I was in 8th grade when COVID-19 shut down the world. The last three months of middle school ] consisted of malfunctioning Zoom meetings and summarizing online articles my teachers scrounged to find to give us students something to do. After I graduated, I transferred into an online school program known as K12 CAVA. Two months later, my parents filed for divorce. In the next month, my grandmother was diagnosed with Alzheimer’s, and it was progressing rapidly. Enrolling in CAVA allowed me to travel the 46 miles between my parents’ houses biweekly, as all I needed to complete my lessons was my computer and wifi. During the weeks I stayed with my father, I packed up my computer and notebooks and drove to my grandma’s house. 5 days a week, 6 hours a day, I would sit with her, preparing her meals, keeping the house tidy, and keeping her from using the dish soap as syrup on her pancakes. My father solely owns and operates his business. Working all day and all night as a now single father while also taking the responsibility of being my grandma’s primary caregiver was a strain I saw I could help alleviate. CAVA also allowed me to take charge of my education. As the program is completely online, it was my responsibility to stay on top of my assignments, attend my classes, and make an effort to reach out to my teachers or administrators if I ever needed assistance. I took extra classes within the CAVA program as well as through the Dual Enrollment program to earn extra credits, more than I needed to graduate. The “independent study” structure of the program required me to maintain my academics in a way that, I believe, further prepared me for college and higher learning. My teachers were not checking in with me during every class, walking around, and looking over my shoulder to ensure I was doing my work. I had to hold myself accountable and responsible for my education. I devised a system that allowed me to plan an overview of my weeks on Mondays so I would know exactly what was due and when it was done. While enrolled in K12 CAVA, I earned a 4.5 weighted GPA, 50 extra credits, and have 4 college classes on my transcript. COVID dropped a mask over my life, as it did countless others, confining us to our houses, but this allowed me to help out my family and prepare for my future. I aspire to pursue a career in education, a passion of mine since I was in early elementary school. Advancing through the years of my education, I've experienced how difficult it has been for myself and other students to engage with our curriculum and our educators and remain steadfast in our academic performance. I want my future students to know there is someone in their corner who is going to help them succeed, just as I hope to have throughout my college experience.

I was in 8th grade when COVID-19 shut down the world. The last three months of my middle school life consisted of malfunctioning Zoom meetings and summarizing online articles my teachers scrounged to find to give us students something to do. After I graduated, I transferred into an online school program known as K12 CAVA. Two months later, my parents filed for divorce. In the next month, my grandmother was diagnosed with Alzheimer’s, and it was progressing rapidly. Enrolling in CAVA allowed me to travel the 46 miles between my parents’ houses biweekly, as all I needed to complete my lessons was my computer and wifi. During the weeks I stayed with my father, I packed up my computer and notebooks and drove to my grandma’s house. 5 days a week, 6 hours a day, I would sit with her, preparing her meals, keeping the house tidy, and keeping her from using the dish soap as syrup on her pancakes. My father solely owns and operates his business. Working all day and all night as a now single father while also taking the responsibility of being my grandma’s primary caregiver was a strain I saw I could help alleviate. CAVA also allowed me to take charge of my education. As the program is completely online, it was my responsibility to stay on top of my assignments, attend my classes, and make an effort to reach out to my teachers or administrators if I ever needed assistance. I took extra classes within the CAVA program as well as through the Dual Enrollment program to earn extra credits, more than I needed to graduate. The “independent study” structure of the program required me to maintain my academics in a way that, I believe, further prepared me for college and higher learning. My teachers were not checking in with me during every class, walking around, and looking over my shoulder to ensure I was doing my work. No one was calling me into the counselor’s office to ensure I was turning in everything on time. I had to hold myself accountable and responsible for my education. I devised a system that allowed me to plan an overview of my weeks on Mondays so I would know exactly what was due and when it was done. While enrolled in K12 CAVA, I earned a 4.5 weighted GPA, 50 extra credits, and have 4 college classes on my transcript. If anyone finds themselves in a situation remotely similar to mine, or even if they just find themselves in a difficult situation and they are navigating their way out of it, I’d tell them to make the most of it. Find opportunities for growth that you can run wild with. Yes, I was stuck in my room, but I was able to excel academically and spend extra time with my grandmother who has now passed. COVID dropped a mask over my life, as it did countless others, confining us to our houses, but this allowed me to help out my family and prepare for my future.

