Challenge Title: “The Secrets Suitcase” Overview: This challenge combines mystery, strategy, and fun revelations. Each Islander has to unlock a suitcase filled with secrets about themselves and their fellow Islanders. To win, they’ll need teamwork, quick thinking, and a little bit of bravery when personal truths are revealed. Setup: A line of colorful suitcases, one for each Islander, is placed in the challenge arena. Each suitcase has a lock with a code. The codes are hidden in mini-games or riddles scattered around the villa grounds (think pool floats, sand pits, and clue cards hidden in plain sight). Inside each suitcase are “secret cards” — funny, juicy, or embarrassing facts about the Islanders. (These facts are provided by producers based on pre-show questionnaires, cheeky truths, or things Islanders don’t know about each other yet.) How It Works: Team Split: Islanders are divided into two teams. Each team must open their opponents’ suitcases before time runs out. Clue Hunt: Teams race to solve riddles, complete physical mini-challenges (like relay races with water balloons, balancing on inflatables, or memory tests), and collect digits of the lock codes. Unlock & Reveal: Once a suitcase is unlocked, the team pulls out a secret card about one of the Islanders. The card is read aloud to the whole group. Guess Who: The opposing team must guess which Islander the secret belongs to. If they guess correctly, they score points. If not, the team who owns the suitcase gets the point. The Secrets: Examples of secret cards could include: “This Islander once went on three dates in one day.” “This Islander still sleeps with a childhood stuffed toy.” “This Islander got dumped over text… twice.” Secrets should be lighthearted and funny but still juicy enough to spark conversation and playful banter. Winning & Prize: The team with the most points after all suitcases are opened wins. The winning team gets a luxury villa treat — maybe a sunset cocktail party with snacks and a hot tub night. The losing team has to serve the winners breakfast the next morning. Impact in the Villa: Sparks banter, laughter, and maybe even some mild drama when certain secrets are revealed. Encourages Islanders to open up about their pasts and personalities in a fun way. Creates opportunities for flirty interactions, like teasing, bonding, and new conversations that might lead to unexpected connections.

Selected Passage: Marcus Aurelius, Meditations, Book IV, Section 3 “Men seek retreats for themselves, in the country, by the sea, in the hills; and you too are wont to desire such things very much. But this is altogether a mark of the most common sort of men, for it is in your power whenever you shall choose to retire into yourself. For nowhere, either with more quiet or more freedom from trouble, does a man retire than into his own soul.” Essay: The Inner Retreat My thesis is that Marcus Aurelius, in this passage, argues that the human soul is the only lasting refuge from turmoil, and that the disciplined practice of turning inward provides a kind of peace and freedom that external retreats can never secure. By rejecting the notion that tranquility lies in distant places or favorable circumstances, Aurelius elevates self-mastery and inner reflection as the true sources of rest. His claim is both radical and practical: radical because it relocates peace from the outside world to the inner life, and practical because it offers a method for resilience in the face of life’s unavoidable hardships. The Human Impulse to Escape Aurelius begins with a simple observation: people are constantly seeking “retreats for themselves” in the countryside, by the sea, or in the hills. He does not deny the attractiveness of these places—indeed, he admits that even he has often desired them. Yet his tone is one of correction. These retreats, he claims, are a mark of “the most common sort of men.” Why? Because they confuse setting with substance. A mountain cabin may provide stillness, but if the soul remains restless, the quiet will not last. Anxiety, regret, anger, or fear can follow us as faithfully as our own shadows. Aurelius identifies escapism as a universal temptation. Humans believe that by changing their environment, they can change the state of their minds. Yet in his view, the deeper truth is that peace is not about location but disposition. The desire to flee outward reveals a failure to cultivate strength inward. To seek rest in hills and seas is to admit that one has not yet learned the art of retreating into the soul. The Soul as the True Refuge The heart of Aurelius’s claim is that “it is in your power whenever you shall choose to retire into yourself.” Peace is not something given by chance or external conditions but something chosen and practiced. The soul, properly ordered, contains all that is necessary for quiet. This is a central Stoic conviction: