivering lessons or measuring academic achievement. A “sense of presence” is the recognition of one’s own worth, ability, and individuality — the awareness that one’s voice matters and that one has a rightful place in the world. It means guiding students beyond rote memorization into self-discovery, where they can see themselves as thinkers, creators, and contributors. For students with special needs, this concept carries even greater weight. Many have faced challenges that affect confidence and self-image. Helping them gain a sense of presence is not simply about teaching them skills; it is about equipping them with the self-awareness, independence, and courage to participate fully in life. As a future special education teacher, my mission is to build a learning environment where students feel valued for who they are, not just for what they can do. This requires recognizing and celebrating their strengths, no matter how small, and showing them that progress is just as important as perfection. I want to design lessons that promote problem-solving, collaboration, and creativity, encouraging each student to take ownership of their learning. Self-expression will be at the center of my teaching — through writing, art, music, or movement — so students have multiple ways to communicate their ideas and feelings. My classroom will be a place where differences are not only accepted but embraced, where every student learns to say, “I am capable, I belong, and I have something to contribute.” I imagine my mission like a story. In a quiet town where children’s voices often went unheard, a young teacher-in-training was entrusted with a group of students whose abilities were hidden beneath layers of doubt. Instead of only following the traditional curriculum, she listened to their stories, encouraged their ideas, and gave them opportunities that reflected their passions. Over time, changes began to emerge. The shy student read a poem aloud to the class for the first time, his voice shaking but steady. The restless one painted a mural that transformed a blank school hallway into a celebration of color and life. The hesitant one solved a complex problem that had stumped the entire class, smiling with pride as the room erupted in applause. With each moment of success, it was as if a lantern had been lit within them, glowing brighter with each new accomplishment. In the end, the teacher realized something important: she had not created their light, nor had she given them something they did not already have. Her role was to clear away the shadows of doubt so they could see their own brilliance. That is the essence of teaching as Bloom describes it — not the simple passing on of knowledge, but the awakening of the student’s own presence. In my future classroom, I want every student to carry that light forward, knowing it belongs to them, and that no challenge can take it away.

Being part of a community has given me a strong sense of hope for the future because it has shown me how meaningful connections and kindness can make a real difference. Growing up, I learned early on how important it is to support those around you, especially during challenging times. One experience that deeply shaped my understanding of community and hope was when I interned at my local elementary school. During my internship, I had the chance to work closely with young children and teachers, helping in the classroom and assisting with daily activities. This experience taught me the power of connection in a community, especially within a school setting. I saw firsthand how teachers, staff, students, and families come together to create a supportive environment where children can grow and thrive. One moment that stands out was when I helped a student who was struggling to keep up with reading assignments. We worked together patiently, practicing words and building confidence. Over time, I watched the child’s progress and saw how encouragement and support could transform frustration into excitement. It wasn’t just about the academic help — it was about showing the child that someone believed in them and cared about their success. This experience taught me a lot about resilience — both in the children and in the community of the school. I saw how teachers adapted to meet different students’ needs and how families worked with the school to support their children. The kindness and dedication of everyone involved gave me hope that even in difficult situations, people can come together to help each other succeed. Being part of this community showed me that hope is built through connection and care. It inspired me to want to be part of that process — to give back by helping children learn and grow in a positive environment. It also reinforced my belief in the importance of kindness, patience, and understanding, qualities that create lasting impact beyond just academics. Today, this experience motivates me to continue contributing to my community as I pursue a career in early childhood education. I want to help build supportive spaces where children feel safe, valued, and empowered to reach their potential. I believe that fostering these connections and showing kindness can create resilience not only in children but in families and communities as well.

I plan to support early childhood development by creating a warm, safe, and encouraging environment where every child feels valued and empowered to explore their interests and abilities. I believe that the early years of a child’s life are crucial for building a strong foundation in all areas of development — cognitive, social, emotional, and physical. My goal is to use developmentally appropriate teaching strategies that meet each child’s unique needs, helping them build confidence, curiosity, and a love for learning. Growing up, my childhood was different from many of my peers. I had to take on responsibilities early, helping to care for my younger siblings and managing tasks that required me to mature quickly. Because of this, I understand how important it is for children to know they have choices and opportunities, even if their circumstances aren’t ideal. I want to be the kind of educator who shows children that there are many paths to success and happiness. I want to help them discover that their background or current situation does not limit their potential. My decision to pursue early childhood education is deeply personal. Having grown up in a unique environment where I had to grow up faster than most kids, I know firsthand how powerful supportive adults can be in a child’s life. I’ve seen how positive encouragement and guidance can help children overcome challenges and build a strong sense of self. My experiences babysitting and interning at my local elementary school have reinforced my passion for this field and my belief in the transformative power of education during the early years. I want to create a classroom where children feel safe to express themselves, make mistakes, and try new things. I plan to build strong relationships with each child and their family so that I can better understand their strengths and challenges. This will allow me to tailor my teaching to support their individual growth. I believe that when children feel cared for and supported, they are more likely to take risks, ask questions, and develop critical thinking skills. Ultimately, my goal is to help children see that their future is full of possibilities. I want to teach them not just academic skills, but also resilience, creativity, and self-confidence. I want to be the kind of teacher who inspires kids to believe in themselves and their dreams — no matter where they come from or what obstacles they face.

