That quote by Professor Harold Bloom speaks to the heart of what it means to be a teacher—especially a special education teacher. To bring a student to a “sense of their own presence” means helping them realize their value, voice, and unique place in the world. It’s about guiding them to see that who they are matters, and that they can learn, grow, and contribute in meaningful ways. As a future special education teacher, I am passionate about creating a space where every student feels seen, heard, and empowered. Many students with special needs are told—directly or indirectly—that they’re “less than,” or that they must change to fit the world. My mission is to help them recognize that they already have worth and potential just as they are. I will support them in discovering their strengths, advocating for themselves, and feeling confident in their abilities. The Garden of Light Once upon a time, in a quiet village nestled between whispering woods and silver hills, there lived a teacher named Ms. Luna. She was not like the others in the village—she carried with her a strange, glowing lantern. No one could quite see its light but her, and still, people said it shimmered like a sunrise held in glass. The lantern, however, was not for lighting paths through the dark woods. It had a different kind of magic: it could awaken the hidden glow in others—the kind of light that gets buried beneath fear, loneliness, and being misunderstood. In that village, there were children who didn’t quite fit in. They were called the Quiet Ones—not because they could not speak, but because the world rarely took the time to listen. Their minds worked in mysterious, beautiful ways, but their silence was mistaken for absence. They sat at the back of the classroom, unnoticed and unheard, as the world moved on without them. When Ms. Luna arrived at the village school, she didn’t bring new books or charts or rules. She brought her lantern and a heart full of wonder. Instead of standing at the front of the class barking out lessons, she wandered from desk to desk, gently asking each child, “What makes your heart feel big?” “What color is your favorite feeling?” “What do you dream when no one is watching?” At first, there was only silence. But then, one child shyly showed Ms. Luna a notebook filled with wild inventions. Another quietly played the same song on a wooden flute every morning. One little girl, who hadn’t spoken for weeks, painted stars that looked like they belonged in another universe. As Ms. Luna listened—truly listened—the lantern beside her glowed brighter. She never rushed them. She didn’t try to change them. She simply gave them space to become. As days passed, the classroom began to change. Laughter echoed softly from corners where there had once been only whispers. Art filled the walls. Music floated through open windows. Group projects turned into joyful chaos as students taught each other what Ms. Luna had taught them—to see, to hear, and to believe. The villagers, skeptical at first, came to visit. They expected a strange, noisy mess—but instead found a garden of learning, blooming with ideas, curiosity, and pride. “How did you do it?” they asked. “I didn’t do anything,” Ms. Luna replied, her eyes twinkling. “I just held up the light until they saw their own.” From then on, the Quiet Ones were quiet no more. They became inventors, storytellers, dancers, builders, and dreamers. They didn’t all become loud—but they all became seen. The lantern still glowed on Ms. Luna’s desk, but it had changed. The light inside pulsed with many colors now, not just one—each hue a piece of every child she had helped discover themselves. And so, in the little school by the silver hills, a garden of light grew and grew, watered by compassion, lit by truth, and rooted in the belief that every child has a light worth seeing. The End

Why I Am Passionate About Being a First-Generation, Mexican-American College Graduate Being a first-generation, Mexican-American college graduate means more to me than earning a degree—it represents a journey of perseverance, sacrifice, and hope. My passion for achieving this goal is deeply rooted in my family’s story and cultural identity. My parents and grandparents worked incredibly hard, often in labor-intensive jobs, to provide a better life for our family. They faced language barriers, limited access to education, and economic hardships, yet they never gave up. Their sacrifices inspire me to push forward and break through barriers they were not able to overcome. As a Mexican-American, I also feel a strong sense of responsibility to represent my community with pride. Education is a powerful tool, and I believe that by earning my degree, I can challenge stereotypes and help reshape how society views our community. I want to be an example to younger generations—especially those who feel that college is out of reach due to financial, cultural, or social obstacles. I want them to see that it is possible and that they are capable, no matter their background. Additionally, being the first in my family to attend and graduate from college is a personal achievement that gives me great pride. It proves that dedication, hard work, and resilience can lead to success. I’m not just pursuing a degree for myself—I’m doing it for my family and future generations. I want to create new opportunities, both for my career and for those I may inspire along the way. My goal of becoming a Special Education Teacher is part of this mission. I want to serve as a role model, not only academically but culturally. I hope to bring more representation into the education system, helping students from diverse backgrounds feel seen and understood. Being a first-generation, Mexican-American college graduate isn’t just about what I achieve—it’s about creating a lasting impact for others, opening doors, and showing that our stories matter. This passion drives me every day, and I carry it proudly in everything I do. By achieving this milestone, I am not only fulfilling my own dreams but also honoring my family's legacy, paving the way for those who will follow after me, and I hope to be my children's inspiration and remodel for their future. In conclusion this is why my goal and passion is about being a first-generation, Mexican-American College Graduate.

