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A picture of my skateboard, which I ride at the skatepark after school.

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While I'm not the best, I identify as a skateboarder, and this part of me informs some of the choices that I make. Similarly, the students in my classroom will have identities outside of the classroom that make them unique. Further, "adolescents develop a growing awareness of their membership in various discourse communities" (Brozo, 2017, p. 23). Negotiating themselves within these various spaces results in the unique identity of a student.

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This is a picture of my guitar hanging against the wall.

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My guitar is a method of expression, a reprieve from the rest of the world, and the outlet for my voice. I normally play folk music, indie rock, or show tunes; however, I struggle to play other genres of music like alternative rock or jazz. I like to think of disciplinary literacy in the same way. While all of the subjects are, in the American education system, based on writing in English, each requires a specific skill-set to communicate one's thoughts. Thus, I will be an advocate in the secondary classroom for the mindset that, "communication skills are equally important to teach as the subject of [one's] discipline" (Echevarria, 2018, p. 34).

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A graphic organizer which shows me how to complete my Rubik' Cube.

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Graphic organizers are a good way to organize information presented to students and arrange student thoughts when they put words on the page. A graphic organizer can, "summariz[e] the text to focus on key points of information" (Echevarria, 2018, p. 107). If students can view information more clearly, then it allows easier access into the formation of critical thought. For example, having a class complete a Venn Diagram can allow for a productive discussion comparing the two sides.

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This is me performing an informal assessment.

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Despite this being a picture of me holding up my thumb, I mean for this picture to represent informal assessment within the classroom. In particular, "low-stakes writing helps us understand how students' minds are working" (Brozo, 2017, p. 259). Even a quick writing assignment that the students don't view as particularly important can be the difference between skipping ahead too fast and reviewing topic for the necessary amount of time.

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This is me after my first day of subbing at an elementary school

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After substitute teaching and being on the teaching side of the classroom, I've noticed how students don't care about lectures. Taking notes and writing paragraphs are inefficient ways to promote student learning. Learners will only grow as readers and writers if, "teachers... design responsive instruction based on their authentic needs and desires" (Brozo, 2017, p. 31). Behind me is a Chromebook locker, whiteboards, and math manipulatives; when I transitioned to these methods of literacy that engaged students more, I noticed they were more focused and more willing to explain to me their thinking.