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Instagram.com/thebenevolentone3

A high school student in Spokane, Washington, created an anonymous Instagram account and used it to compliment his classmates all year long.

No one knew who was behind the account all year - until Konner Sauve admitted it had been him during his co-valedictorian speech.

Sauve, 18, had kept his identity under wraps all year as he published 650 photos of students from East Valley High School, ABC News reports.

"Everyone makes mistakes and I wanted to focus on the better aspects of people," Sauve told ABC News. 'To shed a positive light on each individual, make them feel appreciated, and to know that someone cares."

The Instagram photos were published under the account @TheBenevolentOne3. Sauve used yearbook photos and selfies of students from every class in his high school.

Sauve's project stands in stark contrast the other ways teens are known to use the internet when they can remain anonymous. Stories about teen cyberbullies and vicious comments on Yik Yak are much more common than uplifting stories like Sauve's.

Here are some of the nicest things Sauve said about his classmates, along with their photos.

To Kyle Riley: "A man with firm morals and values... I hope you continue to spread your wisdom and morals unto others as you make your journey through life."

To Casey Oldham: "Even if most teachers wanted to try and nail some trouble on you, you didn't care. You kept living how you were living and working your butt off in the process."

To Kelsey Ramirez: "Your undying sarcasm and extreme sense of humor gets me every time!"

To Vanessa Salinas: "You're one of the nicest and most genuine people at this school and I'm sure you'll find many successes in the future!"

To Jayme Steen: "You're 'steen'ing beautiful!"

To Ryan Dilbeck: "Let me introduce all of you to one of East Valley's most creative, expressive, and individualistic men!"

To Vanessa Nieto: "You've just got the right personality for becoming an influential leader in our society because sometimes the quietest of voices speak the LOUDEST."

To Michael Jones: "[I] can assure you that Michael will come striking back with his name in the big lights, he has some amazing dreams to fulfill and I believe he'll achieve them and MORE!"

To Jorge Lopez: "I've admired you since we were little because you seem to be content with your life and where you're headed."

To Joslyn Magana: "Always the hint of a subtle smile on your face, but just seeing you light up can make a room explode in smiles."

To Jose Gutierrez: "When people are around you they CANNOT STOP LAUGHING."

To Maria Valencia: "I believe I have never seen you without a smile... Never lose that sparkle that you got!"

SEE ALSO: This man donated his late wife's wedding dress to be sold on eBay - and the note he included will make you cry

NOW WATCH: A bunch of teens used Skype to meet and learn from kids from all over the world

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These students were mystified for a year by a flattering anonymous Instagrammer - and they just found out who it was

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A high school student in Spokane, Washington, created an anonymous Instagram account and used it to compliment his classmates all year long. No one knew who was behind the account all year - until Konner Sauve admitted it had been him during his co-valedictorian speech.

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That's a good question. Maybe this is poetry. A haiku, perhaps.

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This song should help with an introduction to simple, compound, and complex sentences.

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Brainpop and search poetry

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Tim and Moby get all poetic on you! The rhyme, rhythm and verse of one of the oldest literary forms.

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This student project stemmed from an 8th grade language arts class at Liberty Middle School reading The Outsiders by S.E. Hinton. We spent many months discussing how we can "shatter" stereotypes in our society. The video features "Iron Doors" by The Lighthouse and the Whaler. - Ambra Johnson, language arts teacher
By Devin Acklin, Joyce Jung, Justin Locke & Sara Thorsness
(Contributing Students)

The "I Am" wall originally started as a language arts class project for individual students to shatter the stereotypes that they felt have been placed on them. Before starting on the project, we personally felt confused and unenthusiastic towards this prompt, because it seemed awkward projecting our personal struggles in front of teachers and peers.

"Why should I share my life with others?" It seemed invasive and uncomfortable because students aren't normally prone to sharing their troubles in a public environment.

One day, Ms. Johnson had us all write down ways that we are judged - personal stereotypes - the things that we are NOT - on strips of black and white paper. We moved our desks to a circle, and Ms. Johnson laid out all of the stereotypes (the "I am not..." strips) in the center of the room. We had no idea who wrote what on each piece of paper, but we silently read those words and phrases scattered across the floor:

I AM NOT .... always quiet / boring / just a band nerd / rich / a know-it-all / Muslim / helpless / who you think I am / always happy / racist / sure of myself / an American native / often included / indestructible / easy / afraid to live my dreams / always trying my best / a loser / fake / listening to you scream at me / a Christian / perfect / and so on.

Ms. Johnson asked us to reflect on what was laying on the floor. We could pick any three strips of paper that we could relate to the most, and we had to write about why we connected to those words. We then had to write about how we can shatter these stereotypes or explain some of the ways we can show the world we aren't these things.

This was a little bit awkward because we aren't used to teachers asking us to think this deeply about something that is not really "school related," but after we got comfortable, everyone started writing and didn't stop until she made us.

