If I’m being honest, this principle has challenged me—in the best way. It’s made me realize that learning isn’t just about delivering content. It’s also about helping students discover who they are, where they come from, and what they believe in.
In my practicum, I saw how important identity work is, especially for students who might not often see themselves reflected in the classroom. When I invited students to share parts of their lives—like a tradition, a memory, or a part of their culture—they lit up. You could feel the shift in the room. Suddenly, we weren’t just “doing an assignment,” we were building a deeper understanding of each other.
I’ve learned that exploring identity doesn’t have to be some huge, formal lesson. It can be small, everyday things. Choosing texts that reflect different voices. Giving students choice in their projects. Taking the time to ask real questions and listen to the answers. It’s about creating a space where students feel safe to show up as themselves.
And on a personal note, this principle has made me pause and reflect, too. Who I am matters in the classroom. The way I share my own story, the way I respond to others, the way I invite in different perspectives—all of that shapes the learning environment. I’m still learning how to do that well, but I know it starts with being open and intentional.
At the heart of it, FPPL #8 is a reminder that identity isn’t separate from learning—it’s at the center of it. And when students are supported in exploring and expressing who they are, their confidence and engagement grow in amazing ways.