I’m a big fan of Sabrina Carpenter for several reasons, particularly her ability to evolve as an artist while staying true to herself. Over the years, I’ve seen her grow from a Disney star into a multifaceted artist who isn’t afraid to take risks with her music, acting, and overall creative vision. Her career has had a significant impact on me because she embodies resilience, authenticity, and the power of reinvention. One of the things I admire most about Sabrina is how she’s navigated the transition from being a teen star to an artist with a more mature and unique sound. While many young performers struggle with this shift, Sabrina has managed to carve out her own identity, blending pop, indie, and even folk elements in her music. Her albums, like “emails I can’t send” and “Singular Act 1”, have shown me the power of artistic growth and staying true to one’s creative instincts, even when it means stepping outside of what others might expect. Her songwriting has particularly resonated with me because of its honesty. Sabrina doesn’t shy away from writing about her own experiences, vulnerabilities, and reflections on relationships, personal growth, and self-empowerment. Songs like “Skin” and “Let Me Move You” explore both emotional depth and personal strength, and they remind me that it’s okay to feel conflicted, but it’s equally important to stand up for yourself and embrace who you are. Sabrina’s lyrics often reflect a mix of self-discovery and confidence, and that duality is something I can relate to as I navigate my own journey. Beyond her music, Sabrina has also made an impact on me with how she handles public scrutiny and the pressures of being in the spotlight at such a young age. She’s been through her fair share of controversies and challenges, but the way she’s addressed them with grace and maturity is something I deeply admire. She’s always been open about her struggles and has used her platform to encourage others to embrace their individuality and overcome negativity. That kind of authenticity is something I look up to, especially in an industry where the pressure to conform can be overwhelming. Sabrina has also shown me that it’s possible to maintain a balance between staying true to your roots and evolving into someone new. She’s proven that you don’t have to fit into a specific mold to succeed, and that reinvention is a natural part of growth. Watching her own her narrative, both musically and personally, has inspired me to do the same in my own life—whether it’s in my creative pursuits, personal goals, or the way I handle challenges. Overall, Sabrina Carpenter’s career has been a huge source of inspiration. She’s not just a pop star; she’s an artist who uses her platform to tell authentic stories and inspire others to embrace their own truths. Through her music, her journey, and her authenticity, Sabrina has taught me the value of self-expression and the power of evolving without losing yourself along the way.

Chappell Roan’s music has had a profound impact on me, as she blends vulnerability, authenticity, and unique artistry in a way that feels both timeless and contemporary. Her ability to combine elements of pop, country, and indie music while addressing deep emotional themes is something that really speaks to me. One of the key aspects of Chappell Roan’s music that resonates with me is how she explores the complexities of identity, heartbreak, and self-discovery. Songs like “Pink Pony Club” and “Body Paint” are not just catchy pop songs, but anthems of empowerment. They encourage listeners to embrace their flaws, confront their pasts, and own their true selves, regardless of societal expectations. Her lyrics aren’t afraid to be raw and unfiltered, which is refreshing in an industry often focused on perfection. It’s her openness that makes her music feel so real and relatable. Her storytelling is another reason I support her career. She has this way of painting vivid, emotional scenes in her songs that leave a lasting impression. You can almost feel the emotions behind every word and every note. Whether it’s the pain of unrequited love or the joy of embracing individuality, Chappell’s voice makes those experiences come to life. What I appreciate most is how she uses her platform to challenge norms and speak out on topics like LGBTQ+ rights, gender identity, and mental health. As an openly queer artist, she provides a voice for a community that often lacks representation in mainstream music. She reminds listeners that their stories matter and that they are worthy of being heard. This is especially significant in a world where many still face challenges related to self-expression and acceptance. Supporting Chappell Roan’s career is important to me because she represents the type of artist who’s not just interested in creating popular music, but in making music that has a purpose. Her songs are like a mirror that reflects back the messy, beautiful, and complex parts of being human. It’s about more than just a catchy melody; it’s about giving people permission to feel everything they need to feel, without judgment. Her journey has been incredibly inspiring, and I believe she’s only just beginning to make her mark on the music industry. Her authenticity, creativity, and courage to be herself are what make me not only support her career but also look forward to everything she’s going to do next.

