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During the pandemic, I took a course fully online with Professor Allen. Despite the distance, I felt more connected than in some face-to-face classes. He used breakout rooms, video responses, and personalized feedback to build community. It reminded me that tech doesn’t replace good teaching—it amplifies it.

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Dr. Morgan didn’t just teach Educational Psychology—she listened. When I struggled with anxiety mid-semester, she didn’t dismiss it or offer empty advice. She asked questions, gave options, and reassured me that learning isn’t linear. That kind of support isn’t “extra”—it’s essential.

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In 10th grade, we built a “museum” exhibit about historical figures. I was assigned Wangari Maathai and spent weeks designing an interactive space about her work. That project made learning feel alive and interdisciplinary. I realized then that deep learning happens when students are creators, not just consumers.

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My history teacher wrote this on the board every Monday: “What you do speaks so loudly that I cannot hear what you say” – Emerson. It challenged us to reflect on integrity, responsibility, and impact. Years later, it’s still the quote I carry into every group project, job, and classroom moment.

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When I moved to the U.S., I rarely saw my culture represented in the classroom—until I met Ms. Torres. She used bilingual books, encouraged code-switching, and asked about our traditions. Her inclusive approach didn’t just teach content—it validated our identities. That’s the kind of teacher I aspire to be: one who sees every student fully.

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I still remember walking into Mr. Nguyen’s class every morning and being greeted with his big, goofy grin and a “Dad joke of the day.” That small act made us feel welcome and set a positive tone. I’ve learned that sometimes the best teaching starts with joy, not content.

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My 8th-grade English teacher was more than an instructor—she was a mentor. She checked in on our mental health, encouraged us to talk about social justice, and showed us how literature connects to real life. Her classroom became a safe space for learning and unlearning. I now realize how much emotional intelligence matters in teaching.

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In high school, I had a math teacher who believed that “everyone can do math—it just takes time.” I wasn’t convinced at first, but his unshakable patience eventually changed how I saw myself as a learner. He celebrated every small win, even if it took me twice as long as others. That patience modeled the kind of grace I want to extend to my future students.