If I could change anything in education, it would be the prioritization of emotional intelligence (EQ) as equally essential as academic intelligence (IQ). Our current education system is largely structured around standardized testing, performance metrics, and a race toward measurable outcomes. While academic knowledge is undoubtedly important, the often-overlooked domain of emotional learning—self-awareness, empathy, resilience, communication, and relationship-building—is just as critical in preparing students for life beyond the classroom. Emotional intelligence isn’t a "soft skill" as it's often labeled—it’s a foundational skill. Research continually shows that individuals with higher EQ tend to perform better in collaborative environments, adapt more easily to change, and exhibit stronger leadership skills. These traits are necessary in nearly every career path, from engineering to the arts to education itself. Despite this, most traditional school systems provide little to no formal instruction in emotional intelligence. Students are rarely taught how to manage conflict, how to recognize and regulate their emotions, or how to empathize with others. These essential life skills are often left to chance or expected to be taught at home, where consistency and resources can vary dramatically. Integrating emotional learning into the core curriculum is not merely an idealistic vision—it is a practical and achievable shift. Programs like Social Emotional Learning (SEL) have shown positive results in various school districts, improving not only student behavior but also academic outcomes. A study conducted by CASEL (Collaborative for Academic, Social, and Emotional Learning) found that students who participated in SEL programs showed an 11 percentile point gain in academic achievement compared to those who did not. Clearly, emotional learning doesn't compete with academic success—it enhances it. Moreover, the current education system, especially in underserved communities, often neglects the emotional well-being of its students. Many children come to school carrying trauma, stress, or instability that goes unnoticed because educators are not always trained to recognize these signs. The result is a cycle where academic performance suffers not from lack of intelligence but from unaddressed emotional needs. If teachers received proper training in trauma-informed practices and emotional coaching, they could more effectively support students facing adversity. This change also has the power to reduce school violence and bullying. When students are taught to recognize their emotions and channel them constructively, they’re less likely to lash out or internalize their struggles. Empathy, taught from an early age, cultivates a sense of community and mutual respect. Rather than punitive approaches to behavior management—like suspensions or detentions—schools could employ restorative practices that help students reflect, communicate, and make amends. One of the most striking aspects of emotional learning is its long-term impact. As someone who has worked with youth in mentorship and after-school programs, I have witnessed firsthand how students who learn to articulate their feelings and manage interpersonal conflict thrive not only in school but also in life. I remember one middle school student I mentored who struggled with anger and isolation. Through consistent emotional coaching, role-playing social situations, and teaching him how to reflect before reacting, he transformed over a semester. He began forming healthy friendships, reengaging in class, and even volunteered to help others who were struggling. His academic performance improved, but more importantly, he began to believe in himself. That transformation was rooted in emotional development, not test prep or textbook drills. Implementing emotional intelligence into education doesn't mean abandoning academics; it means enhancing them. Imagine a classroom where students learn algebra and empathy side-by-side—where critical thinking is taught in both math problems and moral dilemmas. Imagine schools where success is defined not just by test scores, but by how students treat themselves and each other. This vision is not utopian; it’s necessary, especially in a world that increasingly demands adaptability, compassion, and collaboration. Of course, transforming the education system to incorporate EQ at scale requires more than good intentions. It involves curriculum changes, teacher training, funding, and perhaps most critically, a cultural shift in how we define “success.” But every meaningful change in education has faced similar hurdles. The integration of technology, the move toward inclusive education for students with disabilities, and the rise of differentiated instruction all began with a recognition that students are not one-size-fits-all. This change would follow the same principle: education must serve the whole child, not just the part that shows up on a test. In conclusion, if I could change one thing in education, it would be to embed emotional intelligence into the heart of every school’s mission. We must stop treating EQ as optional and start recognizing it as vital. When students are emotionally literate, they are better prepared to learn, lead, and live with purpose.

