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As the saying goes, “Children are the future.

” This small statement evokes a lot of emotion within me, as it does for many people. For me, the worry free, jovial spirit of children resonates with my childhood and rings a out all those fond memories that we, adults, tend to forget in the everyday mundane regiment of life. For as long as ! can remem er, ! have een esta lishing meaningful relationships with younger eings than myself. !n return, ! have found that a dormant, profusion of life has come to fruition within my eing. "o why do ! desire to ecome a teacher# ! have pondered this $uestion several times myself, only to encounter predominantly vague answers. ! am the product of three generations of teachers and administrators. %y mother was a high school teacher for appro&imately '( years. %y father taught math, )nglish, and science, all at the secondary level. %y *randfather was a coach, turned teacher, turned Athletic +irector, turned ,rincipal. ! have two aunts, an uncle, and two cousins who all teach, or have taught, in their respective fields, and ! myself have een a tutor and mentor through the -ig -rothers -ig "isters .---"/ program. "o is the desire to teach in my lood# ! would say so. 0owever, ! elieve the desire, for me, is much more than just genetics. ! feel as if there is an energy or force attracting me to the field of education, and the only way to satisfy my attraction is to jump in and see how far the wormhole goes. As a sophomore, ! initially started volunteering to o tain hours to complete a re$uirement at school. ! started y working with my mother1s non2profit organi3ation that develops community gardens in low2income neigh orhoods. !n these neigh orhoods, as you can imagine, are tons of little rug rats running around with not a whole lot of direction. This was my first instance with mentoring an adolescent crowd, and oy what a joy that was4 That joy of spurring young minds then started to carry over in to my everyday philosophies. That shift convinced me to go through the process of eing matched with a 5ittle -rother through the -!*" !n "chool program that -ig -rothers -ig "isters offers. %y first 5ittle -rother, +avid, is an African2American oy who was in the 'nd grade. 0e did not have a father and is the oldest of his si lings. 6eedless to say, this was $uite a culture shock to me. 0ow could !, a white, middle class kid, even come close to assessing and addressing his issues# !t took me a while to overcome this o stacle, ut surprisingly, +avid was the one to help ring me out of that foggy duality of lack or white, and rich or poor. 7nfortunately, +avid went on to another school, and ! was matched yet again with an African2American male, named Andrew. This time was much different. 8hat ! forgot, though, was how materialistic and superficial you ecome when you enter 9unior 0igh. )verything you do in 9unior 0igh is a popularity contest, and ! noticed this right out of the gate ecause ! remem er the e&act same contest in my middle years. "o ! found myself, more often than not, e&plaining to Andrew a different worldview outside of his tiny window. Although he never really acknowledged my words that often, ! feel like ! planted that seed within his mind, so someday he might e a le to discover that seed and make it grow4 Those e&periences alone awoke the selfless, sleeping giant inside of me. These characteristics won1t enefit me the most in teaching ut in life. ! now walk with compassion for everyone. ! now see only shades of grey in skin tones. ! can project myself in to others: situations. ! can adapt to another1s needs and wants. And a ove all else, ! can love unconditionally in every situation.