Finding Courage to Calculate by Thomas

Finding Courage to Calculate by Thomas - September 2013 Scholarship Essay

I never realized the power of a teacher’s support until I met my math teacher, Mr. Frost. I always enjoyed math and my parents encouraged me, but I didn’t believe I was good enough to compete. It was not until I met Mr. Frost that I began to trust in myself.
By sixth grade, I had begun to doubt my parents’ “unreasonable” tenets that, “I was special,” and, “I can do anything I set my mind to.” I wasn’t winning any math awards, and many people were outscoring me in class and league contests. I wanted to be better – the best – at what I did, but it seemed hopeless. I had all but given up when math class at the middle school began. This class was not like my others; Mr. Frost was anything but conventional. When I arrived on the first day, held captive to my fears of a new school, he greeted me with a lively smile and a loud “Good morning!”  I was taken aback by his exuberance, but zest, like a smile, is contagious and I began to relax. By the end of the first day, his class had already stirred my passion for math. He taught with physical examples, encouraged problem solving, and gave us control over our learning. Instead of forcing idea after idea on us, he let us discover many principles and led us through the application and reasoning behind each one. I began to approach math from a new angle and began to enjoy it again.
Mr. Frost’s relationship with me was more than just a lecture each day. He got to know me and befriend me, and later, he began to believe in me. He believed that I had the motivation to learn; he believed that I could improve; he believed that I could do anything I set my mind to. Kindling my individual desire to learn became Mr. Frost’s goal. His support of my learning ventures encouraged me, and I improved rapidly. At the end of that school year, I won my first Junior Math League award. The pride I felt that day will always endure in my heart.
But my life was no longer fueled by competition. I no longer needed to be the best; I now strove to be my best. In years to come, I continued to rely on Mr. Frost, who advocated for me as I advanced through Algebra II and Pre-Calculus at an accelerated pace. His belief in me continues to be what drives me to succeed. I know that life will be full of obstacles, but I feel confident now. He has taught me to tap into my intrinsic motivation to make a difference with what I know and what I can do. Because as long as I have people like Mr. Frost by my side, I know I can be my best; I know I can do anything I set my mind to.