I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea that he promoted of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was excited to find that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I could to achieve my goals. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. Because of the Covid-19 Pandemic, I chose to partake in the Remote Learning Always (RLA) option provided by my school district while in High School. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom but facing this challenge would lend additional real-life experience that wasn't traditionally offered - It was a no-brainer for me. While in the teaching program, my mentor teacher was a kindergarten RLA teacher and this was ideal as I went on to remotely tutor kindergarteners who, as a result of the pandemic, had fallen behind in math and reading. It was exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. I came to realize that online learning truly was inevitable given that we live in the information age and even though I did not anticipate facing this challenge in my senior year of high school, I was able to course-correct and find a way to make it work for all involved. It was a challenge and unique experience that I feel has been invaluable in the path to my chosen career.

I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea that he promoted of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was excited to find that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I could to achieve my goals. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. Because of the Covid-19 Pandemic, I chose to partake in the Remote Learning Always (RLA) option provided by my school district while in High School. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom but facing this challenge would lend additional real-life experience that wasn't traditionally offered - It was a no-brainer for me. After a brief meeting with my instructor via Google meet, I expressed that not only did I choose remote learning based on health and safety but also because I know that the independent pacing that remote learning offers is my learning preference. I embraced this online experience and collaborated with the diverse students that made up the teaching programs online class. In the program, students are required to have four internship experiences in the education career field (Early and Middle-childhood, Special Education and a Choice rotation). While in the teaching program, my mentor teacher was a kindergarten RLA teacher and this was ideal as I went on to remotely tutor kindergarteners who, as a result of the pandemic, had fallen behind in math and reading. It was exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. While in the program, I took a self-evaluation regarding the different types of Educational Philosophies and found that I relate most to the Progressive and Existentialism philosophies. I believe that this makes me compatible with a career in education because I always had the best connections with teachers that taught in those ways. Because of this, I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I came to realize that online learning truly was inevitable given that we live in the information age and even though I did not anticipate facing this challenge in my senior year of high school, I was able to course-correct and find a way to make it work for all involved. It was a challenge and unique experience that I feel has been invaluable in the path to my chosen career.

Since elementary school, before I was diagnosed with A.D.D, and before I moved from California to Ohio, I knew that I wanted to go to college and learn how to become a teacher. Fast forward to high school where we learn to be more mature while toeing the line because we are still children. A shy and insecure California transplant, I was starting to become more confident in my own weaknesses and find my place in this world. I was a student with an A.D.D. 504 plan and I would often struggle to avoid the stigma associated with a learning disability using the tools that were offered to me. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the program, I was able to intern remotely in a kindergarten class and a fifth-grade class. While neither grade was one I had planned on teaching, I still enjoyed getting to work with both the teachers and students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching this grade, until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans, and fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful for the opportunity to develop those skills even further by leading their Read Aloud time. I went on to remotely tutor kindergartens who, as a result of the pandemic, had fallen behind in math and reading. It’s exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. After taking a self-evaluation in school regarding the different types of Educational Philosophies, I learned that I relate most to the Progressive and Existentialism philosophies. I feel that this makes me compatible with a career in education because, before knowing the different types of Education Philosophies, I always had the best connections with teachers that taught in those ways. I still have a lot to learn but I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I will be the first person in my family to graduate from a four-year college. My parents and I are excited for the opportunity to further my education and bring me closer to my dream of becoming a teacher.

Since elementary school, before I was diagnosed with A.D.D, and before I moved from California to Ohio, I knew that I wanted to go to college and learn how to become a teacher. Fast forward to high school where we learn to be more mature while toeing the line because we are still children. A shy and insecure California transplant, I was starting to become more confident in my own weaknesses and find my place in this world. I was a student with an A.D.D. 504 plan and I would often struggle to avoid the stigma associated with a learning disability using the tools that were offered to me. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the program, I was able to intern remotely in a kindergarten class and a fifth-grade class. While neither grade was one I had planned on teaching, I still enjoyed getting to work with both the teachers and students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching this grade, until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans, and fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful for the opportunity to develop those skills even further by leading their Read Aloud time. I went on to remotely tutor kindergartens who, as a result of the pandemic, had fallen behind in math and reading. It’s exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. After taking a self-evaluation in school regarding the different types of Educational Philosophies, I learned that I relate most to the Progressive and Existentialism philosophies. I feel that this makes me compatible with a career in education because, before knowing the different types of Education Philosophies, I always had the best connections with teachers that taught in those ways. I still have a lot to learn but I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I will be the first person in my family to graduate from a four-year college. My parents and I are excited for the opportunity to further my education and bring me closer to my dream of becoming a teacher.