My name is Theresa Habrik, and I am pursuing a career in education because I believe every child deserves the opportunity to succeed—especially those with special needs. My passion for teaching and serving this community stems from a deep belief in equity, inclusion, and the power of human potential. I want to become the kind of teacher who makes a lasting difference, not only by educating students but by advocating for their rights, growth, and dignity. Growing up, I had several classmates who had learning disabilities or developmental challenges. I saw how some of them struggled—not because they weren’t capable, but because they didn’t always receive the support they needed. I also witnessed how impactful a caring and trained teacher could be in transforming their experience. Those moments inspired me to learn more about special education, and eventually commit myself to a career where I can be that supportive figure for someone else. My goal is to become a special education teacher who creates a safe, inclusive, and engaging learning environment for every student. I believe in meeting students where they are and helping them grow from there. That means using individualized education plans (IEPs), adapting instruction to suit diverse learning styles, and being patient and creative in my approach. I also want to build strong relationships with parents and caregivers, so we can work together as a team to support each child’s development. Beyond the classroom, I aim to be an advocate for inclusion and accessibility in the wider school community. I want to help reduce the stigma that students with special needs sometimes face by fostering understanding among peers, encouraging acceptance, and promoting kindness and empathy as classroom values. I also hope to stay informed about new strategies, technologies, and research in special education, so I can continue improving my teaching and sharing what I learn with others. In the long term, I envision myself mentoring new teachers and helping shape school programs to be more inclusive and supportive of all learners. I may even pursue leadership roles or further education to influence broader policy changes that benefit students with special needs. Ultimately, my goal is to make a meaningful, lasting social impact by helping children with special needs gain the confidence, skills, and support they need to thrive—not just in school, but in life. I believe this work is not just important—it is necessary. Every student deserves a champion, and I want to be that person.

I am a student with a deep passion for math and science, fueled by curiosity and the drive to understand the world around me. From a young age, I’ve been fascinated by the way the world works, and I’ve always sought answers to complex questions. Whether it was solving problems in math or experimenting in science class, I have always found joy in discovering patterns, testing theories, and using logic to break down challenges. I’ve been fortunate to have teachers who encouraged this curiosity and helped me grow in my understanding of these subjects. I was particularly inspired by the way math and science could be applied to real-world problems. I realized that these fields are not just academic—they have the potential to change lives and solve some of the world’s most pressing issues. That realization ignited my desire to pursue a career in these fields and contribute to advancing knowledge and innovation. One of the key areas I plan to focus on in my career is the intersection of math, science, and technology. With rapid advancements in artificial intelligence, data science, and biotechnology, I believe that math and science will continue to play a vital role in shaping the future. I want to contribute to these fields by working on research projects that push the boundaries of what we know and explore new possibilities. For instance, the application of mathematical models to predict complex phenomena, like climate change or disease outbreaks, is an area where I believe I can make a significant impact. I want to be part of a generation of scientists and mathematicians who use their skills to solve real-world problems. In addition to contributing to research, I plan to work on educational initiatives that help make math and science more accessible and engaging. These fields are often perceived as difficult or intimidating, and I want to be part of changing that perception. I believe that through interactive learning experiences, technology, and a more inclusive approach, we can make these subjects more approachable for students of all backgrounds. Whether it’s through teaching, creating educational resources, or mentoring younger students, I want to help foster a love for math and science and encourage future generations to pursue these fields. Furthermore, I am particularly interested in applying my skills to environmental science. The global challenges of sustainability and climate change require new ideas and innovative solutions. I see math and science as essential tools for understanding these issues and finding ways to mitigate their effects. By combining my knowledge in math with a focus on environmental studies, I hope to contribute to solutions that help address these challenges, whether it’s through renewable energy, environmental conservation, or sustainable agriculture. Ultimately, my goal is to use my education in math and science not only to advance knowledge and innovation but also to make a tangible difference in the world. Whether through research, education, or practical applications, I hope to be part of a movement that harnesses the power of these fields to solve critical problems, improve lives, and create a more sustainable and equitable future for all.