Challenge Name: "Heartstrings and Heartbeats" Overview: This challenge is all about testing how well the Islanders know each other, combined with a little bit of physical coordination, teamwork, and heart-pumping excitement! It focuses on both emotional connection and the chemistry between couples while bringing out playful competition. Objective: The couples must navigate a series of physical and emotional tasks together, testing their ability to trust each other, communicate effectively, and, most importantly, make each other laugh while keeping their heartbeats in sync. Round 1: "The Love Quiz" Objective: Couples will face a series of deep and lighthearted questions to test how well they know each other emotionally. Setup: Each couple will sit on a couch in front of the Islanders. A host (or a voice from the producers) will ask 10 questions. Scoring: For each question, both members of the couple will write down their answers on a whiteboard. If their answers match, they get one point. The couple with the highest score wins this round. Round 2: "The Heartbeat Challenge" Objective: This round tests physical chemistry by syncing the couple’s heartbeats. Setup: The couples are strapped into heart rate monitors, which are linked to a screen in the villa. They must complete an obstacle course (think: climbing over inflatable walls, crawling through tunnels, and balancing on beams). Throughout the course, they need to keep their heart rates as synced as possible. Twist: As the couples navigate the obstacle course, they’ll also be faced with random moments where they must kiss, hold hands, or have intimate moments that get their hearts racing even more. Scoring: The couple that maintains the closest heart rate synchronization throughout the course wins. The heart rate data will be displayed live on the screen, creating extra tension and excitement for everyone watching. Round 3: "The Love Rope" Objective: The couples must work together to untangle a giant knotted rope while locked in a single, tightly embraced position. Setup: A huge rope, tied in multiple knots, will be placed in front of the couples. They must untangle it, but here's the catch: they can only use their bodies to navigate the knots and must stay physically connected. No hands allowed! They must work together and get creative, using their legs, shoulders, and even their heads to get the rope untangled. Twist: As they’re working, they must answer questions about their relationship or each other’s preferences (such as favorite movies, songs, or past experiences). The faster they untangle the rope while answering these questions correctly, the more points they earn. Scoring: Points are awarded for both how quickly they untangle the rope and how many questions they answer correctly. The team with the fastest time and highest accuracy wins. Final Scoring and Prize: The total score combines points from each round: 10 points from the quiz, 10 points from the heartbeat challenge, and 10 points from the rope challenge. The couple with the most points wins a private, romantic dinner by the beach, complete with candles, a lavish meal, and a spectacular view. The couple with the lowest score faces a tough decision. Not only will they be at risk of elimination, but they'll also have to choose whether to stay in the villa and try to reconnect with their partner or face the possibility of a public vote.

Connections Puzzle 1 2 3 4 Tiger Mars Lion Saturn Oak Pine Maple Elm Picasso Monet Van Gogh Dali Opera Ballet Symphony Jazz Group 1: Big Cats Tiger Lion Panther Cheetah Explanation: These are all types of big cats or felines, each known for their size and strength in the animal kingdom. Group 2: Types of Trees Oak Pine Maple Elm Explanation: These words are all names of common types of trees that are found in many forests and parks. Group 3: Famous Artists Picasso Monet Van Gogh Dali Explanation: These are all famous painters from different movements and eras in art history. Group 4: Forms of Art or Music Opera Ballet Symphony Jazz Explanation: These are all distinct forms of art or performance—opera and ballet are theatrical, while symphony and jazz represent musical genres. How to Play: The challenge is to divide the grid into four groups of four, each fitting a category. The goal is to group the words based on their connections, as outlined in the category explanations. You’ll need to identify the similarities between the words in each group and assign them to their correct category. Do your best with the chances you have to get it all right!