happiness and tranquility are achieved through virtue and self-governance, not through possessions, fortune, or circumstance. Aurelius’s language of “power” is significant. He insists that each person has the ability to find this inner retreat. It is not reserved for philosophers in ivory towers or monks in isolation. The capacity to retire inward belongs equally to emperors and peasants, to the busy and the free, to the young and the old. What varies is not the possibility but the practice—the willingness to discipline one’s thoughts and cultivate reason as a guide. Self-Governance as the Core of Stoic Peace For Aurelius, the soul is not a passive place of escape but an active site of discipline. To retreat inward is to reorient oneself according to reason, to examine desires, and to strip away unnecessary fears. The Stoics taught that external events are beyond our control, but our judgments about those events are within our power. Thus, the soul becomes a fortress not by closing itself off, but by training itself to respond rightly. When Aurelius describes the soul as providing “more quiet and freedom from trouble” than any physical retreat, he means that no external circumstance can rob a person of their ability to choose how they think. War may rage, political duties may press, illness may come—but the mind, if properly trained, can still be calm. This is why he repeatedly urges himself to focus on what lies within his control and to release what does not. Historical Context: A Philosopher Emperor Aurelius’s insight gains weight when considered against his life. He was not a secluded thinker removed from responsibility. As Roman Emperor, he bore the immense pressures of ruling an empire during military conflicts, natural disasters, and the Antonine Plague. His writings were private notes to himself, reminders to endure with patience and rationality. When he says that the soul offers the best retreat, he speaks not as a dreamer but as one who lived amidst constant turmoil. This context is critical. Unlike the idyllic retreats of the wealthy, Aurelius’s retreat was inward because he could not escape outward. His responsibilities as emperor made vacations rare luxuries. Yet rather than despair, he reframed the problem: true peace is portable, accessible in any moment, because it lies within. His words remind us that philosophy is not an abstract exercise but a practical art for living amidst hardship. Modern Application: The Age of Distraction Aurelius’s message is strikingly relevant today. Modern society offers endless escapes: vacations, entertainment, social media, shopping. Each promises relief, but the relief is fleeting. The same anxieties return when the distraction fades. In fact, our age may embody the very problem Aurelius describes more than his own. The constant search for external retreat has left many without the ability to retreat inward. His wisdom suggests that modern people need to relearn the art of inner stillness. Practices like meditation, journaling, and reflection echo Aurelius’s counsel to “retire into yourself.” Yet these practices are not about selfish isolation—they are about cultivating resilience, so that we can engage the world with calm strength rather than desperate escape. Presence, Not Escape It is crucial to see that Aurelius is not advocating withdrawal from life. His retreat is not an abandonment of responsibility but a renewal of presence. By finding quiet within, one returns to duties and relationships with greater clarity. The inner retreat equips us to live better outwardly. This is why the Stoics emphasized virtue as active, not passive. To retreat into the soul is to sharpen the mind so that one can act justly, courageously, and wisely in the world. Conclusion: The Radical Freedom of the Inner Retreat Marcus Aurelius’s passage offers a timeless lesson: true tranquility cannot be found by fleeing to seas or mountains, but by cultivating strength within the soul. His underlying meaning is that self-governance is the only secure foundation for peace, and that freedom lies in mastering one’s judgments, not in manipulating circumstances. This teaching is radical because it refuses to locate happiness in luck, wealth, or escape. It demands that we look inward, discipline our minds, and accept responsibility for our own peace. It is practical because it provides a method of resilience in any age: when life is noisy, retire inward; when duties press, ground yourself in reason; when fear arises, remember what lies in your control. In a world where people continue to chase external retreats, Aurelius calls us to discover the one retreat that can never be taken away: the inner life, cultivated by reason and strengthened by virtue. To heed his words is to find not escape but presence—the freedom to be at rest in any circumstance because we have built a quiet strength within.