I am pursuing a career in teaching because I believe that education is the foundation of personal growth, opportunity, and empowerment. It is through education that we come to understand the world, our place in it, and the tools we have to shape it. But more than facts and formulas, teaching is about connection. It’s about believing in people—especially when they may not believe in themselves—and guiding them to discover their strengths. That’s the kind of teacher I aspire to be. My interest in teaching began when I was young, watching how my favorite teachers could light up a room and make every student feel seen. One teacher, in particular, changed my life—not just by helping me understand the subject, but by making me feel like I mattered. That experience stayed with me. It made me realize the incredible power educators have to shape not just a student’s academic success, but also their self-confidence and outlook on life. As an international student, I’ve faced unique challenges: being far from family, adjusting to a new culture, and learning in a second language. I know how isolating it can feel to be different, to struggle silently, or to question your own potential. That’s why I’m drawn to the classroom—not to simply teach a subject, but to create a space where all students feel welcome, understood, and supported. I want to help students—especially those who feel like they don’t belong—find their voice and feel proud of who they are. I plan to teach math because it’s a subject that often intimidates students. But I believe that with the right approach, anyone can succeed in math—and that success builds confidence. I want to break down the idea that only certain types of people are “good at math.” I want my students to see that mistakes are part of learning and that perseverance matters more than perfection. My goal is not just to teach math, but to help students think critically, solve problems creatively, and believe in their own abilities. In addition, I hope to integrate technology and creativity into my teaching. I want to make learning active and engaging—using tools that meet students where they are and adapt to different learning styles. I also see teaching as a chance to be a lifelong learner myself. Every classroom is full of unique minds, and I believe great teachers learn as much from their students as they teach. Ultimately, I want to make a lasting impact—not through fame or recognition, but through the small, daily moments of encouragement and support that help a student move forward. Teaching, to me, is a calling. It’s the chance to shape futures, empower voices, and remind every child that they matter. If I can help even one student believe in themselves, then I will know I’ve chosen the right path.

1. Please tell us a bit about yourself and what specifically motivates you. If you could do anything with your life, what do you imagine you’d do? My name is Theresa Habrik, and I’m an international student-athlete studying in the United States, balancing a deep love for learning with a commitment to volleyball. I grew up in a small community where opportunities were limited, but my passion for education and drive to succeed helped me push past those limitations. What motivates me most is the idea of growth—not just my own, but helping others grow as well. I’m inspired by people who overcome obstacles and come out stronger, and I want to be one of those people who lifts others up in the process. If I could do anything with my life, I would become an educator and mentor, working at the intersection of technology and inclusive education. My dream is to combine my passion for STEM with my heart for service. I want to use information technology to create educational tools that are accessible and adaptive, especially for students who face learning difficulties or come from underserved backgrounds. Education changed my life. I want to use my experiences and skills to help others unlock their potential too. In an ideal world, I’d build schools or learning centers around the globe that use tech to bring high-quality education to students who might not otherwise have access. I’d also love to coach volleyball, showing students the same kind of discipline, resilience, and teamwork that the sport has taught me. Above all, I want to live a life of purpose—one that empowers others and creates lasting impact. 2. What excites you about STEM? How do you feel you could make a positive impact on the world through a job in information technology? STEM, and particularly information technology, excites me because it’s about solving real-world problems in creative, dynamic ways. There’s always something new to learn and build, and the possibilities are endless. I’ve always been curious about how things work and how systems can be improved. IT allows me to take that curiosity and turn it into something useful—whether it’s designing more efficient software, building educational platforms, or making data more meaningful. What makes IT especially exciting to me is its power to create change across industries—education, healthcare, finance, environmental sustainability—you name it. Through IT, I believe I can make a positive impact by designing systems and tools that help people live better, more connected lives. One of my biggest passions is accessibility in education. I want to work on developing learning platforms that adapt to different abilities and learning styles, using data to personalize the experience for every student. The goal is to break down barriers and ensure that no one is left behind simply because they learn differently. In a broader sense, I want to be part of the movement that uses technology ethically and inclusively. As the digital world grows, so does the responsibility to ensure that its benefits reach everyone, not just a select few. By working in IT, I can be part of building that better, fairer world—one line of code, one innovative idea, one person at a time. 3. Please describe the greatest challenge you’ve had to overcome and how you managed to get past it. The greatest challenge I’ve faced so far was leaving my home country to study and play