About Me Project Narrative
I have a deep stake in the place where I teach. I wear a lot of different hats in my community at Blackstone Valley Prep: I am a legacy alumnus alongside my brothers, a teacher, and someone who grew up in one of the district's sending communities, the list goes on. These identities also give me a unique perspective on the school and the students I serve. I knew I wanted to be a teacher for a long time, and it was my teachers growing up who helped me discover that. I am going into my fifth year working at BVP, where for the majority of that time I taught 7th grade science and most recently served as a mentor at the high school level. Through these experiences, I have come to believe that one need that should carry the same importance as content instruction is relationship and community building. It is not easy to foster relationships and build community with the kids, and when you consider all the variables, it becomes a daunting task.
I believe that all scholars learn differently, and learning should be shaped to meet their needs. At the same time, relationships and community are a big part of what scholars need, and those things can sometimes be overlooked. There needs to be mutual trust and understanding between a teacher and scholar. When I think about my own path, I find it kind of ironic that I’m a teacher now because I never really cared for school. I hated reading, struggled with math, and would much rather have done anything other than school. But the educators I had growing up, along with the relationships and community they built, are what kept me engaged and made me want to do better. Building relationships has always been what I lean on most as an educator, because it feels like the most authentic thing to do. At the same time, building those relationships isn’t always easy. It’s obviously easy for me when I share certain identities or interests with a student. For example when they are from Central Falls, are Hispanic, speak Spanish, or like sports. But what happens when we don’t have things in common, or better yet you stop and consider that there are more than 100+ kids you reach in a day? Building relationships and creating classroom communities becomes a lot more difficult. That’s where the “About Me” project fits in, it can be an easy way for me and the students to share parts of ourselves and help build a classroom community.
Relationships are the foundation of my teaching philosophy, however I also see that the tools we use can either support or obstruct those relationships. Technology, when used appropriately and with intention shouldn’t replace human connection but it can help to create new opportunities for expression and connection.
I deeply connected with Rita Pierson's TED Talk, Every Kid Needs a Champion. Early in her talk, she says that she has spent her "entire life at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse." That line immediately connected with me because it relates to my own connection to Blackstone Valley Prep. I attended BVP from fifth through twelfth grade, both of my brothers graduated from the school, and I’m now lucky enough to teach there. Much of my life has been spent in or around BVP, and because of that, it has always felt like more of a home than just a school.
What stood out to me most, however, was Pierson's unwavering belief in her students. When she says, "I am somebody. I was somebody when I came. I'll be a better somebody when I leave," it is not just the words that are powerful but the power and belief behind them. You can hear that she genuinely believes every student is capable of succeeding, and that becomes contagious. Her message reinforced something I want to bring into my own classroom: relationships and high expectations. Building a strong classroom community begins with educators who genuinely believe in the potential of every student. If there is one thing I hope every scholar who walks into my classroom feels, it is that they are capable, valued, and believed in from the moment they arrive, and the About Me project is one way I hope to demonstrate that to them.
Jennifer Spiegel's Prensky Revisited: Is the Term "Digital Native" Still Applicable to Today's Learners? reinforces the importance of designing learning that recognizes students' different strengths with technology. Spiegel argues that students are not all "digital natives" in the same way, they engage with technology differently. She identifies different categories such as digital creators, socialites, gamers, and workers that students may belong to. This idea directly influences the design of my project. Instead of requiring every student to present themselves in the same format, scholars will choose a medium that best reflects both who they are and how they communicate. Whether they create a podcast, digital collage, Google Slides presentation, or another format, the choice itself allows students to build on their own strengths while also developing new digital literacy skills.
Dr. Michael Wesch's TED Talk, What Baby George Taught Me About Learning, further supports my belief that meaningful learning begins with knowing your students. Wesch argues that real learning starts with the questions students leave class asking rather than the information they memorize. His story about the student who was disengaged until his passion for video games was recognized shows how powerful it can be when educators take the time to understand students' interests and identities. The About Me project serves as an opportunity to begin that process at the start of the school year. Rather than relying on assumptions or waiting months to learn about my students, the project intentionally creates space for scholars to share who they are, what matters to them, and how they learn best. That understanding becomes the foundation for stronger relationships and more meaningful instruction throughout the year.
As we wrap up this course, I continue to come back to how I would like to make changes in my classroom during the upcoming school year. While the pace was definitely intense, I genuinely enjoyed the conversations we had and the opportunity to hear so many different perspectives. It was refreshing to be in a room with educators who are all committed to the same goal of serving students and helping them succeed.
This class helped to give me practical strategies on how I can integrate media into my classroom in ways that are thoughtful and purposeful rather than simply using technology just because it is available. More importantly, it reminded me of what I’ve always believed, that the best teaching starts with relationships. Whether it's giving students meaningful choices, learning about their interests, or creating opportunities for them to share who they are, those moments build the trust and community that make learning possible.
As I return to teaching middle school next year, I hope to carry these things that I’ve learned with me. I want my classroom to be a place where students feel known, valued, and challenged, and where technology is used to amplify their voices.
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