I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. Because of the Covid-19 Pandemic, I chose to partake in the Remote Learning Always (RLA) option provided by my school district while in High School. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. I embraced this online experience and collaborated with the diverse students that made up the teaching programs online class. While in the program, I took a self-evaluation regarding the different types of Educational Philosophies and found that I relate most to the Progressive and Existentialism philosophies. I believe that this makes me compatible with a career in education because I always had the best connections with teachers that taught in those ways. Because of this, I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I am now in my second semester as a Freshman, pursuing my dream of becoming a teacher, hoping to make Mr. Adachi proud.

I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. Because of the Covid-19 Pandemic, I chose to partake in the Remote Learning Always (RLA) option provided by my school district while in High School. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. After a brief meeting with my instructor via Google meet, I expressed that not only did I choose remote learning based on health and safety but also because I know that the independent pacing that remote learning offers is my learning preference. I embraced this online experience and collaborated with the diverse students that made up the teaching programs online class. In the program, students are required to have four internship experiences in the education career field (Early and Middle-childhood, Special Education and a Choice rotation). While in the teaching program, my mentor teacher was a kindergarten RLA teacher so this was ideal. When I first joined the fifth-grade class they were finishing up a book and I had a book lying around that I thought the students would love. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans for my students. I have never been a great public speaker, so I was more than thankful for the opportunity to develop those skills by leading their Read Aloud time. I went on to remotely tutor kindergarteners who, as a result of the pandemic, had fallen behind in math and reading. It was exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. I had worked previously to develop my leadership and social skills by taking the Sports Editor position for my school magazine and making the position my own. While in the program, I took a self-evaluation regarding the different types of Educational Philosophies and found that I relate most to the Progressive and Existentialism philosophies. I believe that this makes me compatible with a career in education because I always had the best connections with teachers that taught in those ways. Because of this, I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I came to realize that online learning truly was inevitable given that we live in the information age and even though I did not anticipate facing this challenge in my senior year of high school, I was able to course-correct and find a way to make it work for all involved. It was a challenge and unique experience that I feel has been invaluable in the path to my chosen career.

I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. In my Senior year of high school, I had the opportunity to join a teaching program offered through my school district. Because of the Covid-19 Pandemic, I chose to partake in the Remote Learning Always (RLA) option provided by my school district while in High School. The pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. After a brief meeting with my instructor via Google meet, I expressed that not only did I choose remote learning based on health and safety but also because I know that the independent pacing that remote learning offers is my learning preference. I embraced this online experience and collaborated with the diverse students that made up the teaching programs online class. In the program, students are required to have four internship experiences in the education career field (Early and Middle-childhood, Special Education and a Choice rotation). While in the teaching program, my mentor teacher was a kindergarten RLA teacher so this was ideal. When I first joined the fifth-grade class they were finishing up a book and I had a book lying around that I thought the students would love. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans for my students. I have never been a great public speaker, so I was more than thankful for the opportunity to develop those skills by leading their Read Aloud time. I went on to remotely tutor kindergarteners who, as a result of the pandemic, had fallen behind in math and reading. It was exciting and fulfilling to find new effective ways for students to learn during this extraordinary time. I had worked previously to develop my leadership and social skills by taking the Sports Editor position for my school magazine and making the position my own. While in the program, I took a self-evaluation regarding the different types of Educational Philosophies and found that I relate most to the Progressive and Existentialism philosophies. I believe that this makes me compatible with a career in education because I always had the best connections with teachers that taught in those ways. Because of this, I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I came to realize that online learning truly was inevitable given that we live in the information age and even though I did not anticipate facing this challenge in my senior year of high school, I was able to course-correct and find a way to make it work for all involved. It was a challenge and unique experience that I feel has been invaluable in the path to my chosen career.