When it comes to cheering for Team USA, no one inspires me more than Simone Biles. She’s not only the greatest gymnast of all time, but she’s also a symbol of strength, perseverance, and courage both on and off the mat. Watching her perform is like witnessing the impossible become real. The flips, the twists, the power and grace she brings to every routine—it’s jaw-dropping. But what makes her my favorite isn’t just her athletic talent. It’s the way she carries herself with purpose, honesty, and resilience. Simone has changed the sport of gymnastics forever. She’s pushed the boundaries of what’s possible, creating new moves that no one else has ever attempted, and doing it all with a calm confidence that’s incredibly empowering to watch. I remember the first time I saw her compete at the Olympics—there was this electric energy, like we were all witnessing history in real time. Her routines weren’t just technically perfect—they were fearless. That’s something that stuck with me: the idea that confidence and hard work can lead to groundbreaking success. But what made Simone Biles my absolute favorite athlete was how she showed the world that mental health is just as important as physical strength. During the Tokyo Olympics, when she made the difficult decision to step back from competition to prioritize her well-being, I was truly moved. It takes so much courage to put yourself first when the whole world is watching and expecting you to perform. Her decision wasn’t a moment of weakness—it was one of the bravest things I’ve ever seen from an athlete. She reminded us all that even superheroes need to take care of themselves. That moment had a lasting impact on me. It helped me realize that true greatness isn’t just about medals or records—it’s also about self-awareness, boundaries, and knowing when to ask for help. In a world that often tells us to “keep pushing no matter what,” Simone stood up and said, “My health matters, too.” That kind of honesty and vulnerability is powerful. Simone’s story is also a reminder that success comes from dedication and resilience. She’s overcome adversity and challenges throughout her life and career—from growing up in foster care to becoming a world champion. Her journey proves that where you come from doesn’t have to define where you’re going. And that message means so much to young people who are working hard toward their own goals, even when the path isn’t easy. Whenever I see Simone Biles compete—or even just speak—I feel proud to cheer for her. She’s more than an athlete. She’s a role model, a trailblazer, and a reminder that greatness includes grace, honesty, and heart. That’s why she’ll always be my favorite on Team USA.

Billie Eilish’s music has always felt like a safe space—honest, emotional, and deeply introspective. What sets her apart is the way she captures feelings that are often hard to explain, especially the complex emotions we go through during our teen and young adult years. Out of her entire discography, these three songs stand out to me the most—not just because of how they sound, but because of how they’ve made me feel and reflect on my own experiences. 1. “idontwannabeyouanymore” This song hit me the first time I heard it. The lyrics—“If teardrops could be bottled, there’d be swimming pools filled by models”—paint such a vivid picture of self-doubt and insecurity. During my teenage years, I struggled a lot with self-image and the pressure to appear like I had everything together. This song feels like a conversation with yourself on a day when you’re just tired of pretending. Billie’s soft vocals make it even more powerful because the pain is understated but so real. It reminds me to be more compassionate toward myself, even when my inner critic is loud. 2. “everything i wanted” This song feels like a letter to anyone who’s ever felt like their accomplishments weren’t enough or who’s questioned their worth despite success. The line, “I had a dream, I got everything I wanted / Not what you’d think,” really resonated with me. There have been times when I’ve worked hard toward something, only to feel empty afterward—like I was chasing approval instead of purpose. The fact that Billie wrote this with her brother Finneas and talks about him being there for her makes it even more special. It’s a reminder that human connection and support are more valuable than any achievement. 3. “when the party’s over” This one resonates with the quiet, aching kind of sadness that doesn’t always have a clear reason. It’s about boundaries, letting go, and realizing that love isn’t always enough to fix something that’s broken. The way Billie sings it—with almost unbearable softness—makes it feel deeply intimate, like she’s singing directly to you. I’ve listened to this song during times when I’ve felt emotionally drained or needed to walk away from something that hurt more than it helped. It gave me permission to grieve those moments without needing to justify them. What I love most about Billie Eilish’s music is how she embraces vulnerability without making it feel weak. Her lyrics and tone carry a quiet strength—one that acknowledges pain, confusion, and isolation, but also resilience and growth. These songs have helped me through periods of self-reflection and emotional heaviness, but they’ve also reminded me that I’m not alone in feeling that way. Music has always been a form of therapy for me, and Billie’s songs are like pages from a journal I didn’t know I needed. These tracks, in particular, have become emotional anchors—songs I return to when I need to feel understood.

