We leave school knowing how to solve equations, write essays, and memorize historic dates—but so many of us enter adulthood completely lost when it comes to basic life skills. Managing money, cooking meals, filing taxes, booking our own appointments—these are everyday necessities that often get overlooked in traditional education. That’s why I believe every student should take a life skills class, one that follows them throughout their entire K–12 journey. Not just a one-off elective, but an evolving, hands-on experience that builds real-world confidence from day one. Imagine starting in kindergarten, where students learn small but meaningful habits like making their bed, preparing a sandwich, cleaning up their toys, and following daily routines. It’s not just about chores—it’s about forming consistent, helpful habits and learning how to be responsible in little ways. These tasks would grow with the students as they move into elementary school. By then, they’d be packing their backpacks, folding laundry, helping with dishes, and learning that responsibility doesn’t mean perfection—it means showing up. Middle school is where students can start taking real ownership of parts of their lives. They’d learn how to cook basic meals—think pasta, scrambled eggs, or even stir-fry—and manage their time by organizing personal schedules and digital files. They’d help out with pet care, mow the lawn, and begin to understand the link between effort and independence. These years are key to helping students see that being responsible is actually empowering. It’s about giving them agency, not just rules. Then comes high school, where students would learn the nuts and bolts of adulting. Planning grocery trips, budgeting birthday or Christmas money, making appointments, understanding car maintenance, learning about insurance, and diving into credit scores and investing—it all becomes part of the curriculum. Simulated experiences like negotiating salaries, buying a car, filing taxes, or managing a household budget would make these concepts feel real and useful. Instead of guessing their way through life later on, students would walk into adulthood with solid skills and confidence. By the time they graduate, these students wouldn’t just know how to pass a test—they’d know how to take care of themselves, make informed decisions, and handle life’s curveballs. They’d have the tools to not just survive, but thrive. A class like this wouldn’t just teach “adulting”—it would teach self-reliance, problem-solving, and genuine preparedness. In today’s fast-changing world, practical education matters more than ever. A universal life skills class would be a game-changer—helping students grow up not just smart, but capable.

Growing up as an immigrant, school wasn’t always easy. Between the language barriers and cultural differences, it felt like there was a wall between me and my teachers. I wanted to do well, but sometimes it felt like they didn’t understand where I was coming from or why certain things were harder for me. Over time, I realized that I wasn’t the only kid dealing with these struggles. That’s when the idea started to grow—I wanted to become a teacher so I could be the person I wish I had back then. A big part of feeling comfortable in school is having someone who understands you. When kids don’t see teachers who share their experiences, it can be hard to feel like they belong. I want to change that. I want to create a classroom where students—especially those from immigrant backgrounds—feel seen, heard, and supported. Adjusting to a new language, a different culture, and unfamiliar expectations is tough, and I don’t want any student to feel alone in that. Special education is especially close to my heart because those students often face even greater challenges. Some struggle to communicate, while others battle misconceptions about their abilities. If learning was already tough for me as an immigrant, I can only imagine how difficult it must be for students with additional needs. That’s why I want to be an educator who is patient, adaptable, and willing to meet students where they are. Every child deserves a chance to succeed, and sometimes, they just need someone to believe in them. Beyond academics, I want to be a role model—someone students can look at and think, “If they did it, maybe I can too.” Representation matters. It’s powerful to see someone who has walked a similar path and overcome challenges that once felt impossible. I want my students to feel inspired, not discouraged, when they face obstacles, knowing that they have someone in their corner who truly understands. Being a teacher isn’t just about following a curriculum—it’s about making sure students feel valued, understood, and confident in themselves. I want my classroom to be a safe space where students can express themselves, make mistakes, and grow. By bringing empathy, patience, and creativity into my teaching, I hope to make a difference in the lives of students who need it most. At the end of the day, my journey shaped the teacher I hope to become. I know how frustrating it feels to struggle in school because of circumstances beyond your control. That’s why I want to make learning easier, more welcoming, and more encouraging for the next generation of students. If I can do that, then every challenge I faced growing up will have been worth it.

