Abigail Stallkamp
Autobiography
One morning during my senior year of high school, I was preparing for class, and I had a
sudden feeling that I needed to pursue Elementary and Exceptional Needs Education. As a child,
I did not have any inclination towards one specific profession. As I have continued to explore
this field, I keep finding that my past has prepared me for my future profession as an educator.
My experiences in the classroom and other learning settings have only solidified my calling to
become a teacher.
Education has been a part of my life since I can remember. My sister and I would play
games that included doing math facts and reading words; however, this was just the start. My
grandparents passed down the importance of education to my parents, and my parents passed it
down to my sister and me. They wanted to challenge us through school, but they also said that
they wanted my sister and me to do our best. The effort that is put forth to learn is the accurate
measure of a student. My parents also taught us the importance of caring for people. No matter
where persons come from or how they are acting, they are still persons who deserve respect and
love. One way that my parents show everyone this respect is by trying to see everyone as
valuable, unique, and wonderfully made. I want the children to know that they are invaluable to
my classroom setting. In which they will be pushed to do their best and respected for their
individuality.
In my sophomore year of college, I had the privilege to complete a practicum in a self-
contained classroom of students with severe disabilities and were non-verbal. This was such an
eye-opening experience. I was a little nervous going into practicum because I was not sure how I
was going to be able to communicate with the students; however, I found it was easier than I
thought. All my students wanted was for someone to listen to them and to be understood.
Listening does not always mean hearing with your ears. Sometimes it means watching for body
gestures, recognizing repeated sounds or movements, and paying attention to the student's
attitude. This practicum showed me the importance of what the students are saying and how the
teacher is listening, more than how the student is communicating.
In the summers of 2018 and 2019, I was a mentor at the Royal Family Kids Camp for a
week. This camp opened my heart and mind to a new passion for children in the foster care
system. Royal Family Kids Camp is a camp for children, ages seven to eleven, that currently
have, or have had, an open file with our County Children Services. Many of these children have
had to grow up quickly because of their situation. When they come to camp for one week out of
the summer, our job is to make sure that they have an opportunity to be children. They do not
have to worry about where their next meal is coming from or if they are safe. If a child has to
focus on the necessities of life, it is difficult for them to focus on developing their academic and
personal potential. As a future educator, I want to create a classroom that is a safe place where all
of the students know that I love them and will protect them.
In the summer of 2019, I worked as the Children's Ministry Intern at Lima Community
Church of the Nazarene. Although this experience was not in a traditional classroom setting, I
learned a lot about children and myself. People assume a lot about others without asking their
opinion on the matter or even getting to know them first. As the ministry was preparing for
camp, I had heard about a child who had a hard time getting along with other campers in
previous years. When I met this camper in person, he was completely different than what I had
expected. He wanted to be good, please his counselors, and get along with the other campers; he
just had some trouble understanding what to do when he got mad. With a little direction and
planned breaks, he flourished the entire time we were at camp. I am thankful for this opportunity
to adjust my preconceived notion about a boy I did not even know. When adults hold
preconceived notions about a child, it robs them of the chance to show the adults their genuine
personality and limits the adult’s ability to address the child’s needs.
As a teacher, I need to do everything in my power to help all children reach their full
potential. My classroom needs to be a safe place that demonstrates flexibility in seeking to
understand and support children. It also needs to be a place where all children have an
opportunity to express what they want to say and where they will not only be heard but
understood. As a future educator, I desire to provide an environment that allows children to try
their best, not only in academics but in every aspect of life.
