Playing softball has shaped my life in ways that go far beyond the field. The sport has given me confidence, discipline, friendship, and a sense of purpose that continues to guide me today. Through every practice, win, and difficult inning, I learned how to push myself, believe in my abilities, and grow both as an athlete and a person. Perhaps the most valuable lesson from softball, however, has been that of resilience. Softball is a tough game, and, although this spring will mark my fourth as a varsity starter, I am not a star. I have learned how to enjoy each little moment of fun--the camaraderie in the dugout, the thrill of solid contact or that lunging catch. I enjoy these things because I know there will be missteps as well. In fact, there were moments when a mistake felt huge—a missed catch, a strikeout, or a tough loss. But the sport showed me that setbacks aren’t endings; they’re turning points. I learned to shake off disappointments, refocus, and try again with determination. This mindset has carried over into school, relationships, and goals, giving me the confidence to keep going even when things feel challenging. It has also helped me build meaningful connections. Being part of a team taught me how important communication, support, and trust truly are. Several teammates have become some of my closest friends, and together we created a community built on encouragement and shared effort. Those bonds made me a better teammate and a better leader, someone who understands the power of lifting others up. I am proud of my softball career. I’ve grown into a more disciplined and strategic player, constantly working to improve my skills and strengthen my understanding of the game. Whether I’m practicing hitting mechanics, refining my defensive work, or focusing on teamwork, I’m committed to giving my best every time I step on the field. Looking ahead, I hope to continue playing softball while also using the lessons I’ve learned to motivate others. Whether that means playing at the next level, coaching younger athletes, or simply carrying the sport’s values into my future, softball will always be a part of who I am. My aspiration is not only to keep improving as a player but also to inspire others with the same passion, perseverance, and joy that softball has given me. With my future aspiration of being a teacher, I want to take the goals for the classroom and shaping lives into the best they can possibly be, and also help shape the lives of our future softball players.

Teaching is far more than presenting lessons or guiding students through standards—it is the work of shaping human beings, nurturing their confidence, and helping them see the world and themselves through new, empowering lenses. Throughout my life, service has been at the heart of my identity, and those experiences have shown me the impact one person can have when they choose to show up for others. These moments of service are exactly what I hope to bring into my future classroom: not only knowledge, but compassion, understanding, and the belief that every student is capable of growth. One of the most meaningful ways I have served my community is through tutoring and mentoring younger students. Whether helping elementary school students with reading skills or guiding middle schoolers through challenging math assignments, I discovered how much of a transformation it can be when a student feels seen and supported. Many of the students I worked with were hesitant learners, often doubting their own abilities. I learned to celebrate small victories, to listen when frustration overwhelmed them, and to find creative ways to explain concepts that made sense to them. Those moments taught me that teaching is not a one-size-fits-all profession; it is an act of adapting, encouraging, and connecting. My service also extends beyond academics. I have volunteered at community drives, helping at school, and youth events—each experience reminding me how interconnected we all are. These opportunities deepened my belief that students come to school carrying their entire lives with them: their worries, their hopes, their families, and their circumstances. A teacher who understands this can make all the difference. I want to be that teacher—the one who notices, who listens, and who creates a classroom where every student feels valued. As a future educator, I hope my students gain more than content knowledge. I want them to build confidence in their voice, curiosity about the world, and resilience when they encounter challenges. I want them to know that their ideas matter, that mistakes are a part of learning, and that they each bring something unique to our classroom community. Beyond that, I hope to teach them empathy: the ability to respect others’ experiences, to work collaboratively, and to approach differences with openness rather than fear. Ultimately, the impact I hope to make is one that lasts long after my students leave my classroom. I want them to remember how learning made them feel—supported, capable, and inspired. This vision drives me toward the teaching field and fuels my desire to serve every student with intention and heart. Teaching is more than a profession; it is a commitment to shaping futures, building relationships, and leaving students better than when they arrived. That, to me, is the lasting impact I hope to make.

