If Iām being honest, this principle has challenged meāin the best way. Itās made me realize that learning isnāt just about delivering content. Itās 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 livesālike a tradition, a memory, or a part of their cultureāthey lit up. You could feel the shift in the room. Suddenly, we werenāt just ādoing an assignment,ā we were building a deeper understanding of each other.
Iāve learned that exploring identity doesnāt 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. Itās 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 perspectivesāall of that shapes the learning environment. Iām 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 isnāt separate from learningāitās 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.