Making a Positive Impact Through Youth Sports This scholarship feels like the perfect opportunity for me because my life, career goals, and community service all connect back to the power of working with young people. My name is Robyn Leigh, and I am currently pursuing my bachelor’s degree in education after graduating high school in 2001. If all goes as planned, I will graduate in spring 2026—25 years later. That long journey has given me resilience, patience, and a deeper appreciation for the value of service. Alongside my work in schools, I have also had the privilege of coaching youth sports, particularly swimming, and I know firsthand how athletics can transform lives. Sports have always been about more than competition. For young people, they provide structure, discipline, teamwork, and a safe space to grow. In my role as a swim coach, I have seen shy students find their voice, discouraged students build confidence, and teammates turn into a family that supports one another. These experiences have shown me that sports can be a powerful tool for youth development, helping children and teens learn lessons that carry far beyond the pool or playing field. My plan to make a positive impact in my community through youth sports begins with creating inclusive opportunities. Not every child has access to athletic programs, and too often, those from under-resourced communities miss out on the benefits of structured sports. I want to expand access by advocating for affordable, community-based programs where all young people, regardless of income or background, can participate. Swimming, in particular, is a life-saving skill, and making sure students of color and low-income families have access to lessons is something I feel strongly about. Another way I plan to make an impact is by emphasizing character development as much as athletic performance. I want my athletes to leave practices and games not only stronger but also more confident, respectful, and resilient. I focus on setting goals, encouraging leadership among teammates, and teaching students how to handle both victory and defeat with grace. These lessons prepare them not just for sports, but for school, careers, and life. My personal journey has shown me the importance of mentors and role models. As someone who has returned to higher education after many years, I know what it means to have people in your corner who believe in you when the road gets tough. I want to be that support system for the young athletes I coach, showing them that hard work pays off and that they are capable of more than they might imagine. My hope is that by investing in youth sports, I can help create a generation of students who are confident in themselves, dedicated to their goals, and willing to give back to their communities as well. This scholarship will assist me by lightening the financial challenges of completing my education while continuing to coach and mentor. It will allow me to focus on becoming a certified teacher and strengthening my role as a coach who uses sports as a tool for empowerment. I see this scholarship not only as a step toward my own goals but also as an investment in the many students and athletes I will serve. For me, youth sports are more than a program—they are a pathway to community, leadership, and growth. With the support of this scholarship, I will continue using sports to open doors for young people, helping them discover both their abilities and their sense of presence in the world.

Supporting Early Childhood Development Supporting early childhood development is one of the most important responsibilities an educator can have, because the earliest years of life shape a child’s foundation for learning, relationships, and self-confidence. My plan to support early childhood development begins with creating environments where children feel safe, valued, and curious. At this stage, children learn best through play, exploration, and positive interactions. I want to foster classrooms where curiosity is encouraged, where children are free to ask questions, and where their social and emotional needs are nurtured alongside their academic growth. One of the main ways I plan to support early childhood development is by focusing on the whole child. That means not only teaching letters and numbers, but also building social skills, emotional regulation, and problem-solving abilities. I will use developmentally appropriate practices, such as hands-on activities, visual supports, songs, and movement, to engage young learners in ways that match their growth levels. I will also involve families as partners, because a child’s development is most successful when school and home work together. Parents and caregivers bring important knowledge about their child, and by collaborating with them, I can create consistent routines and expectations that strengthen learning in every environment. Another priority for me is inclusivity. Every child develops at their own pace, and some children may need additional support to meet milestones. My background in special education has shown me how important it is to adapt instruction so that all children, including those with disabilities, feel included and supported. For example, I will use differentiated instruction and assistive tools when needed, ensuring every child has the opportunity to succeed. Supporting early development is not just about preparing children for the next grade level—it is about making sure each child feels confident and capable in their own abilities. What made me decide on this field is a combination of personal experiences and professional ones. I have spent years working in schools, supporting teachers and students across grade levels, but I always noticed how critical the early years were. When children entered school with strong foundations, they often thrived later on; when they struggled early, those challenges often grew as time went on. That realization sparked my interest in working with younger students, because I wanted to make an impact where it matters most—at the beginning of a child’s educational journey. My own life journey also played a role. I graduated high school in 2001, and after 25 years of balancing work and family responsibilities, I am now pursuing my bachelor’s degree in education, with plans to graduate in spring 2026. Returning to school after such a long time has shown me the importance of perseverance, patience, and strong foundations. I see those same values in early childhood education. When we give children strong starts, we give them tools that last a lifetime. Ultimately, I chose this field because I believe children deserve teachers who will see their potential from the very beginning. Supporting early childhood development allows me to shape not only students’ academic skills but also their confidence, creativity, and love for learning. My goal is to help children build strong foundations so that no matter where life takes them, they carry with them the belief that they are capable and valued. That is the legacy I want to create as an educator.

