Being an important element of an application to teach native German speakers in Austria, it would be logical to state here clearly that it was the radiance of the German language and culture that sparked a boundless intellectual curiosity in me that grows daily. This, I cannot do. It was not the German language that ushered in such intellectual curiosity and delivered my application into your hands. It was one teacher, Rich Schellhas, who imparted to me the great inspiration needed to both appreciate and succeed in my educational pursuits and become a driven teacher.
Rewind to age fifteen. After a satisfactory performance in middle school, I entered the ninth grade at St. Paul’s Upper School, an academy priding itself on its efficient manufacture of Ivy League scholars following their parents’ footsteps to success. Failing to grasp how fortunate I was to have the opportunity of a quality education, I entered an ill-advised period of teenaged rebellion, ignoring the looming precipitous academic threshold: suddenly permanent transcripts, the cold judgmental reality of college entrance exams, and the looming unknown of adulthood.
First quarter, freshman year, my results arrived in an official envelope. The result of the first permanent academic marking period of my life: 1.7 GPA, C- average. Transcript already besmirched. One step from suspension. The school’s academic immune system took swift action; parents were contacted and vague, frightening words were whispered in hushed tones during somber meetings behind heavy doors. The following Monday I was given a stern warning and a new schedule. Honors math was replaced with basic geometry, my much cherished daily free period with Study Skills, and, mysteriously, Advanced Japanese with Introductory German.
7:00 a.m. the following morning found me reciting the peculiarities of the German alphabet with odd fascination as Rich Schellhas, a bright young German teacher, danced around the classroom with an atypical exuberance for anyone rising early to help a troubled student catch up. His clever mnemonics made German’s infamous grammar admittedly fun. His limitless energy and humor made vocabulary lists lively and tangible. A smile crept across my face as Herr Schellhas’s contagious vigor permeated across my rebellious mind. Learning was suddenly a great joy.
That first bleak morning was a bold turning point. Rich’s influence set in motion a metamorphosis that continues to shape my life. From that first class, I blossomed into a sustained period of academic achievement, enjoying the swift current of scholarly pursuit that had previously overwhelmed me. Yet, to say that Rich saved me would be inaccurate. He offered his hand when I was stumbling, and with his help I lifted myself up. He proffered an infinite well of inspiration from which I drew intellectual curiosity that delivered me from disillusionment, allowing me to mature and later convey the same vigor that changes students’ lives. Three years later I graduated with a 3.7 average and was awarded with ‘Most Improved Academic Standing’; four years after that I would graduate from Union College with numerous fellowships and honors accrued, Cum laude, double major, prepping for a teaching fellowship in Cambodia.
My teaching fellowship brings a new set of challenges, and leads me to draw increasingly on those values I learned in Rich’s classroom. My school is a nonprofit specialty school for gifted impoverished street children, where students are given a safe place to live, medical and dental care, three balanced meals a day, and a thorough education. Before entering the school, many of my students were living in a large garbage dump in Phnom Penh. Some had lost families at an early age to HIV or another of the infectious diseases rampant among slum inhabitants. Intact families were often negligent or abusive.
The school is grounded on the conviction that education is a force that can break the cycle of corruption and poverty plaguing the developing world, and the school requires the same conviction from its staff. Teaching children at The Global Child expands my job description into something far more dynamic, encompassing, and challenging than merely a teacher, and it doesn’t end with the closing bell. My colleagues and I are teachers, mentors, confidants, and role models to students who have spent most of their lives without these figures. Whether it’s during a lesson in the classroom or while sharing a meal at the boarding house, the students look to us for guidance and inspiration.

L to R: Chamroun, Sreymum, and Leakena in Practical Science
After an overwhelming day at school, when the hectic boarding home is too frenzied to return to, my student Sophal turns to me for solace. When frustrated with his studies and troubled by the seemingly impossible task of building a happy and sustainable future for himself, Vutha turns to me for advice, guidance, and comfort. They trust me to help deliver them to a better future, and the stakes are too high to let them down.
Marot and Thina, with Soda in foreground
The power of education is absolute. I’ve witnessed it in my own past, and I continue to witness it in the progress of my students. Education provides them an escape from the nightmare of living in abject poverty, from a certain future of collecting rubbish or selling their body to the highest bidder. Every day we confront the dichotomy between the haunting shadow of our students’ past lives and their radiant hopes for the future.
Sophal in computer class
To imagine they were written off to become prostitutes and drug peddlers only underscores my resolve to help them realize their dreams. Now, those who once lived in festering mountains of garbage have a safe place to live, learn, and pursue their own ambitious futures: Sophal, the future businessman, Sopheak, our budding physician. It is no coincidence my students and I are both living and pursuing futures we dreamed of when seemingly destined for failure. It is education that joined us and granted the power to pursue a better future.
Rithyka hard at work
And after especially difficult days, when steps backward outnumber those forward, I lean on my own belief in the value of education. It is in these moments, when the begging mothers and their swollen-bellied toddlers clutching empty milk bottles tug my sleeve particularly hard, when the desperate prostitutes lining the streets claw especially aggressively, when I visit the shantytowns of my students and struggle to remain composed, when the whirlwind of human suffering seems destined to feast on the hope of my students, to snap their will, humanity, and future in its ferocious maw with one cataclysmic fatal snap; it is during these dark moments that Rich’s gift to a troubled fifteen year old student glows particularly bright. Just as he planted the seed of learning in my brain, so do I strive to inspire a thirst for knowledge in my students and help them fight the undertow of poverty that threatens to pull them back into the poisonous milieu. Such is the quintessential value of education; it is a brilliant, infinite, resilient gift that doesn’t elevate, but instead inspires others to elevate themselves in trying times, even empowering others in the process.
I understand the value of education in a way few others from my cushioned background can. I was once a teenager ungrateful for the opportunities laid out before me. It took one exceptionally skilled educator to wake me to the power of my mind and encourage me to pursue a path of intellectual passion. I have flown across the world and shed the comforts of home for my belief in the value of education. Through this journey I have not only gained a far more intimate understanding of this value, but I have attained the perspective and meaning to extend to others the illuminating gift of education that was shared with me and diverted my own path towards failure.





