The three of Derman-Sparks’ identity dimensions that I included in my identity map are Language, Radicalized identity and Education. Understanding this identity dimensions significantly reinforced me believing all students can succeed in education in an equitable and inclusive classroom. Half of my students are ELL students from low-income families. I realized that my students' poor lived experiences and Hispanic cultural backgrounds challenge their motivation of doing well in school. By validating diverse voices, and acknowledging the role of language as a core part of identity helps me honor multilingualism and support my students who speak non-dominant language which is English. Understanding radicalized identity allows me to confront and disrupt stereotypes and structural racism that affect students' self-perception and academic access.  I embedded and acknowledged these identity dimensions into daily educational practice, believing that my students are capable of success, particularly when justice, respect and cultural responsiveness are central to teaching. 

Playing music in audio and video is one of the major technology that I audiovisually motivate students in my classroom.