“When am I gonna stop being great for my age and just start being good?” — “teenage dream” by Olivia Rodrigo This lyric from Olivia Rodrigo’s “teenage dream” captures a deeply relatable struggle that many teenagers face—the pressure to live up to expectations while dealing with the fear of falling short as they grow older. It struck a chord with me because it reflects how often teens are praised for their “potential” but not always for who they are in the moment. The line feels like a question many of us silently ask: What happens when I’m no longer considered impressive for my age? Will I still be enough? Throughout my teenage years, I often felt the pressure to be exceptional. Good grades, high ambitions, extracurriculars, community involvement—it sometimes felt like every part of my life was being measured against an invisible standard. Like Olivia sings, it wasn’t just about being good—it was about being “great for my age,” a qualifier that felt both flattering and limiting. At first, it made me feel proud, like I was on the right path. But over time, it started to feel like a ticking clock. What happens when I grow up and I’m no longer seen as precocious, just... regular? This lyric captures the essence of adolescence so well because teenage years are filled with transition and identity-building. You’re no longer a child, but you’re not fully an adult, either. You’re discovering who you are while also feeling like you need to already have it all figured out. That’s a lot of pressure—and Olivia Rodrigo puts that pressure into words in a way that feels so real. What I love about this line is that it shines a light on the fear of losing relevance or value once the “wow factor” of youth wears off. It's a reminder that so many of us grow up feeling like our worth is tied to achievement or talent, especially at a young age. But what happens when you're just you, without the asterisk? That’s the insecurity this lyric so poignantly expresses. At its heart, this line isn’t just about age—it’s about self-worth, self-doubt, and the quiet fear that maybe you’re not enough without the constant validation. I think a lot of teens—and honestly, even adults—can relate to that. Growing up is scary, and Olivia doesn’t shy away from admitting that. She captures that moment when the future stops being exciting and starts feeling like a heavy weight. For me, this lyric reminds me that it's okay not to have it all figured out. It’s okay to just be without feeling like you constantly need to impress. It reassures me that our value isn't tied to being extraordinary—we are already worthy, simply by being who we are.

My name is Renee, and I am someone who is passionate about helping others, especially children, grow into the best versions of themselves. I’ve always been drawn to learning—not just for the sake of academics, but for the way it can build confidence, spark imagination, and open doors to new possibilities. That’s what led me to pursue a career in teaching. I believe that education is one of the most powerful tools we have to create change, and I want to be a part of that change by supporting and guiding the next generation. I consider myself a patient, creative, and compassionate person who values connection, communication, and consistency. I find joy in working with children and helping them overcome challenges, celebrate small victories, and discover their strengths. I understand that each child learns in their own way, and I am committed to meeting students where they are—emotionally, socially, and academically—to help them grow in meaningful ways. My goal is to create a classroom environment where every student feels safe, accepted, and inspired to be curious and engaged. Through my career as an educator, I plan to make a positive impact on the world by focusing on the foundational years of learning. These early stages are critical for building self-esteem, forming healthy relationships, and developing the skills needed to succeed both inside and outside the classroom. I want to be the kind of teacher who makes students feel seen and supported, someone who listens and responds with empathy, and who encourages students to keep trying—even when it’s hard. Beyond the classroom, I also hope to be an advocate for educational equity. I believe that every child deserves access to quality education and the resources they need to thrive, regardless of their background. In the future, I’d like to be involved in community outreach and educational initiatives that help bridge gaps and bring more support to underserved areas. I want to continue learning and growing myself—attending professional development, collaborating with fellow educators, and staying informed on best practices—so I can always bring my best to the children I teach. Ultimately, I want to make a difference by being a positive, consistent presence in the lives of my students. Whether it’s through teaching a child how to read, helping them work through big feelings, or simply showing up every day with kindness and care—I believe those moments, though they may seem small, are the building blocks of lasting impact. I am excited for the journey ahead and the opportunity to contribute to a brighter, more compassionate world—one child, one classroom, and one day at a time.