I strive for excellence in everything I do, which can best be seen through my academics. I push myself to my limit, to be the best I can be, and do the best I can do, which is a trait that runs in my family. Nathzollo Bankston Gurley graduated from Lima Central High School second in her class in 1943 before continuing to St. Clair Business College, where she earned her Associate's Degree in Business Administration. Nathzollo proceeded to work in the Air Force as a secretary and attended universities such as Ohio Northern University, University of Dayton, Columbia University, Wilberforce State College, and Bowling Green State College, earning various degrees, including her Mathematics and Elementary Education degrees. At a time when African Americans, especially women, did not often pursue forms of higher education, Nathzollo worked so diligently towards furthering her education, which never ceases to amaze me. While in school, she was also a devout member and avid participant in the Fourth Street Missionary Baptist Church where her father served on the Deacon's Board. Her impact lives on through the lives of the students she instructed as a fifth-grade teacher at Lincoln Elementary, as the Dean of Women, Assistant Principal of Lima West Junior High, and as the first Black principal in the Lima City Schools at Lima South Junior High School. Nathzolla lived to serve her community. She participated in the Willing Workers Club for youth and was a member of the Senior Usher Board, the Lima Branch of Ohio Northern Women, and the Help Yourself-Help Others Club. Through hosting and running community outreach events or spreading motivational speeches and the message of God's word as a guest speaker, Nathzollo was present in the community for the causes she held dear. One of those causes was civil rights. Nathzollo worked with the NAACP as a member and an active figure in the effort to end the segregation of public and private establishments for people of all races. Nathzolla married Curtis Gurley Sr and had four children, Curtis Gurley Jr, Nathaniel Gurley, Corene Gurley, and Flora Holland. To me, they are Uncle Curtis, Uncle Nathan, Aunt Corene, and Nana. Nathzollo was my great-grandmother, a woman who had a humongous jar of candy that no one but her could touch, but she would always sneak me a lollipop or two when my mom wasn't looking. Nathzollo to the world, Nani to us, every Sunday growing up, Nani's house was the place to be. All the uncles, aunts, and cousins, significant others, and friends, everyone came to Nani's to eat, laugh, and be around family. The Dairy Queen was two blocks away, close enough to walk over, grab our blizzards and corndogs, and head back. Nani was one of, but definitely not the only inspirational person in our family. I come from a long line of strong Black women, especially educators. Since my elementary school days, I have dreamed of pursuing a career as a teacher, developing a dual passion for Mathematics and History. I would be honored to follow in the footsteps of those who came before, continuing on to impact and inspire our future generations in and out of the classroom. I am proud to come from such a strong family and will ensure my children know whose legacy they are a part of.

My educational experiences have led me to aspire to be the kind of teacher who can fabricate a constructive and engaging atmosphere. Throughout my academic journey, I have often felt disengaged and lacking excitement in the classroom. I have, however, also experienced the opposite - classrooms with an atmosphere that draws students in. The subject matter itself may not be particularly intriguing to me, but when the atmosphere draws me in, I am much more excited to attend class. I have found that the most beneficial learning experience for me occurs when the atmosphere in the classroom engages the students beyond the curriculum. I believe a great teacher can make all the difference in a student's learning experience. As someone who has struggled with disengagement in the classroom, I can recognize firsthand the impact an inspiring teacher can have. When I feel invested in the learning process, I am much more likely to be motivated and excited to learn. In my junior year of high school, I began tutoring, working with five students, elementary and middle school ages, on their Math and ELA skills and comprehension. When I met the first girl I tutor, she used the word “can’t” a lot. “I can’t do this problem.” “This topic is too difficult, I can’t do it.” Every time she would use this word, I would counter it with “you can.” “You can do this problem, you just haven’t learned how to yet.” “We just need to think of solving it a different way, you can do it.” Tutoring these kids has helped me learn adaptability. Each child is at a different level, and responds to different techniques and styles of teaching and learning. With one child, I may be able to demonstrate it once and they would be able to continue on without me. With another, we may have to work through the first couple together before they get the hang of it to try themselves. One similarity showed up in my interactions with all of my students; they often said “I can’t” when faced with something they did not know how to do. With each and every one of them, I have tried to break them out of that mindset. I always say, “Don’t say ‘I can’t’, say ‘I don’t know how’.” When you say you can’t, you’re doubting your ability to accomplish the task before you even begin. Self-doubt is one of the biggest inhibitors people face in their daily lives. Changing the way you view tasks alters your mindset, and sets you up for success. “I don’t know how to yet” is one of the biggest takeaways I want to instill in my students, current and future. The same girl came back to me during one of our next sessions after we had spent the past three preparing her for her upcoming math quiz and handed me her paper. She got an A-. This student who had started out bringing me Cs and Ds was shining, she was smiling so hard. She gave me the biggest hug and thanked me. I was so extremely proud of her because she showed me, but more importantly, she showed herself that she could. My unwavering passion for teaching, coupled with my desire to make a positive impact on students' lives, has led me to pursue a career in Secondary Education, and I am confident that I will be equipped with the necessary skills and experiences to become the teacher I aspire to be. I am eager to embark on this journey and make a difference in the lives of future generations.