I want to become a teacher because I believe in the power of education to change lives. I’ve seen firsthand how much of a difference a caring, patient, and dedicated teacher can make in a student’s life, and I want to be that person for someone else. Teaching isn’t just about lessons and standards; it’s about connection, growth, and helping each child discover their strengths and abilities. Every student has a unique learning style, and I want to be the teacher who recognizes and nurtures that individuality. I am driven by the belief that education can empower children to overcome challenges and pursue their dreams. I still remember the moment a struggling student in my resource class mastered the first 25 sight words after weeks of practicing—the joy in their eyes cemented my belief in the transformative power of teaching. That moment was a reminder of how small victories can spark a lifelong love for learning. It was in that instant that I truly understood the lasting impact of patience and persistence, both for the student and for myself as their teacher. It was a shared victory that made me feel more committed to my role and the incredible responsibility that comes with it. I love working with children and seeing how their eyes light up when they learn something new or accomplish something they didn’t think they could do. I want to create a classroom where students feel safe, seen, and supported. I believe every child deserves a teacher who believes in them, even on the hard days. Encouragement and positive reinforcement are key to helping students build the confidence they need to succeed. I strive to create an environment where each student feels valued, respected, and inspired to be their best self. What draws me most to teaching is the opportunity to help kids build not only academic skills but also confidence, empathy, and resilience. I want to help them discover who they are and how to work with others, solve problems, and express themselves. These essential life skills will not only serve them in the classroom but will also help them navigate the challenges of adulthood. I believe in fostering a growth mindset in my students, where they understand that mistakes are opportunities for growth and learning, not failures. Working in the resource setting for the past four years has been a life-changing experience. Getting to grow with my students and learning new ways to teach and approach different situations has been eye-opening. This journey has only deepened my passion for teaching and strengthened my commitment to becoming an educator who makes a difference. I have developed a greater appreciation for the diverse learning needs of students and how important it is to tailor teaching strategies to each individual. I’m excited for the opportunity to continue growing in this field and to build a career dedicated to shaping the future, one student at a time.

My passion for special education comes from a deep desire to make a difference in the lives of students who learn and experience the world in unique ways. Every child deserves the opportunity to grow, succeed, and feel valued, and I want to be the kind of teacher who helps them reach their full potential. I believe that special education is more than just teaching—it’s about advocating for students, providing them with the tools they need to thrive, and creating an inclusive environment where they feel safe and supported. My mission as a special education teacher is to cultivate a supportive and inclusive classroom where every student feels capable, valued, and celebrated for who they are. I will accomplish this by fostering independence, encouraging self-expression, and providing individualized instruction that highlights each student's strengths. Through patience, positive reinforcement, and engaging learning experiences, I aim to help my students develop a strong sense of self and the confidence to navigate the world with pride and determination. The ability to adapt lessons to meet individual needs, celebrate small victories, and build strong relationships with students and their families is what draws me to this field. I want to be a voice for those who might struggle to express themselves, a mentor who helps them discover their strengths, and a source of encouragement when challenges arise. Seeing students grow in confidence and independence is one of the most rewarding experiences, and I am committed to making a positive impact in their lives. ........................................................................................................................................................... The Light of Woodstock Once upon a time, in the heart of the enchanted kingdom of Woodstock, there lived a kind and determined young heroine named Sandra. Unlike knights who wielded swords or wizards who cast mighty spells, Sandra’s greatest power was her unwavering belief that every soul deserved to be seen, heard, and valued. Woodstock was a beautiful land, but hidden in its corners were children who felt lost in the shadows. These children, each with their own unique gifts, struggled to find their voices in a world that did not always understand them. Some could not speak with words, while others saw the world in colors and sounds no one else could comprehend. Many longed to learn, to be included, to shine—but the kingdom had not yet built a place where they could thrive. Determined to change this, Sandra set out on a journey. She traveled across, Woodstock learning from each child, discovering their strengths, and understanding their challenges. With every lesson she learned, her heart burned brighter with purpose. She gathered the wisest scholars, the most patient teachers, and the kindest hearts from all corners of the kingdom. Together, they built a grand sanctuary—a school where every child, no matter how they learned or expressed themselves, would be embraced and celebrated. It was a place of music, art, and learning tailored to each child's needs, where differences were not seen as obstacles but as gifts to be nurtured. As the school’s doors opened, the kingdom watched in wonder. The children, once hidden in the shadows, began to blossom like the enchanted flowers of Woodstock. They laughed, learned, and discovered their own sense of presence in the world. Sandra’s dream had come true. She had given them not just a school, but a home where they belonged—a place where they knew, without a doubt, that they mattered. And so, Woodstock flourished, its light shining brighter than ever before, all because of the heroine who believed in the magic within every child. And from that day forward, Sandra's legacy lived on, in every smile, every success, and every heart that had once longed to be seen. For true heroes are not those who wield swords nor wizards who cast mighty spells, but those who ignite the light in others. The End Thank you, Sandra Pacheco