I have always believed that teaching is one of the most powerful ways to make a lasting impact on the world. The opportunity to shape young minds, inspire curiosity, and help students build the confidence to reach their full potential is what draws me to this profession. Teaching, to me, is about more than just delivering lessons—it’s about forming meaningful connections, creating a safe and supportive environment, and guiding children through both academic and personal growth. What excites me most about becoming a teacher is the chance to be a consistent, positive influence in a child’s life. I want to be someone who encourages students to ask questions, take risks, and believe in themselves—even when things feel challenging. My goal is to create a classroom that celebrates diversity, fosters inclusion, and promotes a growth mindset. Every child deserves to feel seen, heard, and valued, and I want to build a learning environment where all students can thrive in their own unique ways. My interest in teaching stems from a deep passion for helping others and a strong belief in the power of education to change lives. Throughout my own education, I saw firsthand how much of a difference it made when teachers took the time to connect, listen, and support their students. That inspired me to want to do the same. I’ve always been drawn to working with children, whether through tutoring, mentoring, or volunteering in classrooms. Each experience reinforced the idea that teaching is not just a job—it’s a meaningful, lifelong commitment to helping others grow. I’m especially passionate about early education because it lays the foundation for a child’s future success. During those early years, children are not only learning academic skills but also developing socially and emotionally. As an educator, I want to help students build confidence, practice empathy, and develop a love of learning that lasts far beyond the classroom. I believe that by teaching children how to learn, not just what to learn, we empower them to take ownership of their education and face the world with curiosity and resilience. What motivates me most is knowing that as a teacher, I have the opportunity to make a lasting difference. Whether it’s helping a child learn to read, encouraging a student to share their ideas, or simply showing up every day with patience and kindness—I believe that every interaction matters. I want to be the kind of teacher who helps students realize their own potential and feel proud of who they are. Pursuing a career in teaching is not something I take lightly. It comes from a place of deep respect for the profession and an even deeper love for learning and helping others grow. I’m excited to continue on this path, knowing that while the work will be challenging, the impact will be powerful and lasting.

I have always believed that teaching is one of the most powerful ways to make a lasting impact on the world. The opportunity to shape young minds, inspire curiosity, and help students build the confidence to reach their full potential is what draws me to this profession. Teaching, to me, is about more than just delivering lessons—it’s about forming meaningful connections, creating a safe and supportive environment, and guiding children through both academic and personal growth. What excites me most about becoming a teacher is the chance to be a consistent, positive influence in a child’s life. I want to be someone who encourages students to ask questions, take risks, and believe in themselves—even when things feel challenging. My goal is to create a classroom that celebrates diversity, fosters inclusion, and promotes a growth mindset. Every child deserves to feel seen, heard, and valued, and I want to build a learning environment where all students can thrive in their own unique ways. My interest in teaching stems from a deep passion for helping others and a strong belief in the power of education to change lives. Throughout my own education, I saw firsthand how much of a difference it made when teachers took the time to connect, listen, and support their students. That inspired me to want to do the same. I’ve always been drawn to working with children, whether through tutoring, mentoring, or volunteering in classrooms. Each experience reinforced the idea that teaching is not just a job—it’s a meaningful, lifelong commitment to helping others grow. I’m especially passionate about early education because it lays the foundation for a child’s future success. During those early years, children are not only learning academic skills but also developing socially and emotionally. As an educator, I want to help students build confidence, practice empathy, and develop a love of learning that lasts far beyond the classroom. I believe that by teaching children how to learn, not just what to learn, we empower them to take ownership of their education and face the world with curiosity and resilience. What motivates me most is knowing that as a teacher, I have the opportunity to make a lasting difference. Whether it’s helping a child learn to read, encouraging a student to share their ideas, or simply showing up every day with patience and kindness—I believe that every interaction matters. I want to be the kind of teacher who helps students realize their own potential and feel proud of who they are. Pursuing a career in teaching is not something I take lightly. It comes from a place of deep respect for the profession and an even deeper love for learning and helping others grow. I’m excited to continue on this path, knowing that while the work will be challenging, the impact will be powerful and lasting.