volleyball in the United States. As exciting as the opportunity was, it came with a lot of pressure. I was stepping into a completely new environment—new language, new education system, new culture—and I had to adjust quickly while also keeping up with the demands of being a full-time student-athlete. At first, it was overwhelming. I struggled with homesickness, and I doubted my ability to succeed in both academics and athletics at the same time. There were moments when I felt isolated or like I didn’t belong. But what helped me was focusing on small wins. I created a daily routine, stayed organized, and built a support system around me—teammates, coaches, professors, and friends who encouraged me to keep going. I also learned to ask for help when I needed it, which was hard at first, but it made a big difference. I worked with tutors, used language resources, and stayed after class when I needed extra clarification. Slowly but surely, I began to feel more confident, more capable, and more at home. Looking back, this experience taught me resilience. It reminded me that discomfort is often the first step toward growth. Now, when I face challenges—whether in school, sports, or life—I approach them with a stronger mindset. I know that I can adapt, push through, and thrive. That lesson is one I will carry with me forever.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." These powerful words from Professor Harold Bloom speak to something deeper than just academics—they speak to the human experience behind learning. Teaching is not just about transferring knowledge; it’s about helping each student understand who they are, what they are capable of, and how they can take up space in the world with confidence and purpose. For me, this is especially true in special education, where students are so often overlooked, underestimated, or misunderstood. My passion for becoming a special education teacher comes from a desire to help these students experience the fullness of their presence and worth—both inside and outside the classroom. To understand Bloom’s quote, we must first consider what it means to have a “sense of one’s own presence.” It means being aware of yourself—not just your thoughts, but your potential, your value, and your voice. It’s about recognizing that you matter, that your experiences and feelings are valid, and that you belong. In education, this awareness doesn’t just appear on its own—it must be nurtured. Many students, especially those with special needs, face barriers that make them feel invisible or less than. These barriers can come from the world around them—social stigma, inaccessible learning environments, or even low expectations from others. But they can also come from within, as a result of constantly being told, in direct and indirect ways, that they are not enough. This is why I want to become a special education teacher—not only to teach academic content, but to help students break through those barriers and discover their own light. My mission is to create a learning environment where every student, regardless of their abilities or challenges, feels seen, heard, and valued. I want them to know that they are more than a diagnosis, more than a label, more than any standardized test score could ever show. They are individuals with dreams, talents, emotions, and unlimited potential. To help students experience a sense of their own presence, I believe in meeting them where they are. That means getting to know each student personally—their strengths, their struggles, their interests, and what motivates them. Learning should be personal, not one-size-fits-all. For some students, it may mean using art or movement to express themselves. For others, it might mean offering assistive technology, flexible seating, or extra time to complete tasks. My goal is to create a classroom where every student has what they need to thrive. But presence goes beyond academic accommodations. It also involves emotional safety. I want to build a classroom culture where students feel safe to take risks, to make mistakes, and to grow without fear of judgment. I want them to know that it’s okay to need help, and that asking for support is a strength, not a weakness. When students feel emotionally safe, they begin to take ownership of their learning. They begin to speak up, to contribute, to show their personalities. This is when they begin to understand and feel their own presence. One of the most powerful tools I’ve seen for building presence in students is empowerment. When students with special needs are given leadership roles, when they are asked for their opinions, and when they are celebrated for who they are, something incredible happens—they begin to believe in themselves. That belief fuels confidence, motivation, and joy. And it is this joy, this internal belief, that lights the way forward. My mission as a special education teacher will also involve building bridges between students with and without disabilities. Inclusion benefits everyone. It teaches empathy, patience, collaboration, and the beauty of diversity. I want to create classrooms and school communities that are truly inclusive—not just in policy, but in spirit. I believe that when students of all backgrounds and abilities learn side by side, they grow into more compassionate and open-minded people. Ultimately, I believe that teaching is an act of love. And in special education, that love must be deep, patient, and unwavering. It must say to each child: You matter. You are capable. You belong here. Professor Bloom taught for 65 years because he saw the profound human value in education—not just for what it teaches students to know, but for how it helps them learn who they are. That’s the kind of teacher I want to be. I want to help every student—especially those who have been marginalized—stand tall in their presence. I want them to walk into the world with their heads high, knowing they have a voice worth hearing and a life worth living. And if I can do that—if I can help even one student discover their presence, their purpose, and their potential—then I’ll know I’ve fulfilled my purpose as a teacher.