Life isn’t easy, and for some teenagers, it feels even harder. They deal with peer pressure, tough home lives, and the struggle of figuring out who they are. Some end up making bad choices, not because they want to, but because they don’t know a better way. That’s where I come in. As a mentor in my Catholic church, I try to be the person they can turn to when life gets rough. My goal is simple: help them stay out of trouble, push them toward graduation, and show them that their future is worth fighting for. A lot of the teens I work with have faced challenges that make it hard for them to believe in themselves. Some feel like they’ve already messed up too much, that it’s too late to turn things around. Others don’t have people in their lives who push them to succeed, so they stop trying. I remind them that no matter what has happened in their past, their future is still theirs to shape. I don’t judge them for their mistakes—I help them figure out how to move forward. Whether it’s talking things out, helping them stay on track with schoolwork, or just being someone who listens, I want them to know that someone genuinely cares about them. One of the biggest things I teach them is resilience. Life is going to throw obstacles their way, but how they respond is what matters. Some of the teens I mentor struggle with keeping up in school, and sometimes they want to give up completely. I remind them that graduating isn’t just about a diploma—it’s about proving to themselves that they can follow through on something, even when it’s tough. I work with them to find ways to make learning feel less overwhelming, whether it’s tutoring, breaking things down into smaller goals, or simply encouraging them to keep going. Faith plays a huge role in this journey, too. I remind them that they’re not alone and that God loves them even in their weakest moments. Mistakes don’t define who they are—the way they rise after a setback does. Through scripture, prayer, and discussions about life, I help them see that their faith can be a source of strength. When they feel like the world is against them, I want them to know they can lean on God and on the people who genuinely care about them. The most rewarding part of being a mentor is seeing the transformation. Watching these teens move from feeling lost and hopeless to confidently stepping across the graduation stage is incredible. It’s proof that with the right support, they can overcome anything. I hope that even after they graduate, they carry the lessons they’ve learned—the importance of perseverance, faith, and believing in themselves—into the rest of their lives. At the end of the day, mentoring isn’t just about keeping them out of trouble. It’s about helping them believe that they are capable of greatness. And if I can be part of that journey, then every late-night conversation, every difficult moment, and every struggle along the way will have been worth it.

I've always felt drawn to special education, knowing how much patience and empathy it takes to truly support students with different learning needs. For me, teaching isn’t just about delivering lessons—it’s about creating a space where students feel safe, respected, and encouraged to be themselves. Every student deserves an environment where they can express their thoughts without fear, where creativity is welcomed, and where they feel part of a community that values their unique strengths. One of the biggest things I want to establish in my classroom is a strong sense of respect and open communication. Learning isn’t just about absorbing facts—it's about discussing ideas, listening to different perspectives, and sometimes even disagreeing in a way that’s constructive. I want my students to know they can share their thoughts without worrying about being judged. When students feel comfortable speaking up, they develop confidence in their own voices, and that’s an invaluable skill that will benefit them far beyond the classroom. Collaboration is just as important as communication. When students work together, they learn how to problem-solve, support each other, and celebrate each other’s strengths. I want my classroom to be a place where teamwork is encouraged, where students feel comfortable asking for help, and where success is a shared experience. Whether it’s group projects, creative activities, or simple classroom discussions, my goal is to help students build meaningful connections with one another. Of course, teaching special education means constantly adapting. Every student learns differently, and what works for one might not work for another. That’s why I believe in keeping an open mind and always looking for new techniques to engage my students. Whether it’s experimenting with different teaching styles, using interactive tools, or incorporating hands-on learning, I want to make sure I’m meeting my students where they are. Learning should be dynamic, and I want my classroom to reflect that. Most importantly, I want my students to feel valued. Special education isn’t just about helping students overcome challenges—it’s about celebrating their abilities, nurturing their confidence, and ensuring they know they belong. I want my classroom to be a place where they feel supported, encouraged, and inspired to push past obstacles. Education should empower students, and I hope to create an environment where they can thrive. Teaching special education comes with its challenges, but more than anything, it’s incredibly rewarding. By focusing on patience, empathy, and adaptability, I hope to build a classroom that’s not just a space for learning, but a space where every student feels seen and heard. That’s the kind of impact I want to have.