Why I Am Passionate About Becoming a Special Education Teacher “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” — Harold Bloom When Harold Bloom speaks of bringing a student to “a sense of his or her own presence,” I understand this as helping students recognize their worth, their voice, and their ability to contribute meaningfully to the world. For students with disabilities, this is especially important, because too often they are underestimated or made to feel invisible. As a future special education teacher, my mission is to guide students toward confidence in themselves by highlighting their strengths, empowering them to advocate for their needs, and ensuring they know that their presence matters. My own journey has shaped this mission. I graduated from high school in 2001, and if all goes according to plan, I will graduate with my bachelor’s degree in spring 2026—25 years later. That long path reflects both the hardships I have faced and the persistence that drives me. Over the years, I have worked in schools, supported teachers, and mentored students. Each experience confirmed that my true calling is special education. I have seen the difference it makes when a student with special needs feels heard and supported, and I want to dedicate my career to creating those moments. For me, teaching is about more than academics. It is about building inclusion, empowerment, and advocacy. Inclusion means creating classrooms where every student feels welcome and has access to learning, no matter their ability. Empowerment means teaching students self-advocacy and giving them opportunities to lead and express themselves. Advocacy means standing up for students in systems that may not always recognize their full potential. These three commitments guide how I will help my students experience their “sense of presence” in both school and life. My values of resilience and service come directly from my personal journey. Returning to higher education after 25 years has not been easy, and one of my greatest obstacles has been financial aid. Because of recent restrictions tied to federal policies around diversity, equity, and inclusion, funding opportunities have been harder to access. At times, this has been discouraging. But it has also fueled my determination to keep going, not only for myself but for the students who will one day look to me as an example of perseverance. This is why I feel I am a perfect fit for this scholarship: my passion for becoming a special education teacher is clear, and the financial support would allow me to focus fully on completing my degree and entering the classroom ready to serve. Education has the power to transform lives, and I want to use mine to do exactly that. My goal is to create classrooms that are not just places of learning but also places of belonging, where students develop confidence in themselves and their futures. I know that the path I have walked—full of challenges, delays, and triumphs—has prepared me to be the kind of teacher who brings out the best in every child. With the support of this scholarship, I will complete my journey to graduation and begin helping my students write their own stories of presence, purpose, and possibility.

Why I Am Passionate About Becoming a Special Education Teacher “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” — Harold Bloom When I reflect on Harold Bloom’s statement, I understand it as the heart of what education should be. To me, “a sense of presence” means helping a student see themselves as capable, valuable, and powerful in their own right. It is not just about passing a test or completing an assignment. It is about giving students the ability to understand their own voice, to feel confident in their identity, and to know that their contributions matter. For students with special needs, this idea takes on an even deeper meaning, because too often they have been told or shown by society that they do not belong, that their voices are less important, or that their challenges define them. As a future special education teacher, my mission is to guide students to their own sense of presence by helping them see their strengths, advocating for their rights, and creating a classroom that celebrates every learner’s uniqueness. My passion for this profession has been shaped by my own life journey. I graduated from high school in 2001, and after many years of life’s responsibilities, I returned to pursue my bachelor’s degree in education. If all goes according to plan, I will graduate in spring 2026—25 years after finishing high school. That long gap reflects both the challenges I have faced and the determination I carry. I have worked in schools for years, supporting teachers and students in many different roles, and each experience confirmed to me that my true calling is in special education. Students with disabilities need teachers who not only understand their academic needs but also believe in their worth. I have seen how small moments of encouragement, patience, or understanding can change the course of a child’s day—or even their life. I want to be the teacher who takes the