My funds of knowledge consist of some of the topics I covered in this project, such as my common literacy experiences and my favorite place to engage in literacy. These topics are apart of my everyday life, especially things like my cultural values. Some of these values, like the value of taking only what I can pay back, I learned from my family. That would be a funds of knowledge that I would bring to my class if I were a student and aspects that I will bring to my classroom when I am a teacher. It consists of my "daily educational practices within the household, extended family, and social networks, and preexisting family college knowledge "(Kiyama). Essentially, my entire home life is brought to field and to class, even in college. 
One thing I will try to do differently in my classroom is, as Kiyama mentions, trying not to view myself as teaching to an agenda and more as a facilitator of creating a positive learning environment and having creative ways to cover academic material. I don't want to teach just to get through material. Unfortunately, there is so much of it and such a long check list for teachers. I want to do my best at being a better culturally responsive teacher and engaging with my students and allowing them to bring their funds of knowledge to the classroom. 

My thoughts about literacy has changed throughout this project. I realized that literacy can be multiple experiences, not just reading and writing at school. The awareness for who I am matters when becoming a teacher. If I know who I am, I can better identify with my students, especially those from different cultures. I have to know my own cultural practices to be able to relate to my students. It is incredibly important for me to be able to understand who my students are and allow them to bring their previous knowledge and their funds of knowledge and what they know how to do and use it to my advantage. I can use what they know to teach them and it will allow them to relate to the content better. 
I also want to get past certain biases I may have concerning the economic status of students and their parents. There may be times where I may think badly about the parents of a student because of their economic status, which is wrong. The is the idea of deficit perspective. A deficit perspective defines students by their cultural values, and worse, their economic status. According to Dudley-Marling, “The high level of reading failure among children living in poverty, for example, is often linked to the claim that poor children lack the rich and varied vocabulary needed to succeed in school.” A deficit perspective comes from thinking negatively about students who come from poverty stricken backgrounds. People also believe that families living in the situations do not care about education and that is not always the case.  This belief severely impacts the students and their education. I do not think I am like this. I love my students and they are all very culturally diverse; however, there is always room for improvement in regards to my own thoughts about parents and students. 
 I know that students come from all different backgrounds. It is incredibly important to realize that students are not defined by the deficits of their culture. Just because a child comes from a poverty-stricken background does not mean that they are illiterate. It is essential that a teacher should not be biased against students that come from diverse backgrounds.
 One thing that I have learned about literacy is that it can come in different forms. What is “good literacy?” Some of the things that I have learned about good literacy from books and people is that sometimes, good literacy is in the eye of the beholder. We have “proper literacy” in terms of school, but to who? I am more critical of the idea of good literacy because I believe that literacy comes in multiple forms. And depending on the culture of the students, the literacy they practice might vary, which does not make them “good” or “bad.” I strive to get to know my students better so that they will be comfortable sharing their cultures with me and other students. When I work with my students, even if their own cultures do not match with school culture, I will make sure they know I care about their well-being. I will do my best to try and assist them with understanding school culture in a way that promotes positivity. I do not want them to feel like what they are doing is wrong, but that there is a time and place for everything. The article read in class by Wheeler & Swords discusses the language students bring from home versus the standard (school) English that is expected in the classroom. This article directly relates to this idea of funds of knowledge and how classroom culture is different from culture students experience at home. This article discusses the problems that students face and what steps we, as teachers, need to take to be better at working with these students.

with teaching culturally diverse students involve knowing a particular set of cultural characteristics of a student. For example, I fear not knowing how to communicate with a student who rejects my interactions. Some may be closed off. I also know that different cultures have different "rules" like students not looking at adults in the eyes as a sign of respect. I am afraid, that even though my strength is building positive student/teacher relationsips, that I will not be able to give a helping hand to those students.