The "I Am" statements

After the first activity, we focused on the things that we really are. The "I am. . ." statements. We tweeted articles and videos on Twitter using the hashtag #lmsthinksbig about different stereotypes of different people.

For example, one day someone tweeted a news article about how adults (you) consider Generation Z (us) "lazy" and "apathetic." We had conversations in the classroom with each other and with others via Twitter-other students, our assistant principal, a parent, a retired guy in Kentucky we didn't know - about why teens are judged like this.

The use of Twitter really enticed us as students to take interest in participating in the activity and motivated us to start taking actions to change the world.

Building the wall

Next, we began to make "I AM..." statements to create a wall outside of room 114. If you come by and look at our wall, you will see such a wide variety of words and phrases:

I AM...
a person / funny / creative / full of anxiety / biracial / an overthinker / trying to find the right path / tired / faithful / reliable / different / bilingual / heartbroken / wanting more / real / a person with anger issues / minus two grandparents / Indian / afraid of meeting new people / misunderstood/ Christian / someone who makes mistakes / athletic / Egyptian / adopted / ADHD / artistically disabled / pressured / tired of cancer / talented / about to crumble / a brother and a son / forgiving / a person who laughs to keep from crying / a dreamer / here for you / a Mormon / stressed / unsure of where I belong / persistent / a person with anger issues / heartbroken / constantly worrying / here for a purpose / clumsy / sad / Turkish / younger than you / trying to find the right path/ bad with change / unwanted / trying my best to learn English / vulnerable / insightful / more than you think I am...

At first, the wall seemed insignificant because it looked like there was no organization or focus or concern for more emotional and abstract connections. However, as the project progressed, we believe that it acted as an eye opener to others' similar issues.

It was fun to see students from other teams coming up to our hallway wanting to add to our wall, asking for paper and sharpies, reading what was already up there, and really being interested in it. As the wall continued to grow, different students from Team 8 would be in charge of recording using the iPad to document the wall going up. It seemed like the school was taking notice of us and our statements.

More people started coming up to us, asking us what it was and asking about #lmsthinksbig. As awareness grew, our classes bonded closer together, and we think our peers genuinely began to learn what it meant to empathize with others. We can't speak for the teachers, but it is obvious that other students' struggles were not so different from our own.

A new perspective on the project

A few weeks after starting the project, our team started reading The Outsiders by S.E. Hinton in class, and this is when we started realizing where all of this stereotyping stuff came from. The main characters in the novel are labeled because of their social class.

We didn't realize it at the time, but when we were making statements such as " I am labeled," " I am worried about my future," " I am courageous," " I am unsure of my potential," " I am scared," " I am sometimes hiding behind my sadness," " I am a dreamer," " I am looking for solid ground," etc., we were writing the same statements that Ponyboy Curtis, Dallas Winston, or Johnny Cade would have written if they were sitting in Ms. Johnson's language arts class. By picking out "I am..." and "I am not..." statements from the walls about each character, this really made us look at the project and the characters from a different perspective.

The purpose of the wall is to eliminate stereotypes and appreciate the differences in others. If we could describe this wall in one way, it would be "bravery" because students had to be so brave to put personal things on a wall in school where everyone can see.

We learned that we are all alike much more than we realized. It is awesome to see our friends retweet pictures and the video of our wall. Ms. Johnson emailed a band from Ohio called The Lighthouse and the Whaler to see if we could use one of their songs, "Iron Doors," for our video. They agreed, and a few weeks later they started tweeting with us and even retweeted our video which is awesome because they have a lot more followers than we do, so people in different parts of our country are now watching our video.

We keep discovering things

The wall has stretched beyond room 114, Liberty Middle School, and even Madison, Alabama. We have learned about "digital citizenship" and "global citizens" and things like that, but we think this a real example of taking those terms and applying them to show everyone how our voice can be heard.

We are very proud of the project because it took a lot of courage and hard work to complete it. Well, complete may be the wrong word. We don't think it will ever be completely complete. It seems that we keep discovering things about ourselves every day, so all we need to strive for is to be ourselves. There is no one exactly like us out there, and this wall serves as a visual representation and reminder to us to "stay gold" and to always "be" us.

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This student project stemmed from an 8th grade language arts class at Liberty Middle School reading The Outsiders by S.E. Hinton. We spent many months discussing how we can "shatter" stereotypes in our society. The video features "Iron Doors" by The Lighthouse and the Whaler.

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Interactive Notebook

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Throughout this weeks activities, discuss what you have learned about yourself. What have you learned about stereotypes and how people perceive you or your circle of friends.

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When you hear "close-read" what does that mean to you? Why do you think a strategy with this name would be important in reading?

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What does our culture value, and does that differ from what we value in ourselves? Discuss your answer in at least one well-written paragraph.

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What are stereotypes? What types of stereotypes do you struggle with.

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"Why should I share my life with others?" Write a paragraph that shares your feelings on this topic.