I wasn’t born a reader. In fact, reading was one of the first walls I hit as a young student. I had a speech impediment and teachers labeled the “Donald Duck” or “Goofy” reading groups — code words, I later realized, for the lowest groups.

I remember one moment so vividly. I had just gotten the courage to volunteer to read aloud in class. My mom had always encouraged me, maybe even fibbed a little to boost my confidence — and I believed I could do it. But as I opened my mouth to read, a loud sigh from my classmates rippled across the room. It was the kind that sinks your heart before you even start. It took a year or so to understand what that sigh really meant.

In 4th grade, I “graduated” from my speech class. I truly believed that once I no longer needed speech help, reading would finally click. But it didn’t. I was already behind in phonics and decoding, and while others were building fluency and understanding, I was still working to sound out words. Since decoding took so long, comprehension slipped even further away. I often had to reread texts over and over, just to keep up. It felt like the movie reel in my head was playing with a blown-out lightbulb.  I couldn’t see the picture clearly.

Teachers described me as “just OK.” A student who would always struggle, but who would probably get by. But what I needed wasn’t a prediction, I needed a connection. I needed a teacher who saw beyond my test scores and group placements. Someone who would understand what I lacked and help me fill in those foundational gaps, Someone who cared.

Elementary school should be a time filled with joy, discovery, and encouragement. For me, it wasn’t. My memories of those years aren’t warm or nostalgic. But they are motivating. Because those difficult years gave me a clear vision for who I needed to become.

I am the teacher I needed.

One way I do this in my classroom is by making sure every student has the opportunity to see their own growth and success. This year, we brought that to life through the Defense of Learning Showcase — a project where students reflected on their learning, selected meaningful artifacts, and presented their journey to an audience.

I put students first. I look for the child who sighs when it’s their turn to read. I advocate for those who are often overlooked. I turn lessons into stories, act out skits, and design projects so that all students — not just the strongest readers — have a chance to shine. I teach with empathy, because I know what it feels like to sit in a classroom and feel invisible.

One of my proudest efforts is the Defense of Learning Showcase, a culminating project where my students reflect on their academic and personal growth throughout the year. They choose artifacts that represent their journey, explain their learning, and present to an audience. For some, this is the first time they see themselves as capable, reflective, and confident learners. They take ownership of their growth, set goals, and stand proudly in their progress.

This project isn’t just about academics,it’s about rewriting the narrative for students who’ve been told they’re "just OK." It’s about giving them the voice and power I never had.

I’ve grown into the teacher who didn’t just survive school — I thrived beyond it. I became better than “just OK.” And I wake up every day to be that difference for someone else.