The photo about cultural discomfort, from my transition from New York to Georgia, highlights how the lack of representation can make students feel unseen. This experience motivates me to ensure my classroom is a place where all cultures are represented and celebrated. I also acknowledge my unintentional cultural bias, stemming from limited knowledge, and I strive to address this by learning more about my students’ backgrounds and incorporating diverse perspectives into my teaching. This self-awareness reflects Washington and Larimore’s (2023) assertion that culturally responsive teaching requires addressing biases and creating equitable opportunities for all students. Building meaningful relationships is my strength as a teacher, and I believe these connections create a supportive and inclusive environment where students feel valued.

Overall, working on this multimodal project has helped me reflect on how visual and personal narratives, like the ones in my Padlet, can make literacy more engaging and relatable for students. I’ve learned that students’ funds of knowledge—their unique cultural and life experiences—are vital to their learning (Kiyama, 2011). Moving forward, I want to integrate activities that encourage students to share their own stories and identities, helping them see the value of their experiences in the classroom.

A flower blooming from the names of my aunts—

Hyacinth and Roseanna,

Beauty and resilience intertwined.

I am a seeker of experiences,

My passport a symbol of journeys near and far,

Carrying me back to the embrace of family,

And forward into the world of possibilities.

I am a storyteller,

Writing my daily observations,

Connecting literacy to life,

With the Bible as my guide to purpose.

I am a teacher,

Building relationships with diverse students,

Turning cultural differences into bridges,

And seeing every child’s potential.

I am Hyanna,

A flower of many petals,

Each one a story,

Each one a strength.