My goal in supporting early childhood development is to nurture the whole child—socially, emotionally, physically, and cognitively—through a thoughtful, developmentally appropriate approach. I believe children learn best in environments where they feel safe, respected, and encouraged to express themselves. To foster this, I plan to create a classroom that promotes exploration, creativity, and a love for learning. I want every child in my care to feel seen, heard, and valued. One of the most effective ways I plan to support early development is through play-based learning. Play is not just a way to pass time—it is how young children make sense of the world. Through guided play, storytelling, songs, movement, sensory activities, and cooperative games, I will help children develop important foundational skills in language, literacy, math, and social-emotional awareness. I will also pay close attention to individual learning styles and needs, using observation and assessment to tailor activities that support each child’s growth. Family engagement will also be a key part of my approach. I believe learning extends beyond the classroom, so building strong, trusting relationships with families is essential. By communicating regularly, encouraging family involvement, and respecting cultural and personal backgrounds, I hope to create a supportive bridge between school and home. I also plan to engage in continuous professional development to stay up to date on early childhood research and best practices, ensuring I always bring the most effective tools into the classroom. My decision to pursue early childhood education was deeply personal and rooted in my own experiences growing up. I have always been drawn to the curiosity, energy, and honesty of young children. Watching how they process the world around them—with such wonder and authenticity—has always amazed me. I had the privilege of volunteering at a preschool during high school, and that experience solidified my passion. I loved watching children’s confidence grow as they learned to write their names, share toys, or express their feelings with words for the first time. Those small milestones were powerful, and I realized how meaningful it is to be part of that journey. What truly inspired me was the realization that early educators don’t just teach—they lay the groundwork for how children view themselves, others, and learning itself. That sense of responsibility and impact is something I take seriously and with great pride. I chose this field because I want to make a difference at one of the most critical stages of life. Early childhood education is not just a career for me—it’s a calling. I am committed to being a caring, intentional educator who helps shape confident, capable, and compassionate learners from the very beginning.

I have always loved working with kids, so teaching seemed to be the best fit for me. One of the biggest reasons I have chosen to pursue teaching was Girl Scouts. I did Girl Scouts part of elementary school all through middle and high school, and my junior and senior years of high school I was given the opportunity to be the leader of the youngest group of girls- the Daisys. Those two years I got to spend with those girls really showed me my path in life, I had always thought about becoming a teacher but my time with them really solidified that choice- especially my decision to teach kindergarten/first grade! My time with them was unforgettable and I am so glad they helped me realize what I wanted to do with my life- helping kids their age grow was so impactful on me and really showed me just how impressionable one person can be on a child's life. Anytime I visit home I try to go see the girls at their meetings in their groups now and we have continued to grow our relationships, and I always look forward to getting to see them again. Looking back on my time with the Daisies, I am incredibly grateful for the guidance they unknowingly gave me. I learned many lessons, not only about the kids and teaching, but about myself. I learned how to be patient, compassionate, kind, and most importantly- how to form relationships with younger grade students. These are just a few of the skills it takes to be a teacher, but I hope throughout the rest of my education (and the more time I get to go back and work with the girls) I learn more and more skills I will need to be a successful teacher. The leadership I got to practice with those girls gave me so many skills that I will be able to use in my classroom in the future. It was the perfect opportunity to practice in a real setting with children who looked up to me so much. All in all, my love for children and helping people and all of my time with the Daisies in Girl Scouts really drove me on my path to become a teacher and, frankly, continues to drive me as I cannot wait to get in a classroom and continue shaping young minds as I did those little girls.

I am an Elementary Education and Teaching major at Longwood University and I am striving to become a second grade teacher. My biggest goal is to be able to make as much of an impact on my future students as my elementary school teachers did on me! This scholarship will help me a great deal as I am paying for college on my own and am about to start student teaching so I don’t have very much time outside of that to be working. One of the biggest impacts I feel I’ve made on my community was when I did a huge project for Girl Scouts a few years ago, we completely redid numerous parts of a summer camp. We cleaned and repainted their basketball courts, as well as painting some outdoor games on the asphalt and raised money to buy all new equipment to have at the basketball court and section of asphalt. I also helped to clean up and repaint and repair some of the cabins at the summer camp as well. In addition, I helped a great deal in building a new fence at an outlook on one of the trails. The original fence was unsafe and completely falling apart and kids would have been easily able to go through or around it and hurt themselves. Building the new fence, to me, was by far the most important thing and probably had the biggest impact on the community as more than just the summer camp used that trail. This all has had a huge impact on me even today as I have come to appreciate the little things, for myself and for others, and always be grateful for those who are working on helping the community become better. Girl Scouts as a whole has made me so much of a better person and much more appreciative for, frankly, everything in life. It has also given me tons of opportunities to help out my community in numerous ways as that summer camp project was not the only one I helped with and surely was not the last. Even today, even though I have aged out, I still go back to my old troop all the time to help out with big projects and even just events at the church when they need. Helping out my community is such a fulfilling experience and I strive everyday to help people out anyway I can. Girl Scouts overall made me a better person and I continue to use the skills that I learned throughout my time to better myself, my family, my friends, and my community.