I strive for excellence in everything I do, which can best be seen through my academics. I push myself to my limit, to be the best I can be, and do the best I can do, which is a trait that runs in my family. Nathzollo Bankston Gurley graduated from Lima Central High School second in her class in 1943 before continuing to St. Clair Business College, where she earned her Associate's Degree in Business Administration. Nathzollo proceeded to work in the Air Force as a secretary and attended universities such as Ohio Northern University, University of Dayton, Columbia University, Wilberforce State College, and Bowling Green State College, earning various degrees, including her Mathematics and Elementary Education degrees. At a time when African Americans, especially women, did not often pursue forms of higher education, Nathzollo worked so diligently towards furthering her education, which never ceases to amaze me. While in school, she was also a devout member and avid participant in the Fourth Street Missionary Baptist Church where her father served on the Deacon's Board. Her impact lives on through the lives of the students she instructed as a fifth-grade teacher at Lincoln Elementary, as the Dean of Women, Assistant Principal of Lima West Junior High, and as the first Black principal in the Lima City Schools at Lima South Junior High School. Nathzolla lived to serve her community. She participated in the Willing Workers Club for youth and was a member of the Senior Usher Board, the Lima Branch of Ohio Northern Women, and the Help Yourself-Help Others Club. Through hosting and running community outreach events or spreading motivational speeches and the message of God's word as a guest speaker, Nathzollo was present in the community for the causes she held dear. One of those causes was civil rights. Nathzollo worked with the NAACP as a member and an active figure in the effort to end the segregation of public and private establishments for people of all races. Nathzolla married Curtis Gurley Sr and had four children, Curtis Gurley Jr, Nathaniel Gurley, Corene Gurley, and Flora Holland. To me, they are Uncle Curtis, Uncle Nathan, Aunt Corene, and Nana. Nathzollo was my great-grandmother, a woman who had a humongous jar of candy that no one but her could touch, but she would always sneak me a lollipop or two when my mom wasn't looking. Nathzollo to the world, Nani to us, every Sunday growing up, Nani's house was the place to be. All the uncles, aunts, and cousins, significant others, and friends, everyone came to Nani's to eat, laugh, and be around family. The Dairy Queen was two blocks away, close enough to walk over, grab our blizzards and corndogs, and head back. Nani was one of, but definitely not the only inspirational person in our family. I come from a long line of strong Black women, especially, educators. Since my elementary school days, I have dreamed of pursuing a career as a teacher, developing a dual passion for Mathematics and History. I would be honored to follow in the footsteps of those who came before, continuing on to impact and inspire our future generations in and out of the classroom. I am proud to come from such a strong family and will ensure my children know whose legacy they are a part of.

From a young age, I have held a deep passion for teaching. This ardor has only grown stronger over the years, as I have witnessed the challenges faced by both myself and my fellow students in engaging with the curriculum and educators. In pursuit of my dream, I aim to major in History or Mathematics, with a minor in Secondary Education. I am looking forward to pursuing this dream, having the Education department of whichever school I may attend equip me with the necessary tools and experiences to develop my analytical, problem-solving, and ethical decision-making skills while fostering a deeper understanding of myself and my community. During my early elementary school years, I would playfully line up my stuffed animals and take on the role of a teacher. Imagining myself instructing them on multiplication and division, I would call on my "students" to help me solve problems. This experience ignited a passion for teaching within me, which has only grown stronger with time. Reflecting on an idea or experience that makes me genuinely excited about learning, I cannot think of a specific example. This realization has further fueled my desire to pursue a career in education and teaching, and my belief in the importance of passionate and engaging educators. My experiences have led me to aspire to be the kind of teacher who can fabricate a constructive and engaging atmosphere, and I am eager to pursue this career path. Throughout my academic journey, I have often felt disengaged and lacking excitement in the classroom. I have, however, also experienced the opposite - classrooms with an atmosphere that draws students in. The subject matter itself may not be particularly intriguing to me, but when the atmosphere draws me in, I am much more excited to attend class. I have found that the most beneficial learning experience for me occurs when the atmosphere in the classroom engages the students beyond the curriculum. I believe a great teacher can make all the difference in a student's learning experience. As someone who has struggled with disengagement in the classroom, I can recognize firsthand the impact an inspiring teacher can have. When I feel invested in the learning process, I am much more likely to be motivated and excited to learn. My unwavering passion for teaching, coupled with my desire to make a positive impact on students' lives, has led me to want to pursue a career in education. By majoring in History, Mathematics, or Interdisciplinary Studies and minoring in Secondary Education, I am confident that I will be equipped with the necessary skills and experiences to become the teacher I aspire to be. I am eager to embark on this journey and make a difference in the lives of future generations.