My name is Theresa Habrik, and I am an international student-athlete pursuing my dream of becoming a math teacher. I’ve always been passionate about learning, but the path that led me here has been shaped by both personal challenges and a strong desire to make a difference. Coming from a small town where opportunities were limited, I knew that education would be the key to unlocking a future beyond what I could see in front of me. That’s why I chose to pursue my studies in the United States—because I believe it will not only transform my life, but also empower me to help transform the lives of others. One of the biggest obstacles I’ve had to overcome is being far from home. Leaving my family, friends, and familiar surroundings behind was one of the hardest decisions I’ve ever made. Adjusting to a new language, culture, and academic system all at once was overwhelming at first. There were days when I felt out of place, when I doubted my abilities, or questioned whether I belonged in such a competitive environment. But over time, I learned that being uncomfortable was actually helping me grow. I developed resilience, independence, and confidence by facing these challenges head-on. In addition to academics, I’m also a dedicated volleyball player. Balancing the demands of being a student-athlete is no small task. Practices, games, travel, and training all require discipline and time management. But being part of a team has taught me lessons I could never learn in a classroom—like how to communicate effectively, how to lead by example, and how to support others through both victories and losses. These are lessons I’ll carry into my future career as an educator. My long-term goal is to complete both my bachelor’s and master’s degrees in the U.S. and become a high school math teacher. I want to teach not just the subject, but also the mindset needed to approach life with curiosity and determination. I especially want to reach students who may struggle in math or feel like it’s not for them. I’ve been in their shoes, and I know what it’s like to feel unsure or intimidated. But I also know the power of a teacher who believes in you—and I want to be that teacher. Through my studies, I also hope to advocate for more inclusive and supportive learning environments, especially for underrepresented students in STEM. I want to be part of a generation of educators who see diversity as a strength and make every student feel valued and capable. Eventually, I’d also love to coach volleyball, combining my love for teaching and sports to help young people grow both on and off the court. Studying in the United States has already changed my life. It’s helped me discover who I am and who I want to become. Now, I’m ready to use that education to make a meaningful, lasting impact in the lives of others.

One of the most meaningful parts of pursuing education is the opportunity to walk through life’s decisions alongside others. I believe that in moments of uncertainty, simply showing up for someone—listening, supporting, and being honest—is one of the most powerful things we can do. A few months ago, a close friend from my volleyball team came to me feeling overwhelmed. She had just been offered a full-time job in her home country, but she was also considering staying in the U.S. to complete her education. She was torn between two very different futures: one that offered financial security and closeness to family, and another that meant chasing her dreams but staying far from home. We sat on the bleachers after practice as she poured her heart out, and I knew I didn’t need to give her the “right answer.” What she needed was space to talk, someone who would listen without judgment. I asked her what mattered most to her—not what other people expected, but what she truly wanted. We made a list of what each path offered and what each would require. I reminded her that neither choice was a failure; they were just different directions, and whichever one she chose, she had the strength to make it work. In the end, she chose to continue her education—and I could see the weight lift off her shoulders once she made a decision that felt true to herself. That moment reminded me how important it is to be present for each other, especially when the stakes are high. That kind of support and connection has been just as important in my own journey—especially in STEM. Choosing to study math hasn’t always been easy. One of the biggest challenges I faced was self-doubt. Math is often seen as a subject where you’re either “naturally good” or you’re not. When I didn’t understand a concept right away, I used to think maybe I wasn’t meant to be in this field. But I’ve come to realize that this mindset is not only wrong—it’s harmful. Everyone learns differently, and struggling with a subject doesn’t mean you’re not capable of mastering it. My turning point came when I was preparing for a major exam in calculus. No matter how many times I practiced certain problems, I kept getting stuck. I was frustrated and embarrassed, and I almost gave up. But then, I reached out to my teacher for help. She didn’t make me feel less-than; instead, she helped me break the problems into smaller steps and showed me that even she had struggled when she was learning. That conversation changed everything. I realized that persistence is more important than perfection, and that asking for help is not a weakness—it’s a smart strategy. For future students facing challenges in STEM, my biggest advice is this: Don’t be afraid to struggle. Struggle is part of learning, especially in fields like math, science, and engineering. You are not alone, even when it feels like you are. Find people—teachers, classmates, tutors—who will encourage you and work through the tough spots with you. And just as important, be that person for someone else. STEM needs more voices, more perspectives, more people who’ve overcome setbacks and want to make the field more inclusive. Another helpful tip is to focus on why you chose STEM in the first place. When you’re deep in hard assignments or stressful tests, it’s easy to lose sight of your goals. Reminding yourself of your “why”—whether it’s to teach, to innovate, or to build a better future—can be incredibly grounding. For me, I keep going because I want to be the kind of math teacher who makes students believe in themselves, especially the ones who don’t think they’re “math people.” I want them to know that math belongs to them too. In both life and education, the path isn’t always clear. But with a little guidance, honest conversation, and supportive people around us, we find our way. Whether it’s helping a friend through a big decision or facing our own fears in STEM, we don’t have to do it alone. We grow stronger together.