time to notice when a student is struggling, who creates multiple ways for them to show what they know, and who reminds them that their voice matters. Bringing a student to their sense of presence means showing them that they are more than their challenges, that they have gifts and talents to share, and that their presence makes a difference in the classroom community. My mission as a special education teacher is built around three commitments: inclusion, empowerment, and advocacy. Inclusion means creating classrooms where every student is welcomed, supported, and challenged at their level. I will use strategies like Universal Design for Learning, differentiated instruction, and assistive technology to make sure all students can access the curriculum. More importantly, I will work to build classroom communities where students respect each other’s differences and celebrate diversity. Empowerment means teaching students self-advocacy and resilience. Many students with disabilities struggle with confidence, so I want to provide them with opportunities to lead, to express their thoughts, and to take ownership of their learning. When students feel empowered, they begin to develop that strong sense of presence that Bloom described. Advocacy means standing up for students beyond the classroom. Too often, students with special needs are underestimated or excluded from opportunities. I will work with families, administrators, and communities to ensure that students receive the resources and support they deserve. My journey to this point has not been without obstacles. One of my greatest struggles has been securing financial aid. While I have been blessed with some scholarships and grants, recent restrictions connected to diversity, equity, and inclusion policies at the federal level have reduced opportunities for students like me to access funding. This has been discouraging at times, but it has also fueled my determination. If I can push through financial barriers, continue my studies, and complete my degree, I will prove not only to myself but also to my students that perseverance matters. I believe this scholarship is a perfect fit for me because I am deeply passionate about becoming a special education teacher, and I am committed to using that role to make a lasting difference. Education for me is not just a personal goal; it is a way to give back to my community. I live and work in Chicago, where many students face systemic challenges in education and in life. My vision is to create classrooms that provide not only academics but also stability, encouragement, and hope. I want to be the kind of teacher who inspires students to dream bigger, to see themselves as leaders, and to know that their presence is needed in this world. A Fairy Tale of My Journey Once upon a time, there was a woman who carried a dream in her heart. As a young girl, she believed she would grow up to teach, but life had other plans. She worked many jobs, cared for her family, and helped others along the way, but the dream of teaching stayed quietly inside her, waiting for the right moment. The woman often found herself standing at the edge of classrooms, helping children learn, calming their fears, and cheering for their successes. Each time she saw a child smile because they finally understood something or felt safe enough to try again, her dream spoke louder: “This is where you belong.” But the path back to school was guarded by dragons—dragons named Doubt, Fear, and Financial Struggle. The woman fought bravely, taking one step at a time, knowing that her sword was her determination and her shield was her love for children. Some days the dragons won small battles, but she never gave up. At last, the woman returned to the kingdom of Higher Education. She studied hard, built new skills, and gained wisdom from mentors and peers. She discovered that her journey had given her special powers: resilience, empathy, and courage. With these, she would become the heroine she was always meant to be—a teacher for children with special needs. Her mission was clear: she would guide her students to see their own magic, their own presence, and their own worth. With patience and love, she would help them slay their own dragons and find their rightful place in the kingdom. And so, the woman pressed on toward her 2026 graduation, ready to claim her title as Teacher and to use her gifts to transform lives. She knew her story was not only about her, but about every student she would one day teach. Together, they would write new chapters filled with possibility, presence, and purpose. Conclusion Professor Bloom’s words remind me daily of why I am pursuing this path. To bring students to a sense of their own presence is to give them something no grade or test score can measure: the belief that they matter. My journey, with all its hardships and triumphs, has prepared me for this work. With the support of this scholarship, I will complete my education and fulfill my mission of serving as a special education teacher who empowers students to see their value, use their voices, and take their rightful place in the world.