I am an Elementary Education and Teaching major at Longwood University, and I am striving to become a first-grade teacher. My biggest goal is to be able to make as much of an impact on my future students as my elementary school teachers did on me! I have always loved working with kids, so teaching seemed to be the best fit for me. One of the biggest reasons I have chosen to pursue teaching was Girl Scouts. I did Girl Scouts part of elementary school all through middle and high school, and my junior and senior years of high school I was given the opportunity to help "lead" the youngest group of girls- the Daisys. Those two years I got to spend with those girls really showed me my path in life, I had always thought about becoming a teacher but my time with them really solidified that choice- especially my decision to teach kindergarten/first grade! My time with them was unforgettable and I am so glad they helped me realize what I wanted to do with my life- helping kids their age grow was so impactful on me and really showed me just how impressionable one person can be on a child's life. Anytime I visit home I try to go see the girls at their meetings in their groups now and we have continued to grow our relationships, and I always look forward to getting to see them again. Looking back on my time with the Daisies, I am incredibly grateful for the guidance they unknowingly gave me. I learned many lessons, not only about the kids and teaching, but about myself. I learned how to be patient, compassionate, kind, and most importantly- how to form relationships with younger grade students. These are just a few of the skills it takes to be a teacher, but I hope throughout the rest of my education (and the more time I get to go back and work with the girls) I learn more and more skills I will need to be a successful teacher. All in all, my love for children and helping people and all of my time with the Daisies in Girl Scouts really drove me on my path to become a teacher and, frankly, continues to drive me as I cannot wait to get in a classroom and continue shaping young minds as I did those little girls.

I am an Elementary Education and Teaching major at Longwood University, and I am striving to become a first-grade teacher. My biggest goal is to be able to make as much of an impact on my future students as my elementary school teachers did on me! I have always loved working with kids, so teaching seemed to be the best fit for me. One of the biggest reasons I have chosen to pursue teaching was Girl Scouts. I did Girl Scouts part of elementary school all through middle and high school, and my junior and senior years of high school I was given the opportunity to help "lead" the youngest group of girls- the Daisys. Those two years I got to spend with those girls really showed me my path in life, I had always thought about becoming a teacher but my time with them really solidified that choice- especially my decision to teach kindergarten/first grade! My time with them was unforgettable and I am so glad they helped me realize what I wanted to do with my life- helping kids their age grow was so impactful on me and really showed me just how impressionable one person can be on a child's life. Anytime I visit home I try to go see the girls at their meetings in their groups now and we have continued to grow our relationships, and I always look forward to getting to see them again. Looking back on my time with the Daisies, I am incredibly grateful for the guidance they unknowingly gave me. I learned many lessons, not only about the kids and teaching, but about myself. I learned how to be patient, compassionate, kind, and most importantly- how to form relationships with younger grade students. These are just a few of the skills it takes to be a teacher, but I hope throughout the rest of my education (and the more time I get to go back and work with the girls) I learn more and more skills I will need to be a successful teacher. All in all, my love for children and helping people and all of my time with the Daisies in Girl Scouts really drove me on my path to become a teacher and, frankly, continues to drive me as I cannot wait to get in a classroom and continue shaping young minds as I did those little girls.