Since elementary school, before I was diagnosed with A.D.D, before I moved from California to Ohio, and before I fell in love with Journalism, I knew that I wanted to go to college and learn how to become a teacher. Fast forward to high school where we learn to be more mature while toeing the line because we are still children. I was just starting to become more confident in my own weaknesses and find my place in this world. I was a shy and insecure California transplant. I was a student with an A.D.D. 504 plan and, while I was trying to be there for those who might need me, I often struggled to avoid the stigma associated with a learning disability. During my Junior year, my family found out I wasn’t the only one struggling with a learning disability. My 13-year-old sister was diagnosed with Dyslexia and being the oldest, I knew I had to find a way to be there for her. I spent hours after school helping tutor her while my parents were at work. It was difficult for me to watch her struggle with basic reading and writing skills at her age. I had the opportunity now to help her and show her how supportive the Dublin teachers and staff were. When I found out that I had the opportunity to join a program at my school called Dublin Teacher Academy (DTA - a teaching program offered through my school district), I knew that I had to apply. The recent pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the DTA program, I've been able to intern remotely in a kindergarten class and make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While neither grade was one I had planned on teaching, I still had a great time getting to work with Miss Burkey and Mrs. Caldwell and their amazing students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching Mrs. Caldwell’s class until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I asked Mrs. Caldwell if I could take over Read Aloud, knowing that the worst she could say was no, but sure enough, she said yes. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans, and fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell allowed me to develop those skills even further by leading their Read Aloud time. I am now able to remotely tutor kindergartens who have fallen behind in math and reading as a result of the pandemic. It’s exciting and fulfilling to find new effective ways for the students to learn during this extraordinary time. I will be the first person in my family to go to a four-year college. My parents and I are excited that Muskingum has allowed me to further my education and bring me closer to my dream of becoming a teacher.

I've wanted to be a teacher since sixth grade. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I fell in love with the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. When I found out that I had the opportunity to join a program called Dublin Teacher Academy (DTA - a teaching program offered through my school district), I knew that I had to apply. As part of the DTA program, I've been able to intern remotely in a kindergarten class and make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While this wasn’t the grade I had planned on teaching, I still had a great time getting to work with Mrs. Caldwell and her amazing class. With me being remote I wasn’t sure how I would be able to contribute to teaching Mrs. Caldwell’s class until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I asked Mrs. Caldwell if I could take over Read Aloud, knowing that the worst she could say was no, but she said yes. I spent the next couple of weeks, up until my last day of interning, reading, grading, and making fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell gave me that opportunity. Since leaving Mr. Adachi’s sixth-grade classroom, I've learned how to develop my teaching skills within DTA. I had worked previously to develop my leadership and social skills by taking the Sports Editor position for my school magazine and making the position my own. After taking the self-quiz in DTA about the different types of Educational Philosophies, I learned that I relate most to the Progressive and Existentialism philosophies. I feel that this makes me compatible with a career in education because, before knowing the different types of Education Philosophies, I always had the best connections with teachers that taught in those ways. I want to give my students the opportunities to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions. I will be the first person in my family to go to a four-year college. My parents are excited but also have no idea how to navigate everything because they didn’t have the opportunities that I have and saving for college wasn’t possible until a few years ago.

I've wanted to be a teacher since elementary school. During second grade, my class was paired up with Mr. Adachi's sixth-grade class. I loved the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. I had the opportunity to join an amazing program my senior year called Dublin Teacher Academy (DTA - a teaching program offered through my school district). I was able to intern remotely in a kindergarten class and able to make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While this wasn’t the grade I had planned on teaching, I still had a great time getting to work with Mrs. Caldwell and her amazing class. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell gave me the opportunity to develop my teaching skills even further by leading their Read Aloud time. Since leaving Mr. Adachi’s sixth-grade classroom, I've learned how to develop my teaching skills within DTA. I had worked previously to develop my leadership and social skills by taking the Sports Editor position for my school magazine and making the position my own. I still have a lot to learn but I want to give students the opportunities to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions.