From a young age, I have held a deep passion for teaching. This ardor has only grown stronger over the years, as I have witnessed the challenges faced by both myself and my fellow students in engaging with the curriculum and educators. In pursuit of my dream, I aim to major in History or Mathematics, with a minor in Secondary Education. I am looking forward to pursuing this dream, having the Education department of whichever school I may attend equip me with the necessary tools and experiences to develop my analytical, problem-solving, and ethical decision-making skills while fostering a deeper understanding of myself and my community. During my early elementary school years, I would playfully line up my stuffed animals and take on the role of a teacher. Imagining myself instructing them on multiplication and division, I would call on my "students" to help me solve problems. This experience ignited a passion for teaching within me, which has only grown stronger with time. As I progressed through my education, I discovered a dual passion for two subjects: History and Mathematics. Both subjects have captivated my interest and have the potential to inspire and engage students. I believe that by majoring in either of these fields and minoring in Secondary Education, I will be equipped with a well-rounded skill set that will enable me to effectively educate and motivate students. Reflecting on an idea or experience that makes me genuinely excited about learning, I cannot think of a specific example. This realization has further fueled my desire to pursue a career in education and teaching, and my belief in the importance of passionate and engaging educators. My experiences have led me to aspire to be the kind of teacher who can fabricate a constructive and engaging atmosphere, and I am eager to pursue this career path. Throughout my academic journey, I have often felt disengaged and lacking excitement in the classroom. I have, however, also experienced the opposite - classrooms with an atmosphere that draws students in. The subject matter itself may not be particularly intriguing to me, but when the atmosphere draws me in, I am much more excited to attend class. I have found that the most beneficial learning experience for me occurs when the atmosphere in the classroom engages the students beyond the curriculum. I believe a great teacher can make all the difference in a student's learning experience. As someone who has struggled with disengagement in the classroom, I can recognize firsthand the impact an inspiring teacher can have. When I feel invested in the learning process, I am much more likely to be motivated and excited to learn.

From a young age, I have held a deep passion for teaching. This ardor has only grown stronger over the years, as I have witnessed the challenges faced by both myself and my fellow students in engaging with the curriculum and educators. In pursuit of my dream, I aim to major in History or Mathematics, with a minor in Secondary Education. I am looking forward to pursuing this dream, having the Education department of whichever school I may attend equip me with the necessary tools and experiences to develop my analytical, problem-solving, and ethical decision-making skills while fostering a deeper understanding of myself and my community. During my early elementary school years, I would playfully line up my stuffed animals and take on the role of a teacher. Imagining myself instructing them on multiplication and division, I would call on my "students" to help me solve problems. This experience ignited a passion for teaching within me, which has only grown stronger with time. As I progressed through my education, I discovered a dual passion for two subjects: History and Mathematics. Both subjects have captivated my interest and have the potential to inspire and engage students. I believe that by majoring in either of these fields and minoring in Secondary Education, I will be equipped with a well-rounded skill set that will enable me to effectively educate and motivate students. Reflecting on an idea or experience that makes me genuinely excited about learning, I cannot think of a specific example. This realization has further fueled my desire to pursue a career in education and teaching, and my belief in the importance of passionate and engaging educators. My experiences have led me to aspire to be the kind of teacher who can fabricate a constructive and engaging atmosphere, and I am eager to pursue this career path. Throughout my academic journey, I have often felt disengaged and lacking excitement in the classroom. I have, however, also experienced the opposite - classrooms with an atmosphere that draws students in. The subject matter itself may not be particularly intriguing to me, but when the atmosphere draws me in, I am much more excited to attend class. I have found that the most beneficial learning experience for me occurs when the atmosphere in the classroom engages the students beyond the curriculum. I believe a great teacher can make all the difference in a student's learning experience. As someone who has struggled with disengagement in the classroom, I can recognize firsthand the impact an inspiring teacher can have. When I feel invested in the learning process, I am much more likely to be motivated and excited to learn. My unwavering passion for teaching, coupled with my desire to make a positive impact on students' lives, has led me to pursue a career in education. By majoring in History or Mathematics and minoring in Secondary Education, I am confident that I will be equipped with the necessary skills and experiences to become the teacher I aspire to be. I am eager to embark on this journey and make a difference in the lives of future generations.