If I could create a class required for all students from kindergarten through 12th grade, I would design a course focused on emotional intelligence and mental health. This class would teach students how to recognize and manage their emotions, communicate effectively, build empathy, and develop healthy relationships. It would also include lessons on stress management, resilience, and understanding when and how to seek help for mental health challenges. From a young age, students often face situations that can be confusing or overwhelming—whether it’s dealing with friendship struggles, family issues, or academic pressure. Unfortunately, many students don’t receive guidance on how to handle these challenges in a healthy way. A class like this would give students practical tools to better understand themselves and others, creating a foundation for strong social skills and emotional well-being. The impact of such a class would be far-reaching. When students learn emotional intelligence early, they develop better self-awareness and are more capable of regulating their feelings. This helps reduce negative behaviors like bullying and classroom disruptions, while improving focus and motivation in schoolwork. Students would be better prepared to manage stress and setbacks, leading to improved mental health outcomes overall. In addition, teaching empathy and effective communication helps build stronger, more respectful relationships among peers. It encourages kindness and understanding, which can create a safer and more supportive school environment. Over time, this positive culture can extend beyond the classroom into families and communities. Another important part of this class would be reducing the stigma around mental health. By normalizing conversations about feelings and mental well-being, students would feel more comfortable reaching out for help when they need it. This early awareness could lead to earlier intervention and support, improving long-term outcomes. As someone who has experienced the challenges of growing up with added responsibilities, I know firsthand how important it is to have emotional support and healthy coping skills. Balancing caregiving for my siblings while focusing on school taught me that taking care of mental and emotional health is essential. If I had taken a class like this earlier, I believe it would have helped me better manage stress and communicate my needs. Overall, requiring an emotional intelligence and mental health class would prepare students not just academically but personally and socially. It would help them become resilient, compassionate individuals who are ready to face life’s challenges with confidence. This foundation would support their success in school, work, and relationships throughout their lives.

Growing up, I had to take on responsibilities at a young age because I helped care for my younger siblings. From cooking meals, making sure they got to school, helping with their homework, and handling everyday tasks around the house, I quickly learned what it meant to be responsible. While I was proud to support my family, it was also very challenging and sometimes overwhelming. I often put their needs before my own without realizing how much stress and pressure I was carrying. Over time, this began to affect my mental and emotional health. I remember feeling exhausted, both physically and emotionally. There were moments when I felt like I had to hold everything together on my own, which made it hard to focus on school and on taking care of myself. Eventually, I realized that if I didn’t prioritize my own well-being, I wouldn’t be able to support my siblings or anyone else effectively. This was a hard lesson to learn because I wanted to be strong for my family, but I also needed to be kind to myself. I started making small changes to take better care of my mental and emotional health. I set aside time each day for things I enjoy, like reading books or listening to music, which helped me relax and clear my mind. These moments of self-care, even though they were small, made a big difference in my energy levels and my ability to handle stress. Physically, I began paying more attention to getting enough rest and making time for short breaks, which helped me feel stronger and more balanced. This experience taught me the importance of self-care as the foundation for caring for others. I learned that taking care of my mental, emotional, and physical health is not selfish — it’s necessary. Without it, I wouldn’t be able to be the best version of myself for my family, my friends, or the people I want to help in the future. As I prepare for a career in early childhood education, this lesson shapes how I approach school, work, and life. I know that to be an effective teacher and positive role model, I need to nurture my own well-being. Prioritizing mental and emotional health helps me develop patience, empathy, and resilience—qualities I will need in the classroom to support young children through their learning and growth. Ultimately, growing up with added responsibilities has given me a deeper understanding of the importance of balance and compassion, not just for others but for myself as well. It has prepared me to face future challenges with strength and care, and I am committed to carrying these lessons into my future.