I plan to major in elementary education and then pursue a Master’s Degree in special education. My decision to become a teacher has been informed by volunteering and working with kids as a tennis coach, conducting education related research, and volunteering as an assistant teacher with special needs elementary students. I’m excited about the opportunity to make a difference in the lives of young students and look forward to learning all I can about teaching during college. Working with children comes naturally to me and I've been in a ‘teaching’ role as a tennis coach for several years. For the past two summers, I’ve worked as a coach at York Golf & Tennis where I teach tennis clinics, camps and lessons. I started out as a volunteer and then was hired to help run the summer junior programs. I also develop lesson plans for other less experienced junior coaches to follow. To build on my teaching skills, last summer I completed an intensive training program to become certified as a PTR Level 1 tennis coach. I also volunteered to help coach tennis for kids through a tennis clinic at the York Parks and Recreation Department last fall. Working as a coach helped me realize how much I enjoy working with kids. One thing I’ve learned from coaching tennis is that children with different levels of ability can overcome learning challenges if they have positive support combined with technical training. I have found it very satisfying to work one-on-one with kids that might be struggling with tennis because of various issues. I listen to them and look for creative ways to help them feel confident and try new skills through a fun and engaging atmosphere on the courts. During my junior year at York High School, I decided to conduct an AP Research project about the impact of technology on literacy teaching for second grade students. Through this project, I spent several weeks observing classrooms at Village Elementary School where I learned about how technology can be used as a tool for teaching and how it can get in the way of learning if relied on too heavily. Perhaps more importantly, when I saw how the teachers were making a difference as they connected with their students, I felt even more strongly about my own interest in becoming a teacher. To learn more about being teacher, I’ve been volunteering two to three days each week with kids in the special education program at Village Elementary School since last fall. Some days I help kids learn to write their ABCs and other days I help them build race tracks for their toy cars. Although in the eyes of the children, I’m the assistant teacher, I believe I’ve learned more by working with these kids than anywhere else. They show up every day, beyond excited to learn. They always greet me with big smiles, ecstatic to see that I’ve come back, and I’m just as happy to see them. Spending time teaching these kids has given me confidence and made me really enthusiastic about becoming special education teacher. Throughout high school, I have worked hard to balance academic success with competitive tennis, community service, and working to save money for college. My academic achievements include a top 10% class rank, National Honor Society, World Language National Honor Society, an AP Scholar Award, and AP Seminar and Research Certificate. This scholarship will help me to pursue the education I need to give back as a special education teacher while also contributing to my community through volunteer work in my college years and beyond.

I plan to major in elementary education and then pursue a Master’s Degree in special education. My decision to become a teacher has been informed by volunteering and working with kids as a tennis coach, conducting education related research, and volunteering as an assistant teacher with special needs elementary students. I’m excited about the opportunity to make a difference in the lives of young students and look forward to learning all I can about teaching during college. Working with children comes naturally to me and I've been in a ‘teaching’ role as a tennis coach for several years. For the past two summers, I’ve worked as a coach at York Golf & Tennis where I teach tennis clinics, camps and lessons. I started out as a volunteer and then was hired to help run the summer junior programs. I also develop lesson plans for other less experienced junior coaches to follow. To build on my teaching skills, last summer I completed an intensive training program to become certified as a PTR Level 1 tennis coach. I also volunteered to help coach tennis for kids through a tennis clinic at the York Parks and Recreation Department last fall. Working as a coach helped me realize how much I enjoy working with kids. One thing I’ve learned from coaching tennis is that children with different levels of ability can overcome learning challenges if they have positive support combined with technical training. I have found it very satisfying to work one-on-one with kids that might be struggling with tennis because of various issues. I listen to them and look for creative ways to help them feel confident and try new skills while creating a fun and engaging atmosphere on the courts. During my junior year at York High School, I decided to conduct an AP Research project about the impact of technology on literacy teaching for second grade students. Through this project, I spent several weeks observing classrooms at Village Elementary School where I learned about how technology can be used as a tool for teaching and how it can get in the way of learning if relied on too heavily. Perhaps more importantly, when I saw how the teachers were making a difference as they connected with their students, I felt even more strongly about my own interest in becoming a teacher. To learn more about being teacher, I’ve been volunteering two to three days each week with kids in the special education program at Village Elementary School since last fall. Some days I help kids learn to write their ABCs and other days I help them build race tracks for their toy cars. Although in the eyes of the children, I’m the assistant teacher, I believe I’ve learned more by working with these