I chose the introductory letter as an artifact because it served as a starting point for me to interact with my students. I want to have a two-way relationship with my students, meaning that I share my hobbies and history with them and they share with me. As I read my letter aloud to my class, my students seemed genuinely curious about me, where I’ve travelled, where I went to college, and whether or not I like Providence. For homework, students wrote me a letter. They shared very pertinent information with me that helped me plan the unit. For example, several shared that they do not like reading aloud in front of the entire class. Keeping this in mind, I had students read in pairs often. The letters also shed light on my students’ lives outside of school, giving me some insight into the experiences and interests that students bring into the classroom. Over the course of the quarter, I tried to build on and validate their experiences and interests.