I will be the first person in my family to go to a four-year college. My parents are excited but also have no idea how to navigate everything because they didn’t have the opportunities that I have and saving for college wasn’t possible until a few years ago. Before I was diagnosed with A.D.D, before I moved from California to Ohio, I knew that I wanted to go to college and learn how to become a teacher. I loved the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Fast forward to high school where we learn to be more mature while toeing the line because we are still children. I was just starting to become more confident in my own weaknesses and find my place in this world. I was a shy and insecure California transplant. I was a student with an A.D.D. 504 plan and, while I was trying to be there for those who might need me, I would often struggle to avoid the stigma associated with a learning disability using the tools that were offered to me. During my Junior year, my family found out I wasn’t the only one struggling with a learning disability. My 13-year-old sister was diagnosed with Dyslexia and being the oldest, I knew I had to find a way to be there for her. I spent hours after school helping tutor her while my parents were at work. It was difficult for me to watch her struggle with basic reading and writing skills at her age. I had the opportunity now to help her and show her how supportive the Dublin teachers and staff were. When I found out that I had the opportunity to join a program at my school called Dublin Teacher Academy (DTA - a teaching program offered through my school district), I knew that I had to apply. The recent pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the DTA program, I've been able to intern remotely in a kindergarten class and make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While neither grade was one I had planned on teaching, I still had a great time getting to work with Miss Burkey and Mrs. Caldwell and their amazing students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching Mrs. Caldwell’s class until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I asked Mrs. Caldwell if I could take over Read Aloud, knowing that the worst she could say was no, but sure enough, she said yes. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell gave me the opportunity to develop those skills even further by leading their Read Aloud time. I still have a lot to learn but I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions.

During second grade, my classmates and I were paired up with students from Mr. Adachi's sixth-grade class. I loved the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. Fast forward to high school, when I found out that I had the opportunity to join a program at my school called Dublin Teacher Academy (DTA - a teaching program offered through my school district), I knew that I had to apply. The recent pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the DTA program, I've been able to intern remotely in a kindergarten class and make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While neither grade was one I had planned on teaching, I still had a great time getting to work with Miss Burkey and Mrs. Caldwell and their amazing students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching Mrs. Caldwell’s class until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I asked Mrs. Caldwell if I could take over Read Aloud, knowing that the worst she could say was no, but sure enough, she said yes. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans, and fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell gave me the opportunity to develop those skills even further by leading their Read Aloud time. I am now able to remotely tutor kindergartens who, as a result of the pandemic, have fallen behind in math and reading. It’s exciting and fulfilling to find new effective ways for the students to learn during this extraordinary time.

I’ve been raised with the belief that if you can help, you must. Whether it’s seeing a homeless man in need of a warm coat or a cold bottle of water, a food or toy drive, or fostering an animal in need of a forever home, this is what I’ve done and will continue to do with my life. Since elementary school, before I was diagnosed with A.D.D, before I moved to Ohio and before I fell in love with Journalism, I knew that I wanted to go to college and learn how to become a teacher. During second grade, my classmates and I were paired up with students from Mr. Adachi's sixth-grade class. I loved the idea of helping younger kids learn and improve their mental and social skills inside the classroom. Once I got to sixth grade, I was super excited when I found out that I was going to be in Mr. Adachi's class. He and his class inspired me to work as hard as I can to achieve my goals. Having that support and guidance during my years in elementary school helped to further instill a desire to lend a hand where I was able. Fast forward to high school where we learn to be more mature while toeing the line because we are still children. I would be able to lend an ear or guidance to a friend struggling with depression, be a shoulder for another classmate whose sister attempted suicide, or just start to become more confident in my own weaknesses and find my place in this world. I was a shy and insecure California transplant. I was a student with an A.D.D. 504 plan and, while I was trying to be there for those who might need me, I would often struggle to avoid the stigma associated with a learning disability using the tools that were offered to me. During my Junior year, my family found out I wasn’t the only one struggling with a learning disability. My 13-year-old sister was diagnosed with Dyslexia and being the oldest, I knew I had to find a way to be there for her. I spent hours after school helping tutor her while my parents were at work. It was difficult for me to watch her struggle with basic reading and writing skills at her age. When I found out that I had the opportunity to join a program at my school called Dublin Teacher Academy (DTA - a teaching program offered through my school district), I knew that I had to apply. The recent pandemic had me concerned that I wouldn’t be able to connect successfully if I wasn’t in a classroom. As part of the DTA program, I've been able to intern remotely in a kindergarten class and make my dream of becoming a teacher come true. I also had the opportunity to intern in an all-remote fifth-grade class. While neither grade was one I had planned on teaching, I still had a great time getting to work with Miss Burkey and Mrs. Caldwell and their amazing students. Let me tell you, fifth graders keep you humble and, with me being remote, I wasn’t sure how I would be able to contribute to teaching Mrs. Caldwell’s class until Read Aloud came along. When I first joined the class they were finishing up a book and I had a book lying around that I thought the students would love. I asked Mrs. Caldwell if I could take over Read Aloud, knowing that the worst she could say was no, but sure enough, she said yes. I spent the next couple of weeks, up until my last day of interning, reading, grading, making lesson plans, and creating fun assignments for my students. I’ll be the first to admit that I have never been a great public speaker, so I was more than thankful that Mrs. Caldwell gave me the opportunity to develop those skills even further by leading their Read Aloud time. I am now able to remotely tutor kindergartens who, as a result of the pandemic, have fallen behind in math and reading. It’s exciting and fulfilling to find new effective ways for the students to learn during this extraordinary time. After taking a self-evaluation in DTA regarding the different types of Educational Philosophies, I learned that I relate most to the Progressive and Existentialism philosophies. I feel that this makes me compatible with a career in education because, before knowing the different types of Education Philosophies, I always had the best connections with teachers that taught in those ways. I still have a lot to learn but I feel that I can give students the opportunity to find their learning style in ways such as working with their peers on projects and not feeling like they can’t come to me if they have any questions.