kids than anywhere else. They show up every day, beyond excited to learn. They always greet me with big smiles, ecstatic to see that I’ve come back, and I’m just as happy to see them. Spending time teaching these kids has given me confidence in my plan to become a special education teacher. Throughout high school, I have worked hard to balance academic success with competitive tennis, community service, and working to save money for college. My academic achievements include a top 10% class rank, National Honor Society, World Language National Honor Society, an AP Scholar Award, and AP Seminar and Research Certificate. This scholarship will help me to pursue the education I need to give back as a special education teacher while also contributing to my community through volunteer work in my college years and beyond. "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." - Professor Harold Bloom, Possessed by Memory. To me this quote highlights the unique value of every student. I think Professor Bloom understood that the teacher's job is to create a learning environment that allows students to feel comfortable and confident enough to become their best selves. As a teacher, my mission will be to bring an open mind so that I can listen and learn about every student I work with and find the best strategies for helping them learn new skills. I think my experience with tennis and becoming a professional tennis coach will help me with teaching special education students. Personally, I have always found it easiest to learn in an atmosphere of fun. As a young student, I was easily distracted and found myself paying the most attention to the teachers who knew how to create a positive and fun classroom dynamic that kept my attention. When I completed the PTR 1 tennis coaching program, I was surprised to learn that the curriculum for working with beginners and young children focused a lot on the need to make learning fun, engaging, simple, and positive. After volunteering in elementary classrooms, I've observed that these same strategies also work well in helping teachers connect with special needs students. When I think of myself as a special needs teacher, I see myself creating a classroom environment where the kids feel comfortable being themselves, where they can laugh with each other, where they can dig into topics that interest them, where mistakes are learning opportunities, and where they can build on their strengths instead of feeling bad about their weaknesses. I will know if I am successful not just by looking at learning outcomes for literacy or math, but by seeing students show up with smiles on their faces, eager to learn, and go home feeling good about themselves.

I plan to major in elementary education and then pursue a Master’s Degree in special education. My decision to become a teacher has been informed by volunteering and working with kids as a tennis coach, conducting education related research, and volunteering as an assistant teacher with special needs elementary students. I’m excited about the opportunity to make a difference in the lives of young students and look forward to learning all I can about teaching during college. Working with children comes naturally to me and I've been in a ‘teaching’ role as a tennis coach for several years. For the past two summers, I’ve worked as a coach at York Golf & Tennis where I teach tennis clinics, camps and lessons. I started out as a volunteer and then was hired to help run the summer junior programs. I also develop lesson plans for other less experienced junior coaches to follow. To build on my teaching skills, last summer I completed an intensive training program to become certified as a PTR Level 1 tennis coach. I also volunteered to help coach tennis for kids through a tennis clinic at the York Parks and Recreation Department last fall. Coach helped me realize how much I enjoy working with kids. One thing I’ve learned from coaching tennis is that children with different levels of ability can overcome learning challenges if they have positive support combined with technical training. I have found it very satisfying to work one-on-one with kids that might be struggling with tennis because of various issues. I listen to them and look for creative ways to help them feel confident and try new skills through a fun and engaging atmosphere on the courts. During my junior year at York High School, I decided to conduct an AP Research project about the impact of technology on literacy teaching for second grade students. Through this project, I spent several weeks observing classrooms at Village Elementary School where I learned about how technology can be used as a tool for teaching and how it can get in the way of learning if relied on too heavily. Perhaps more importantly, when I saw how the teachers were making a difference as they connected with their students, I felt even more strongly about my own interest in becoming a teacher. To learn more about being teacher, I’ve been volunteering two to three days each week with kids in the special education program at Village Elementary School since last fall. Some days I help kids learn to write their ABCs and other days I help them build race tracks for their toy cars. Although in the eyes of the children, I’m the assistant teacher, I believe I’ve learned more by working with these kids than anywhere else. They show up every day, beyond excited to learn. They always greet me with big smiles, ecstatic to see that I’ve come back, and I’m just as happy to see them. Spending time teaching these kids has given me confidence in my plan to become a special education teacher. Throughout high school, I have worked hard to balance academic success with competitive tennis, community service, and working to save money for college. My academic achievements include a top 10% class rank, National Honor Society, World Language National Honor Society, an AP Scholar Award, and AP Seminar and Research Certificate. This scholarship will help me to pursue the education I need to give back as a special education teacher while also contributing to my community through volunteer work in my college years and beyond.