I graduated from high school in 2001, and if all goes as planned, I will graduate with my bachelor’s degree in spring 2026—25 years later. That gap in time tells the story of my life’s journey, filled with responsibility, growth, and resilience. It also explains why this scholarship opportunity means so much to me. I truly believe I am the perfect fit, because my path has shown that while education may be delayed, it is never denied when you remain committed to your goals. After high school, life took me in directions that pulled me away from college. I focused on working, supporting my family, and finding ways to serve my community. Over the years, I worked in schools and gained experiences that helped me realize my true calling was in education. I saw how powerful it was when teachers supported students who were struggling, and I knew I wanted to be that kind of positive force in young people’s lives. Although I was not in college classrooms during those years, I was learning valuable lessons about perseverance, empathy, and service that now shape the teacher I aspire to become. Coming back to higher education after 25 years has not been easy, but it has been worth it. I carry with me a deep sense of gratitude and determination. I know what it feels like to put dreams on hold, and I also know the pride of finally returning to accomplish what you set out to do. My journey has shaped my personal values of resilience, patience, and service to others. These values guide my career aspirations of becoming a teacher who not only teaches academics but also encourages students to believe in themselves, even when the path is difficult. My commitment to community service is deeply tied to my life experiences. I understand what it means to face barriers, and I also understand the importance of having someone believe in you. That is the role I want to play for my students and my community. I plan to use my education to advocate for equity in classrooms, provide encouragement for students who feel left behind, and give back through teaching and mentorship. This scholarship will make a critical difference in helping me achieve these goals. Balancing school, work, and life responsibilities after so many years has financial challenges, and this support will allow me to focus more fully on my education. It will also help me graduate on time and step into a teaching role where I can serve the students who need me most. Graduating 25 years after high school is more than a personal accomplishment—it is a testament to persistence and the belief that it is never too late to pursue your dreams. With this scholarship, I will not only complete my own journey but also empower others to begin theirs, creating a cycle of hope, education, and opportunity.

If I could design a class that every student from kindergarten through twelfth grade would be required to take, it would be a course on Life Skills and Social-Emotional Learning. While traditional subjects like math, reading, and science are important, too often students leave school without the skills they need to navigate the challenges of daily life, manage their emotions, or build healthy relationships. This class would be centered on teaching students how to communicate effectively, regulate their emotions, set goals, solve problems, and take care of themselves in both academic and personal settings. The course would grow with students as they moved through grade levels. In the early grades, the focus would be on simple but foundational skills, such as sharing, managing feelings, and learning how to resolve conflicts peacefully. As students entered middle school, the class would shift toward building resilience, time management, and positive peer interactions. By high school, the curriculum would include practical skills like financial literacy, digital responsibility, mental health awareness, and preparation for independent living. Students would also learn how to advocate for themselves, whether in a classroom, a workplace, or a community setting. One of the biggest impacts of this class would be on mental health. Many young people struggle with anxiety, stress, or feelings of isolation, and often they do not have the tools to cope in healthy ways. A class that normalizes conversations about emotions, teaches stress-management strategies, and encourages mindfulness would give students a sense of control and confidence. When students know how to handle challenges and setbacks, they are better able to focus on academics and build stronger relationships with their peers and teachers. Another powerful impact would be preparing students for adulthood in meaningful ways. Too many graduates step into the real world without knowing how to budget, manage credit, resolve conflicts in the workplace, or maintain healthy habits. A required life skills class would close this gap by giving students the practical knowledge they need to succeed. Just as important, it would give them the chance to practice these skills in safe and supportive environments before they face them on their own. This class would also create more empathetic and inclusive school communities. By teaching students from a young age to value kindness, practice active listening, and respect differences, the course would help reduce bullying and strengthen the bonds among students. Over time, schools could become places where students not only learn academics but also develop a deeper understanding of themselves and others. I believe the long-term effects of this class would extend far beyond school walls. Students who grow up learning how to manage their emotions, communicate effectively, and solve problems constructively are more likely to become adults who contribute positively to their communities. They would leave school not only ready for college or careers but also prepared for the responsibilities of citizenship, relationships, and self-care. Education should prepare students for life, not just for tests. A required Life Skills and Social-Emotional Learning class would ensure that every child, regardless of background, has the tools to thrive both inside and outside the classroom. It would be an investment not only in students’ academic success but also in their lifelong well-being and their ability to make meaningful contributions to society.