More Than a Teacher “Kids don’t just remember what you teach them; they remember how you make them feel.” When I realized I wanted to be a teacher, it didn’t happen in the classroom. Rather, it happened at the Youth Development Center at my local YMCA. Initially, I viewed my job as just a way to keep kids occupied and safe; however, I soon realized they needed so much more. I was there almost every day, assisting children with games and homework or just being someone to listen if they needed to talk. Some kids came to the Y with emotional hardships from home. They weren’t simply struggling to read or spell; they were searching for stability, trust, and encouragement. I wanted to be the person who helped provide that. This experience truly opened my eyes to the impact educators have—not only as teachers but as mentors who can be a consistent, meaningful presence in a child's life. This deep understanding is my motivation for wanting to become a teacher. Education is not just about schooling; it is about developing self-confidence, resilience and providing young people with the necessary tools to navigate life. I want my classroom to be a safe place to learn, grow, and ask questions, but also a place where they know they are supported in every way possible. My experience at the YMCA taught me that children remember not only what you teach them, but how you make them feel. That is the kind of teacher I want to be. I believe the University of Wisconsin–Madison is the best place for me to prepare for this calling. The School of Education is nationally recognized for its academic rigor, innovative practices, and commitment to equity. I am also very excited about the opportunity to connect theory to practice at UW–Madison. The opportunity to work in local schools and to work alongside esteemed faculty who address real problems of practice through their research will support my ability to address diverse circumstances in the classroom. I am also eager to collaborate with peers who share a similar desire to educate today’s youth and engage in meaningful discussions that may challenge my beliefs about the future of education. To conclude, I want to study at the University of Wisconsin-Madison because it is the intersection of my passion, purpose, and future. I can picture myself receiving a degree, but also becoming part of a community that sees education as a means for good. UW-Madison will allow me to develop into the kind of teacher I needed and the kind of teacher every child deserves.

“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 captures the essence of what great teaching truly is. Professor Bloom’s words suggest that the goal of education is not simply to fill a mind with information, but to awaken a student’s awareness of their own humanity—their worth, their voice, and their potential. “A sense of one’s own presence” means knowing that you matter in the world, that you have something unique to contribute, and that you are capable of growth and understanding. For many students, this realization comes naturally through encouragement, success, and recognition. But for students with special needs, it can be more difficult. These students often navigate a world that highlights their limitations instead of their strengths, that defines them by their diagnosis rather than their individuality. As a future special education teacher, my passion lies in helping every student find that deep sense of presence within themselves—to see that their abilities, perspectives, and stories are not only valuable but essential to the classroom and to the world. When Bloom speaks of bringing a student to their “sense of presence,” I interpret this as helping a student become fully aware of their capacity to think, feel, and participate meaningfully in life. It is the opposite of invisibility. It’s the teacher’s role to help students see themselves not as passive receivers of knowledge, but as active participants in their own learning and self-discovery. For students in special education, this means building a foundation of confidence, belonging, and self-expression. Every student deserves to experience the moment when they realize, “I can do this. I belong here. My ideas matter.” That realization is all because of a teacher’s presence—the spark that transforms the way a student learns, interacts, and views themselves. But helping a student arrive at that moment requires patience, empathy, and creativity. It means understanding that progress looks different for every child and that success isn’t always measured by test scores or grades. Sometimes success is a smile after a difficult day, a student speaking up for the first time, or a small act of independence. As Bloom implies, the teacher’s purpose is to help bring that awareness into being—to make the invisible visible again. My mission as a special education teacher is to create an environment where every student feels empowered to learn and to be seen for who they are—not just for their challenges, but for their strengths and potential. I want my classroom to be a place where learning is tailored to the individual, where curiosity is encouraged, and where kindness is the foundation of everything we do. I believe that effective special education begins with connection. Before students can learn, they must feel safe, understood, and valued. I plan to spend time learning each child’s communication style, interests, and goals. Whether that’s through conversation, art, technology, or gestures, I want to understand what helps each student thrive. Next comes empowerment. My role is not to fix students, but to equip them with tools to express themselves, overcome obstacles, and build independence. I’ll design lessons that meet students where