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My mom used to sing Sweet Caroline to me when I was little, and it’s a memory I’ll always cherish. Whenever I was upset or needed comfort, she’d sing it to me, and it always made me feel better. Even though I go by Adair now, hearing that song still makes me think of her and the love she put into those moments. It’s like the song is a special reminder of our bond, connected to my first name and her warmth.

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One of my favorite things about myself is that I’m funny, and this picture is the perfect example. Here I am, making my friend Lila laugh so hard, and it makes me so happy to see her cracking up. Moments like this remind me how much I love bringing joy and laughter to the people around me it’s one of the best feelings in the world!

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My camera is important to me because it’s my way of capturing memories, emotions, and the beauty of everyday life. It allows me to express my creativity and see the world from unique perspectives. Every photo I take tells a story, and this camera is my tool for preserving those moments forever. It’s not just a device it’s a part of how I connect with the world around me.

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Voting with my sister made me feel a deep sense of community support and unity. It was empowering to share this important moment with her, surrounded by others who were also there to make their voices heard. The experience reminded me that we’re all connected, working together for the future, and it felt meaningful to contribute alongside someone I care about so much.

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Field day was meant to be a fun and engaging event, but I couldn’t help but feel a sense of cultural discomfort when interacting with some of the students' parents. There was a noticeable gap in understanding or connection, which left me feeling out of place at times. It reminded me of how differences in backgrounds can create unspoken barriers, even in community-centered activities. Despite this, I tried to focus on fostering inclusivity and creating a positive environment for the students.

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The Appalachee High School shooting profoundly changed my perspective as a teacher. It forced me to confront the reality of the vulnerability we face in schools, places that are supposed to be safe havens for learning and growth. In the aftermath, I found myself rethinking not just safety protocols but also how deeply I connect with my students. It’s a constant reminder of the importance of fostering a supportive and compassionate environment while advocating for measures to ensure the safety of everyone on campus. The event reshaped my purpose as an educator, emphasizing the need to not only teach but also protect and empower.

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I read my bible everyday to feel a close connection with God. I also will sing worship songs.

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My favorite literacy experience comes from the recipes passed down by my grandmas. Each recipe is more than just a set of instructions it’s a story, a memory, and a connection to my family’s history. Reading their handwritten notes, filled with love and little personal touches, feels like having a conversation with them across time. It’s a beautiful way to combine literacy with tradition, as I follow their words to recreate the meals that brought us together. Cooking from their recipes makes me feel closer to them and reminds me how powerful written words can be in preserving legacies.

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Seeing Les Misérables was my favorite literature experience because it brought Victor Hugo’s masterpiece to life in such a powerful and emotional way. The music, performances, and storytelling added depth to the themes of justice, redemption, and human resilience that I’d read about. Watching the characters struggle, hope, and triumph on stage gave me a deeper understanding of their journeys and made the story feel so much more personal. It was incredible to see how words on a page could transform into something so dynamic and moving, reminding me of the timeless power of great literature.

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Teaching a Russian girl brought a unique strength to my teaching experience by broadening my perspective and approach to cultural diversity in the classroom. It challenged me to adapt my methods to support her language needs while celebrating her heritage, which enriched the learning environment for everyone. Her experiences and perspective added depth to class discussions, fostering greater empathy and understanding among the students. It also strengthened my ability to create an inclusive classroom, highlighting the importance of connecting with each student’s unique background to help them thrive academically and socially.

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A common bias in teaching culturally diverse students is the assumption that they need to assimilate into the dominant culture to succeed. This can lead educators to prioritize mainstream norms and overlook the rich cultural backgrounds and unique strengths these students bring to the classroom. Such a bias may unintentionally undervalue their experiences, languages, and perspectives, which could hinder their engagement and self-expression. Recognizing this bias is essential for creating a more inclusive environment where diverse cultural identities are not only respected but celebrated as assets that enhance the learning community.

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I Am

I am the snooze button that you hit,
The messy room, the little bit.
I am the snack that vanishes fast,
The reason your coffee didn't last.

I am the socks that disappear,
The phone that’s always out of gear.
I am the chaos, the happy mess,
But I wouldn't change it more or less!

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Certainly! Here's the revised analysis without the references:

Analysis of Photographs and Language and Literacy Education

The photographs I have taken reflect various aspects of my funds of knowledge and the literacy practices that shape my life and identity. These images are a window into my family and everyday literacies, emphasizing the personal, cultural, and educational contexts I navigate. These images show how my personal experiences and background shape my understanding of language and literacy. My family, for instance, has always valued storytelling as a way of connecting, and I captured moments that showcase how oral traditions are part of our everyday literacy practices. From a grandmother's anecdotes to a sibling's playful wordplay, these practices have influenced my own literacy development and how I approach reading and writing in both formal and informal settings.

Additionally, family and everyday literacies play a significant role in shaping the way literacy is experienced outside of traditional educational settings. My photographs illustrate how literacy is not confined to books or schools but is embedded in daily interactions, such as cooking recipes passed down through generations or written notes on the fridge. These moments of literacy engagement are rich with cultural meaning and contribute to a diverse, holistic view of literacy.

In the classroom, this insight can inform my teaching by validating the various ways literacy is practiced across cultures. I can integrate students’ home literacies into my lessons, ensuring that their cultural and linguistic backgrounds are valued, which aligns with a culturally responsive teaching approach. As I move forward in my teaching career, the awareness of my own cultural and literacy experiences will guide my efforts to create an inclusive environment where all students' knowledge is respected.

Moreover, this multimodal project has deepened my understanding of how diverse forms of literacy, including visual and oral literacies, contribute to education. By using photography to represent literacy practices, I have gained a more nuanced understanding of how literacy transcends written text and can be communicated through images, actions, and interactions. This insight will help me incorporate diverse modalities of expression into my teaching, fostering an environment where students feel empowered to communicate in multiple ways.

The project also reinforced the importance of teacher identity in understanding and supporting students. Teachers who acknowledge their cultural background and the diverse literacies their students bring to the classroom can better address the mismatch between students' cultural experiences and school expectations. Acknowledging this gap allows me, as a teacher, to recognize that students’ struggles are not due to deficits in their culture or cognition, but rather due to a disconnect between their home and school literacies. This understanding will push me to develop a more equitable classroom where all forms of literacy are validated and celebrated.

This version removes the references while keeping the core of the analysis intact. Let me know if you need any further adjustments!