From an early age, I understood that school was not just a place for learning facts but also a place where students discover who they are and what they can become. My decision to pursue a career in teaching comes from years of working in classrooms, supporting students, and seeing firsthand the difference that strong, caring teachers can make. Teaching is more than a job to me—it is a calling. I want to guide students not only in their academics but also in their growth as people, preparing them to meet challenges and pursue their dreams with confidence. As a current educator working in Chicago Public Schools, I have seen many students who struggle with self-doubt or face barriers in their learning. Watching them grow when they are given patience, structure, and encouragement has shaped my purpose. For me, teaching is about creating an environment where every student knows they are capable and valued. I believe that when students feel seen, they are more willing to take risks, ask questions, and push themselves to succeed. My long-term goal is to be the type of teacher who helps students unlock potential they may not even know they have. My passion for teaching also comes from a personal place. During my own school years, I had a teacher who completely changed the direction of my life. At a time when I was struggling academically and personally, she refused to let me give up on myself. Instead of seeing me as another student who was “falling behind,” she took the time to get to know me, encouraged me to keep trying, and reminded me that mistakes were opportunities to learn. Her faith in me gave me the confidence to keep moving forward. What stood out most was her consistency—she never lowered her expectations but instead showed me that I was capable of reaching them with the right support. Looking back, I can say that her influence was one of the main reasons I chose education as my career. That experience stays with me every day I work with students. I know that a single teacher’s words or actions can change how a student views themselves and their future. I want to be that kind of influence. My commitment is to build a classroom culture where effort is celebrated, challenges are embraced, and students feel safe to grow. I also want to prepare my students for life beyond school, giving them tools not only for academics but also for problem-solving, resilience, and self-advocacy. Pursuing a career in teaching is not just about following a passion—it is about honoring the teachers who inspired me and paying forward the impact they had on my life. Teaching gives me the chance to combine my love for learning, my dedication to service, and my belief in the power of education to transform lives. I know the path is not always easy, but it is worth it. Every student deserves a teacher who will believe in them, push them, and remind them that they have what it takes to succeed. That is the teacher I aspire to be, and that is why I am committed to this profession.

My local church is where I first learned what real service looks like. It started with small jobs. I greeted families at the door, swept floors after events, and packed bags for back-to-school supply drives. I helped set up tables for community meals and stayed to wash dishes when the meal was over. Those simple tasks taught me to show up, be reliable, and do the work that needs to be done even when no one is watching. I also learned to serve with a kind heart and a steady attitude. That foundation guides everything I do in my school and in my neighborhood. As I grew more involved, I took on bigger roles. I helped organize food distributions and winter coat drives. I tutored younger students after Sunday service and during school breaks. I made phone calls to check on elders and families who were going through hard times. Church leaders taught me to notice needs, listen first, and follow through. I learned how to build a volunteer team, set simple goals, make a checklist, and communicate clearly so everyone knows their part. I also learned to protect people’s dignity. We do not judge. We meet people where they are and try to remove barriers so they can move forward. These church lessons show up in my work as a Chicago Public Schools Teacher Resident at Lindblom. I support students in a cluster program and I focus on calm routines, visual supports, and life skills. My church experience taught me patience and consistency. When a student is upset, I stay steady and use clear steps to help them regulate. When a family needs help, I reach out with care. I connect them with resources for food, housing, or counseling, and I keep their information private. I partner with teachers, therapists, and parents so the student gets what they need. Service is not always a big event. It is the daily habit of noticing a need and taking action. I am also the head swim coach for the girls and boys teams at King College Prep. The way we build team culture comes straight from my church life. We welcome every swimmer, set clear expectations, and lift each other up. I run Team Building Thursday and design dry-land workouts that include all skill levels. If a student lacks gear or a ride, I work on solutions. I keep families informed and plan with safety in mind. My church taught me that encouragement is powerful. I tell my students, nothing beats a failure but a try. We practice, reflect, and try again. Because of my church, service is my habit, not a special occasion. It shaped my leadership, my empathy, and my belief that every person can grow with the right support. It also gave me a strong network, so when a crisis happens, I know how to organize help quickly and with respect. I plan to keep serving as a CPS teacher for the long term. The lessons I learned at church guide how I show up for my classroom, my team, and my city every single day.