I am an Elementary Education and Teaching major at Longwood University, and I am striving to become a first-grade teacher. My biggest goal is to be able to make as much of an impact on my future students as my elementary school teachers did on me! I have always loved working with kids, so teaching seemed to be the best fit for me. One of the biggest reasons I have chosen to pursue teaching was Girl Scouts. I did Girl Scouts part of elementary school all through middle and high school, and my junior and senior years of high school I was given the opportunity to help "lead" the youngest group of girls- the Daisys. Those two years I got to spend with those girls really showed me my path in life, I had always thought about becoming a teacher but my time with them really solidified that choice- especially my decision to teach kindergarten/first grade! My time with them was unforgettable and I am so glad they helped me realize what I wanted to do with my life- helping kids their age grow was so impactful on me and really showed me just how impressionable one person can be on a child's life. Anytime I visit home I try to go see the girls at their meetings in their groups now and we have continued to grow our relationships, and I always look forward to getting to see them again. Looking back on my time with the Daisies, I am incredibly grateful for the guidance they unknowingly gave me. I learned many lessons, not only about the kids and teaching, but about myself. I learned how to be patient, compassionate, kind, and most importantly- how to form relationships with younger grade students. These are just a few of the skills it takes to be a teacher, but I hope throughout the rest of my education (and the more time I get to go back and work with the girls) I learn more and more skills I will need to be a successful teacher. All in all, my love for children and helping people and all of my time with the Daisies in Girl Scouts really drove me on my path to become a teacher and, frankly, continues to drive me as I cannot wait to get in a classroom and continue shaping young minds as I did those little girls.

I am an Elementary Education and Teaching major at Longwood University and I am striving to become a second grade teacher. My biggest goal is to be able to make as much of an impact on my future students as my elementary school teachers did on me! This scholarship will help me a great deal as I am paying for college on my own and am about to start student teaching so I don’t have very much time outside of that to be working. One of the biggest impacts I feel I’ve made on my community was when I did a huge project for Girl Scouts a few years ago, we completely redid numerous parts of a summer camp. We cleaned and repainted their basketball courts, as well as painting some outdoor games on the asphalt and raised money to buy all new equipment to have at the basketball court and section of asphalt. I also helped to clean up and repaint and repair some of the cabins at the summer camp as well. In addition, I helped a great deal in building a new fence at an outlook on one of the trails. The original fence was unsafe and completely falling apart and kids would have been easily able to go through or around it and hurt themselves. Building the new fence, to me, was by far the most important thing and probably had the biggest impact on the community as more than just the summer camp used that trail. This all has had a huge impact on me even today as I have come to appreciate the little things, for myself and for others, and always be grateful for those who are working on helping the community become better. Girl Scouts as a whole has made me so much of a better person and much more appreciative for, frankly, everything in life. It has also given me tons of opportunities to help out my community in numerous ways as that summer camp project was not the only one I helped with and surely was not the last. Even today, even though I have aged out, I still go back to my old troop all the time to help out with big projects and even just events at the church when they need. Helping out my community is such a fulfilling experience and I strive everyday to help people out anyway I can.

As a gifted student myself, I understand the importance of the social-emotional well-being of these children. Their needs are often overlooked as they are just thrown into the "Oh they are just smart," category. But that is not the case at all. Gifted children are often more emotional and therefore need not necessarily more, but rather a different kind of attention. By becoming an elementary school teacher I hope to help recognize these characteristics of gifted children sooner rather than later so that their needs can be met. And so their needs can continue to be met for as long as they are in school. I was recognized as gifted in kindergarten, which truly was a blessing as these differing needs that I had were able to be met quickly thanks to my teachers that saw the way that I was acting socially and emotionally. As far as gifted children's intellectual needs go, I believe that is a completely different ballgame as every student excels in something different. Just because one gifted student is an amazing reader does not mean they all are, another student may be going above and beyond in math. Stressing that everyone has different abilities is so incredibly important because you can not expect the same thing from every student. As a teacher, and hopefully one day a gifted teacher, I will make it a priority to give students, gifted or not even, resources to work on things that they thrive doing. I want all of my students to have the opportunity to learn more about the things that they want to learn about rather than just what I am teaching. By giving everyone these opportunities it will also help make the gifted students not feel so singled out. The gifted program at my elementary school made all of us feel very put on the spot, and not many teachers understood how to handle our feelings and social, emotional, and intellectual needs which in turn made it very hard for me to thrive. I always felt I was too different and was only ever friends with other kids in the program and kept to myself really up until high school when I was able to take "normal" classes and do the things I wanted. I never ever want a child to feel alone or that they can only be friends with other gifted kids. Now while I do think it is important for them to have close relationships with others who are in the same boat as them, I also think that it is just as important for them to be acquainted with the real world so that they do not have these unworldly expectations about what real-life is like. Becoming a teacher has always been my dream, and being able to help kids who are like me is just the cherry on top and I can not wait to be able to help these children thrive and receive the help and support they need.