I want to build a real sense of community within the 13U baseball team I coach in New York, something that goes beyond just practices and games. At that age, kids are still figuring out who they are, where they fit in, and how they relate to others. Baseball can easily become just about performance, but I want it to be a space where every player feels accepted and knows they matter, no matter their skill level. A big reason this matters so much to me is because I experienced it myself. I played college baseball, and it gave me more than just a chance to compete. It gave me a built-in community, people who held me accountable and supported me at the same time. My teammates pushed me to be better, but they also had my back when things did not go my way. That experience shaped who I am, and I want my players to feel something similar, even at a younger age. For me, that starts with making sure each kid feels seen. It is easy for the more talented or outspoken players to get attention, but the quieter ones or the ones who are still developing often fade into the background. I want to change that by building a culture where everyone’s effort and attitude are recognized. When a player struggles, I want their teammates to pick them up. When someone succeeds, I want the whole team to feel proud, not just of the result but of the work behind it. Accountability is a big part of what I am trying to build. I want the players to understand that being on a team means showing up for each other. That means giving full effort at practice, staying engaged, and supporting teammates even when things are not going well. It also means learning how to handle mistakes without blaming others. If they can learn to take responsibility while still encouraging the people around them, that is something they will carry with them long after baseball. I also try to create moments where they can connect as people, not just as players. Talking after games, reflecting on what went well and what did not, or even just joking around together helps build trust. Over time, that trust turns into something real. It becomes a group where players feel comfortable being themselves and know they have others behind them. The impact I hope to have is simple but meaningful. I want these kids to leave the season not just as better players, but as better teammates and more confident individuals. If they can walk away knowing what it feels like to be part of a group that supports and relies on each other, that matters more than any record. In building this kind of team, I am also building the kind of coach and person I want to be. Someone who values people first and understands that the strongest teams are not just skilled, but connected.

I am a former college athlete with a background in Social Studies Education, currently pursuing my degree in Special Education in New York, and I work in a special education school on Long Island supporting a population of 58 students. A big part of who I am today comes from the influence of my mom, who showed me from a young age what it means to genuinely care about others through patience, understanding, and respect. Watching her made me realize that making an impact does not come from big moments, but from consistently showing up for people and treating them with dignity. That mindset, combined with my experience coaching baseball for the past 10 years, has shaped the way I approach working with students. Coaching taught me that every individual learns and grows differently, and that success comes from building relationships, staying patient, and meeting people where they are. I have seen firsthand how confidence can grow when someone feels supported and believed in, and that has carried directly into my work in special education. Working with students with special needs has reinforced my belief that education is about more than academics. It is about helping students build confidence, independence, and a sense of belonging. In my current role, I work with students who all have different strengths and challenges, and I have learned how important it is to adapt my approach to fit each individual. Some students need structure and routine, others need encouragement and reassurance, and some simply need someone who will not give up on them. Being able to provide that support and see even small moments of progress is what drives me to continue in this field. As I continue my career, I plan to make a positive social impact by creating an inclusive and supportive learning environment where all students feel valued and capable. I want to be an educator who not only teaches content, but also helps students develop life skills, confidence, and self belief that extend beyond the classroom. I believe that when students feel understood and supported, they are more willing to take risks and grow. I also want to advocate for students with special needs by ensuring they have access to the resources and opportunities they deserve. This includes working closely with families, collaborating with other educators, and continuously improving my own skills to better support my students. Ultimately, my goal is to be a consistent and positive presence in my students’ lives. I want to help them recognize their own strengths, build confidence, and feel a sense of pride in who they are. If I can help my students leave the classroom feeling more confident, capable, and understood than when they walked in, then I know I am making the kind of impact I set out to achieve.

My passion for becoming a special education teacher comes from both personal influence and real experience working with students who need consistent support, patience, and belief in their abilities. Growing up, my mom showed me what it looks like to genuinely care about others through her actions, not just her words. She treated people with patience, understanding, and respect, and that stayed with me. Over time, I realized I wanted to have that same kind of impact, especially on students who may not always feel seen or valued in a traditional classroom. Coaching baseball for the past 10 years also shaped this passion. Coaching taught me that every kid is different and that success is not about treating everyone the same, but about meeting each individual where they are. Some kids need encouragement, some need structure, and some just need someone who believes in them. Seeing players grow in confidence over time and start to believe in themselves showed me how powerful that kind of support can be, and I carry that same mindset into special education. When Professor Harold Bloom talks about bringing a student to a sense of their own presence, I understand that as helping students recognize their own value, voice, and identity. It means guiding them to a point where they feel seen, understood, and confident in who they are, rather than defined by their challenges. For students in special education, this is especially important because they can often feel overlooked or limited by labels. My mission as a teacher is to create an environment where students feel safe enough to take risks, express themselves, and grow at their own pace. I would accomplish this by building strong relationships, showing consistent patience, and celebrating progress in all forms, no matter how small it may seem. Just like in coaching, I would focus on individual growth, helping each student recognize their own strengths and build confidence through effort and persistence. I want my students to not only learn academic skills, but to develop a sense of self worth and belief that carries beyond the classroom. By showing up every day, staying consistent, and truly understanding my students’ needs, I can help guide them toward that sense of presence where they feel confident in who they are and what they are capable of becoming. If I were to describe this as a simple fairy tale, I would see myself as a coach and teacher in a small village where every child had a different challenge that made them feel like they did not belong. Instead of trying to change who they were, I helped each one discover their own strengths, whether it was courage, persistence, kindness, or creativity. Over time, the village changed, not because the challenges disappeared, but because each child began to believe in themselves. In the end, the real victory was not perfection, but confidence, growth, and the realization that they each had their own place and purpose.