I plan to major in elementary education and then pursue a Master’s Degree in special education. My decision to become a teacher has been informed by volunteering and working with kids as a tennis coach, conducting education related research, and volunteering as an assistant teacher with special needs elementary students. I’m excited about the opportunity to make a difference in the lives of young students and look forward to learning all I can about teaching during college. Working with children comes naturally to me and I've been in a ‘teaching’ role as a tennis coach for several years. For the past two summers, I’ve worked as a coach at York Golf & Tennis where I teach tennis clinics, camps and lessons. I started out as a volunteer and then was hired to help run the summer junior programs. I also develop lesson plans for other less experienced junior coaches to follow. To build on my teaching skills, last summer I completed an intensive training program to become certified as a PTR Level 1 tennis coach. I also volunteered to help coach tennis for kids through a tennis clinic at the York Parks and Recreation Department last fall. Working as a coach helped me realize how much I enjoy working with kids. One thing I’ve learned from coaching tennis is that children with different levels of ability can overcome learning challenges if they have positive support combined with technical training. I have found it very satisfying to work one-on-one with kids that might be struggling with tennis because of various issues. I listen to them and look for creative ways to help them feel confident and try new skills through a fun and engaging atmosphere on the courts. During my junior year at York High School, I decided to conduct an AP Research project about the impact of technology on literacy teaching for second grade students. Through this project, I spent several weeks observing classrooms at Village Elementary School where I learned about how technology can be used as a tool for teaching and how it can get in the way of learning if relied on too heavily. Perhaps more importantly, when I saw how the teachers were making a difference as they connected with their students, I felt even more strongly about my own interest in becoming a teacher. To learn more about being teacher, I’ve been volunteering two to three days each week with kids in the special education program at Village Elementary School since last fall. Some days I help kids learn to write their ABCs and other days I help them build race tracks for their toy cars. Although in the eyes of the children, I’m the assistant teacher, I believe I’ve learned more by working with these kids than anywhere else. They show up every day, beyond excited to learn. They always greet me with big smiles, ecstatic to see that I’ve come back, and I’m just as happy to see them. Spending time teaching these kids has given me confidence in my plan to become a special education teacher. Throughout high school, I have worked hard to balance academic success with competitive tennis, community service, and working to save money for college. My academic achievements include a top 10% class rank, National Honor Society, World Language National Honor Society, an AP Scholar Award, and AP Seminar and Research Certificate. This scholarship will help me to pursue the education I need to give back as a special education teacher while also contributing to my community through volunteer work in my college years and beyond.

I plan to attend Clemson University to study elementary education and special education. My decision to become a teacher has been informed by working with kids as a tennis coach, conducting education related research, and volunteering as an assistant teacher with special needs students at the local elementary school. Working with children comes naturally to me and I have been in a ‘teaching’ role as a tennis coach since I started out as a volunteer coach during my sophomore year. For the past two summers, I’ve worked as a paid coach at York Golf & Tennis where I teach tennis clinics, camps and lessons. I also develop lesson plans for other junior coaches to follow. Last summer I participated in an intensive training program and became certified as a PTR Level 1 tennis coach which also included CPR and Safe Sport certifications. I also volunteered to coach youth tennis through the York Parks and Recreation Department last fall. One thing I’ve learned from coaching tennis is that kids with all different levels of ability can be successful by overcoming challenges if they have the right kind of positive support combined with technical training. I have found it very satisfying to work one-on-one with kids who might be struggling on the courts because of various issues. I listen to them and look for creative ways to help them feel confident and try new skills through a fun and engaging atmosphere on the courts. I found this same approach also applies in the classroom. During my junior year at York High School, I decided to conduct an AP Research project about the impact of technology on literacy teaching for second grade students. Through this project, I spent several weeks observing classrooms at Village Elementary School. I learned about how technology can be used as a tool for teaching as well as how it can get in the way of learning if relied on too heavily. Perhaps more importantly, when I saw how the teachers were making a difference as they connected with their students, I started feeling even more strongly about my interest in becoming an elementary school teacher. To learn more about what it’s like to be a teacher, I’ve been volunteering two to three days each week to work with kids in the special education program at Village Elementary School since last fall. Each day I show up unsure of what will happen. Some days I help kids learn to write their ABCs and other days I help them build race tracks for their toy cars. But every day I leave knowing that I have learned something new. Although in the eyes of the children, I’m the assistant teacher, I’ve learned more in my time working with these kids than I have anywhere else. They show up every day, beyond excited to learn. They always greet me with big smiles, ecstatic to see that I’ve come back, and I’m just as happy to see them. Spending time with these kids has given me confidence about becoming a teacher. Throughout my high school, I have worked hard to balance academics with competitive tennis programs, community service, and working to make money for college. My academic achievements include being in the top 10% of my class, National Honor Society, World Language National Honor Society, earning an AP Scholar Award, and AP Seminar and Research Certificate. This scholarship will help me to pursue the education I need to give back as a special education teacher while also contributing to my community through volunteer work in my college years and beyond.