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Like all children, I began figuring out my likes and dislikes of the classroom at a young age. I did exceedingly well throughout elementary school and was always viewed as a smart kid. Throughout middle school, I began recognizing my potential more and more as I excelled in my advanced math classes. I would put my hard-working skills to use by helping my friends with study groups after school and during lunches. In eighth grade, my teacher suggested I take part in the entrance exam for Macomb's Mathematics, Science, and Technology Center to be part of their program for high school. Taking this test, I faced over one hundred unfamiliar faces, yet only a few of them would continue the journey of attending the advanced school. I had been one of the 84 students accepted into the program throughout Macomb county and that was something worth taking pride in. Again, I continued to push myself and strive throughout my freshman year of the program. I would attend after school study groups to gain a better understanding of topics I felt I was struggling with. Attending MMSTC taught me how to be a procrastinator and how to spend countless hours solving math problems while creating wild projects. We had made numerous dodecahedrons, a 3-Dimensional tower project of different layers, and hexaflexagons with varying sides. All these large projects were worth the hard, relentless hours of working for the A. Through my freshman year, I had fought multiple battles with myself, but honestly it was worth it in the long run.
In the middle of my sophomore year, I realized that I no longer fit in with the rest of the students in the program because I had different ambitions, so I left the program. Most students there were more interested in engineering, programming, business, and computer sciences. Their minds were more mathematically wired than mine, and it was evident to me that I was no longer fulfilling my own dreams. I loved writing, learning about history, and understanding the connections within the world. I knew that I was more of a factual person and not as much experimental with numbers and varying information. In the end, I knew that the program no longer suited me and leaving was the best choice I could have made.
When I transferred over, I took the equivalent advanced classes with new teachers and peers. The full transition was easy for me because I had gained some understanding of the material at the other school and it allowed me to learn from a different perspective. MMSTC had a different teaching method than my home school Cousino, but it was relieving. Finally, I was ahead of the game and no longer struggling to keep up with classes and could balance my time more wisely. I was able to assist my friends with understanding concepts much more easily and acted as a tutor to some. My new teachers were very accepting of my decision and made sure I was comfortable and caught up on the curriculum. It was around this time that I realized I was how much I wanted to be a teacher.
Through my many years of schooling, I had grown to love education and helping others succeed. At this point in high school, I acknowledged my love for the energy of fresh classes, help from supportive teachers, and being able to help my fellow peers. In fact, being in a better setting helped me realize how much I wanted to be an elementary teacher. I loved the idea of comforting others when dealing with challenges in their life and in the classroom. I would put my knowledge and love for school to use by teaching the young children of Michigan how to challenge themselves and become the best versions of themselves as possible. The incredibly long journey I’ve been travelling has led me to the job of my life. Teaching will be the way I shape up young children of the world to view themselves as successful as they strive for greatness.