A big reason I got into teaching is because of my mom. Growing up, I saw how much she genuinely cared about people and how she always made time to help others no matter what. It was not anything flashy, just the way she treated people with patience, understanding, and respect, and that stuck with me. She had a way of making people feel heard and valued, and I think that is something every kid deserves, especially in a school setting. Over time, I realized I wanted to have that same kind of impact on others. I wanted to be someone students could trust and feel comfortable around, someone who shows up for them every day and believes in them even when they might not believe in themselves. Coaching baseball has also played a huge role in shaping who I am today. I have been coaching for about 10 years now, and it has been way more than just teaching the game. When I first started, I thought it would mostly be about skills and competition, but it quickly became clear that it is really about the kids. Every player is different. Some come in full of confidence, while others doubt themselves from the start. Some pick things up quickly, while others need more time and repetition. Coaching taught me how to be patient, how to adjust my approach, and how to meet each kid where they are. One of the best parts of coaching is watching growth happen over time. It might be a player finally getting a hit after struggling for weeks or someone starting to speak up and support their teammates when they used to stay quiet. Those moments might seem small from the outside, but they mean everything. They show that the work you are putting in is making a difference. That feeling is a big part of why I was drawn to teaching, especially in a special education setting where progress can look different for every student. Working with students in special education has reinforced a lot of what coaching taught me. Success is not always immediate or obvious, and it takes consistency, patience, and effort every single day. It is about building relationships and understanding what each student needs to succeed. Some need structure, some need encouragement, and some just need someone who will not give up on them. Being able to provide that support and see even the smallest steps forward is incredibly rewarding. Those daily interactions and small wins continue to motivate me and remind me why I chose this path. Between my mom’s influence and my experience coaching, teaching feels like the right path for me. Both have shown me that making an impact is not about big moments, but about showing up every day and doing the small things right. It is about creating an environment where students feel supported, challenged, and valued, and that is the kind of teacher I want to be moving forward in my career and the rest of my life.

“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. This profound statement by Professor Bloom deeply resonates with my understanding of education, especially within the context of special education. To me, the "sense of presence" refers to the student's ability to recognize their own value, potential, and role in the world. As a special education teacher, my mission is to guide my students toward this self-awareness, helping them understand that they, too, have unique strengths and contributions to make. A "sense of presence" means that the student not only understands that they exist in the world but also begins to appreciate their identity, abilities, and place within it. For many students with special needs, societal barriers and educational limitations can obscure this awareness. These students might struggle with self-esteem or face challenges that make them feel disconnected from their peers. My job, as I see it, is to help these students recognize their intrinsic worth and acknowledge the value they bring to every space they occupy. It is about empowering them to experience themselves as whole, capable individuals, not defined solely by their challenges but by the limitless potential within them. To accomplish this goal, I would employ a variety of strategies that foster a nurturing environment where students feel valued and supported. I would focus on creating an inclusive classroom that emphasizes both academic growth and personal development. Tailored learning plans, adapted communication methods, and opportunities for success, no matter how small, are integral to fostering a sense of presence. Encouraging self-expression through art, music, or verbal communication can be powerful tools in helping students discover their own voice. Through consistent positive reinforcement and an understanding of their individual needs, I aim to help them feel seen, heard, and respected. Additionally, I would create a safe space where students feel empowered to embrace their strengths and face their challenges without fear of judgment. This approach not only cultivates self-esteem but also encourages them to pursue goals with confidence. One of the key ways I would help my students develop a sense of presence is by consistently reminding them that their worth is not dependent on comparison but on their personal growth and unique perspective. To illustrate this further, let me tell a brief fairy tale about a young heroine named Emma. Emma lived in a village nestled between mountains, and she often felt out of place. Unlike the other children, her voice was different, her movements slower, and her thoughts often felt like a swirling storm in her mind. Emma was unsure of her value and where she fit in the world. One day, a wise teacher visited the village. Upon seeing Emma sitting alone, the teacher approached her and said, "I see that you are seeking your place in the world. But remember, your worth is not in where you fit, but in the strength of your own presence. It is your unique light that will guide you, no matter how the world around you changes." Emma was curious but confused. "How do I find my light?" she asked. The teacher smiled. "By learning to see yourself, not through the eyes of others, but through your own heart. Start with small steps. Listen to your own voice. Feel the power of your thoughts. And never forget: you are worthy of being seen, exactly as you are." Over time, Emma embraced the wisdom of the teacher. She began to appreciate her differences, celebrate her uniqueness, and slowly recognized the light within herself. As she walked through the village, others began to see her for who she truly was—not an outsider, but a powerful individual with a presence that could not be ignored. Emma became a beacon of light, teaching others how to embrace their own worth and presence. Just as Emma’s journey led her to discover her own value, my goal as a special education teacher is to help my students embark on a similar path. I want to be the guide who helps them discover their own presence and see themselves as capable, valuable individuals. Every child, regardless of their abilities, deserves to feel empowered and understood. Through patience, empathy, and a deep commitment to their growth, I will work to ensure that my students experience the joy of recognizing their own presence in the world, helping them know that they are seen, they are worthy, and they are capable of greatness.