“Everyone is unique in their own way.” This phrase is used all the time because there is no doubt that humans have all been created differently, that’s just how we are. But in our society today, the idea of having the perfect body shape is one of the many issues almost everyone deals with. Some people write, draw, paint, make music, sing or dance to express themselves. What is the difference between painting something to show emotion and physically wearing something to show emotion? Aside from one being on your body and the other being on a canvas, there is no difference. Some choose to change the color of their hair, while others want to stick to the natural beauty of their original hair color. The want and desire to be like someone else is growing for so many reasons. People are different and most think about their own image because of the way bullies choose to break down others for showing off their own personal style. It’s only shallow people who judge by appearance. People should not go around stereotyping others on the basis of what someone chooses to wear as their personal style. People all around the world should be able to dress up or dye their hair as a way to express themselves without being judged or ridiculed. It’s been proven multiple times that people who don’t dress to “society’s standards” will be treated a lot differently than a person that fits into the “norm”. We all know that if someone was being talked about because of the way they looked they would have a problem with it. So who are you to do that to someone else? Another aspect is that some want to have a thinner waist, while others could care less about it. People like to “take in inspiration” from their peers or celebrities. On the other hand, celebrities aren’t always the best place to take inspiration from. Sometimes they can either leave people with discouraging thoughts or inspire them, which is why they are not great role models in this sort of aspect.

Being a shy and insecure California transplant, I have persevered since moving to Ohio in the 8th grade. Moving was overwhelming, being my third school in as many years. As a new student with an A.D.D. 504 plan, I would often struggle to avoid the stigma associated with using the tools that were offered to me. In time, I realized that the only person worrying about what it looked like to leave the classroom to test in smaller groups was me. Once I became more confident in my so-called weaknesses, I was able to find my voice. I started journalism as a Freshman and found a love for writing about sports. After a year of reporting and moving up to co-Sports Editor my Sophomore year, I was appointed to Sports Editor my Junior year. I managed the Sports section, writing two to three articles per issue while also producing articles for other sections of the magazine. As a journalist, I stepped out of my comfort zone, winning awards for interviewing my fellow students, new bands, and many Columbus Blue Jackets personnel. During my Junior year, we found out I wasn’t the only one struggling with a learning disability. My 12-year-old sister was diagnosed with Dyslexia and being the oldest, I knew I had to find a way to be there for her. I spent hours after school helping tutor her while my parents were at work. It was difficult for me to watch her struggle with basic reading and writing skills at her age. Now being the first person in my family to go to a four-year college is scary and awesome at the same time. Since elementary school, before I was diagnosed with A.D.D, before I was moved to Ohio and before I fell in love with Journalism, I knew that I wanted to go to college and learn how to become a teacher. When I found out that I had the opportunity to join a program at my school called Dublin Teacher Academy, I knew that I had to apply. My parents were super excited but also had no idea how to go about everything because they didn’t have the opportunities that I have. I’m currently finishing up my semester of DTA and I have never been so happy. I was able to intern in a kindergarten class and be able to teach them and make my dream of becoming a teacher come true.