From a young age, I was drawn to the idea of helping others understand the world around them. I’ve always found joy in explaining things—whether it was helping classmates with math homework or tutoring younger students after school. That joy grew into a passion and eventually a clear goal: I want to become a teacher. Pursuing a career in education feels like the most natural path for me, not only because I enjoy learning, but because I want to make learning a positive, empowering experience for others. I’ve chosen math as my subject because it's both challenging and beautiful. I know math can be intimidating for many students, but I believe that with the right support and perspective, anyone can succeed in it. When taught with patience and creativity, math can transform from something frustrating into something deeply satisfying. I want to be the kind of teacher who helps students move past their fear and discover that they are capable of more than they thought. My inspiration comes from one very special person—my high school math teacher. She completely changed the way I looked at education. Before her class, I didn’t think I was particularly strong in math. But she taught in a way that made things make sense. She was patient, kind, and never made anyone feel small for asking questions. She believed in every student in her classroom, including me. Even when we struggled, she encouraged us to keep going and never gave up on us. That belief made a lasting impression on me. More than her teaching skills, it was her attitude that inspired me most. She brought compassion and empathy into the classroom every day. She took the time to really know her students, to understand our struggles—both academic and personal—and she made us feel seen and heard. Her classroom was a safe space, one where mistakes were part of the learning process and growth was celebrated. Watching how she taught with her heart as well as her mind made me realize the kind of teacher I want to become. I also want to be a teacher who brings diversity and inclusion into the classroom. As someone studying and playing volleyball in the U.S. as an international student, I’ve come to see the importance of creating learning environments where everyone feels respected and valued, no matter their background. My own experiences adjusting to a new culture, language, and education system have taught me empathy and resilience—two qualities I believe are essential for any good teacher. My ultimate goal is to complete both my bachelor’s and master’s degrees in the United States and then begin my teaching career, where I hope to make a meaningful impact in students’ lives just as my teacher did in mine. Education has the power to change lives. I’ve experienced that firsthand, and now I want to pass that gift on to others.

My name is Theresa, and I’m a student-athlete with a deep love for math, a passion for helping others, and a dream of becoming a teacher. I’m currently preparing to study Mathematics at Tarleton State University in Texas, where I will also continue playing volleyball—a sport that has taught me resilience, teamwork, and the importance of perseverance. While I’ve always enjoyed solving problems and exploring how things work, it was a very personal classroom experience that truly shaped my interest in STEM and inspired my future path. When I was younger, math wasn’t always easy for me. I remember sitting in class feeling overwhelmed by equations that didn’t make sense no matter how hard I tried. It was frustrating, and for a while, I started to believe I just “wasn’t good at math.” But that changed during one particular school year, thanks to a math teacher who completely shifted my perspective. She had a way of breaking things down so clearly and patiently that I finally began to understand the logic behind the numbers. More than that, she believed in me when I didn’t believe in myself. Every time I got something wrong, she reminded me it was part of the learning process. Slowly, I started solving problems on my own—and more importantly, I started to enjoy it. That feeling of finally “getting it” was unforgettable, and it sparked something in me. I realized that math wasn’t just about numbers; it was about problem-solving, patterns, and building confidence. That experience made me want to pursue math seriously—and one day, to become the kind of teacher who could give that same feeling to others. Since then, I’ve actively sought out opportunities to deepen my connection with STEM. I’ve tutored classmates who struggle with math, and I’ve seen how powerful it is to help someone else experience the moment when it all clicks. Whether it’s showing someone a new way to approach a problem or just being patient and encouraging, I’ve found so much meaning in helping others grow. I want to take that passion into the classroom as a teacher—especially in communities where students may not always have access to the support they need to succeed in STEM subjects. In addition to academics, sports have also shaped who I am. Volleyball has taught me the value of discipline, collaboration, and mental toughness—skills I know will help me in college and in my future teaching career. On and off the court, I’ve learned that real growth happens when you’re challenged and supported at the same time. That’s exactly the kind of learning environment I hope to create for my future students. My journey into STEM was shaped by struggle, encouragement, and discovery. Now, I’m excited to continue that journey in college—and eventually, to pass it forward by helping the next generation believe in themselves the way someone once believed in me.