they are and encourage small, meaningful steps forward. I’ll celebrate every victory, no matter how small, because for many students with special needs, those victories represent immense courage and effort. Lastly, I will focus on inclusion. I believe that every student deserves to feel like a valued part of their community. My classroom will be one where differences are not just accepted but celebrated—where students learn to support one another and where compassion and patience are as important as reading or math. By combining structure with creativity, compassion with consistency, I hope to cultivate a space where my students begin to feel that sense of “presence” Bloom describes—an awareness that they are seen, capable, and loved. My commitment to special education also comes from my experiences in community service, particularly my Girl Scout Gold Award project, There’s No Place Like Home. Through this project, I worked to make assisted living facilities feel warmer and more welcoming for residents. I created placemats, calendars, and “sunshine bags” filled with comforting items and notes. Over time, I learned that the most powerful part of the project wasn’t the physical gifts—it was the connection, the listening, and the time spent helping people feel valued. That project was the moment I realized how much I wanted to dedicate my life to helping others feel seen and cared for. The same compassion that guided me through that work is what I want to bring into my classroom as a teacher. Every student deserves that feeling—that they are enough, just as they are. I’ve also been inspired by teachers in my own life who saw potential in me even when I doubted myself. Their patience and encouragement reminded me that great teachers don’t just teach subjects—they teach people. They model resilience, empathy, and kindness. Their influence stays with you long after the school year ends. I want to be that kind of teacher for my students—the one who helps them believe in themselves even when the world feels too hard. Special education is not about “fixing” children—it’s about recognizing their wholeness. It’s about seeing potential where others might see limitations, and about creating a space where every child can grow at their own pace. I want my students to know that progress isn’t about comparison; it’s about courage. Bloom’s idea of “bringing students to a sense of their own presence” means teaching them that their existence is enough—that their ideas, laughter, and effort have worth. It means giving them opportunities to discover what makes them feel confident and capable, whether through art, music, reading, or hands-on exploration. I believe in a classroom where mistakes are embraced as part of learning, where every day brings new chances to try again, and where success is measured not only by academic growth but by emotional and personal growth as well.

Teaching, to me, is one of the most meaningful ways to make a difference in the world. It’s more than a career—it’s a calling in compassion, curiosity, and the desire to help others reach their full potential. I’ve always been drawn to helping people feel understood and supported, and over time, that passion grew into a clear goal: to become a teacher who not only educates but also inspires. My journey toward education began with my Girl Scout Gold Award project, There’s No Place Like Home. For this project, I worked to make assisted living facilities feel warmer and more welcoming for their residents. I created personalized placemats, calendars, and “sunshine bags” filled with small gifts and notes to brighten their days. What began as a community service project quickly turned into something much deeper. As I spent time with the residents, I learned that what mattered most wasn’t the crafts I made, but the human connection behind them—the smiles, the conversations, and the feeling of being remembered. That experience taught me that kindness and empathy can transform someone’s day, and it sparked my realization that teaching offers that same power to impact lives every single day. Through the Gold Award project, I discovered the joy of bringing comfort and understanding to others, even in small ways. I learned how to lead volunteers, plan projects, and adapt to challenges. But more importantly, I learned that real leadership comes from compassion. Those lessons show the qualities I believe make great teachers—patience, empathy, and the ability to make people feel valued and capable. I was also deeply inspired by a teacher who changed my life in a lasting way. She saw something in me that I didn’t yet see in myself. When I doubted my abilities, she reminded me that mistakes are part of learning and that growth comes from persistence. She created a classroom where every student felt safe to speak up and be themselves, and that sense of belonging made all the difference for me. Her believing in me taught me that teachers have the power to shape not only what students learn, but who they become. That experience has stayed with me, and it’s what drives my desire to teach. I want to be the kind of teacher who listens, who encourages, and who reminds students that they matter. I want to create a classroom that feels like a community—a place where curiosity is celebrated and kindness is expected. My goal is to help students not only master academics, but also develop confidence, empathy, and a lifelong love of learning. Teaching combines everything I value most: creativity, connection, and purpose. It challenges you to keep learning while helping others do the same. I know the road won’t always be easy, but I’m ready to take it—because at the end of every long day, I’ll know I’m helping shape futures, one student at a time.