Growing up, I didn’t always believe I was good at math. Like many students, I felt confused and even frustrated when I couldn’t solve problems right away. But that all changed because of one person—my middle school math teacher. She didn’t just teach formulas and equations. She made math feel like a puzzle I could solve, not something to fear. More importantly, she believed in me even when I didn’t believe in myself. Her patience, support, and encouragement inspired me more than she’ll ever know. That experience sparked something in me, and from then on, I knew I wanted to become a teacher who could do the same for others. That one teacher showed me the power of education to transform how someone sees themselves. She didn’t just change my grades—she changed my confidence, my mindset, and my future. I want to be that kind of teacher. I want to help students discover their strengths, especially when they’re struggling to see them. I believe education is not just about learning facts—it’s about empowering people to believe in their potential and pursue their dreams. Since then, I’ve committed myself to becoming the best future teacher I can be. I’ve taken every opportunity to tutor others, especially in math, and I’ve learned that patience and clear communication can go a long way. I enjoy breaking down difficult topics into simpler steps, and it’s incredibly rewarding to see someone go from confused to confident. I’ve also been part of school and community programs where I helped organize learning activities for younger students, and I always try to make learning feel fun and engaging. I want students to know that it's okay to make mistakes—that's how we learn. In addition to academics, playing volleyball has shaped the way I lead and support others. As an athlete, I’ve learned the importance of teamwork, discipline, and communication. On the court, we succeed when we trust and support each other—and that same idea applies in the classroom. When I mentor younger teammates or help someone improve their skills, I’m reminded how important encouragement and consistency are. These are values I’ll carry into my classroom. Whether it's in math or in life, I want to build a learning environment where students feel safe to try, fail, and grow. One of the most important lessons I’ve learned through both school and sports is the importance of inclusion. Not everyone learns the same way, and not everyone feels confident speaking up. I want to be the kind of teacher who notices the quiet students, who finds creative ways to reach each learner, and who builds a classroom where everyone feels like they belong. I’ve seen how powerful it can be when someone feels seen and valued, and I want to offer that to every student who walks through my door. Looking ahead, my plan is to study Mathematics at Tarleton State University in Texas. I chose this school not only because of its strong academics and volleyball program, but also because of the supportive community it offers. I want to immerse myself in an environment that values both education and personal growth. During my college years, I plan to stay involved in tutoring programs, student organizations, and volunteer work, especially programs that focus on supporting first-generation students, English language learners, or those struggling with STEM subjects. These experiences will help me become a more compassionate and effective teacher. After earning my bachelor’s degree, I plan to continue with a master’s degree in education. I want to be as prepared as possible to support different types of learners and understand the best teaching methods. I also hope to return to my home country or teach internationally one day, bringing everything I’ve learned back to communities that need passionate educators. My dream is not just to teach math, but to use math as a way to build confidence, problem-solving skills, and a love for learning. I want my students to know that they are capable of more than they think, and that their voices, ideas, and goals matter. Just like my teacher once inspired me, I hope to be a source of motivation and support for my future students—especially those who might be doubting themselves. Inspiration, for me, began with a single teacher who saw potential in me before I could see it myself. My journey to becoming a teacher is rooted in gratitude for that moment and driven by a desire to pass it forward. Every tutoring session, every volleyball practice, every time I’ve helped someone believe in themselves—those moments are my preparation, and my purpose. Thank you for considering my application and for supporting future educators who are passionate about making a difference.