My Story
A BOOKWORM THAT LOVES UTAH
Travelling is wonderful. New experiences are enjoyable. However, there’s something about my beautiful home in Utah that constantly calls me back. It might be the fond memories I have made there. It might be my caring family members that have always been near. It might be the towering deep red mountains that have been a constant in my life. Whatever it is, I hate to leave for long. For someone who loves Utah so much, I should know all about it. But I don’t. I was born in central Utah but moved to the small town of Ivins when I was barely three years old. In the same town since then, I grew up. In a regular house, down a dirt road a mile away from town, I grew up. There were dirt and gravel paths barely wide enough for a car leading to the nearest houses, all at least a half mile away. My aunt and uncle live in the gray stucco one. My cousin and her family live in the white clapboard one. My tiny German step-grandma lives in the one covered in climbing ivy. My other aunt and uncle live in the red brick one. Up the hill is my great uncle’s children. Every Sunday all the extended family will get together for dessert at my house. I remember racing up and down the hallways with my kid cousins on my shoulders. I remember teaching my oldest nephew how to float on his back in the backyard pool. I have always been surrounded by family.
My immediate family consists of my older sister and two older brothers. The brother that is just a year older than me has always been my main competition in life. I had to earn better grades than him. I had to know more about everything than he did. I had to memorize more scriptures than him. I had to get a job before him. I had to be faster, stronger, funnier, and kinder. I had to know how to make others laugh just like he did, no matter how sad they were feeling. I had to know how to give piggyback rides to others so when they were tired I could carry them. Just like him. Don’t worry, I also learned to be just as stubborn and annoying as him, too.
Throughout my life, I have been studying and copying my older siblings, like any annoying little sister would do. Because of my sister, I have learned to be patient and to teach. I have learned to be more outgoing and to not be so shy. By following her footsteps, I have seen the importance of family relationships and religion. This sister is the one who finally taught me to curl my hair without burning myself, how to find cute and cheap clothes, and how to put on mascara without stabbing my eye. I have developed my own interest in photography because she is the most talented photographer I’ve ever seen, and because of her I have learned how important it is to capture moments. To appreciate the good times, and the bad, but never to forget those moments because those moments are the things that have shaped me into what I am today.
What I am today is “an introvert, a bookworm, and a sarcastic devil,” as my oldest brother might say. Nevertheless, it’s his fault I am this way because I only took those traits from him. My brother, much like myself, doesn’t particularly relish social interactions. We’d both rather be splayed out under a tree snacking on chips and reading a good book. Neither of us are very good at talking, because we’d much rather listen and ponder. My brother is the most respectful person I know. He has taught me so much of respecting education, all people, and all leaders, no matter what. All the same, he’s also taught me how to develop my own opinions of things, how to express those opinions respectfully, and how to stand up for myself.
Experiences, religious beliefs, family, friends, environment, education, and many other things develop people into who they are. Every human being is unparalleled by another. That’s what makes the world a beautiful place. One can travel as far and wide as they’d like, or they can return to their home on a long dirt road, but no one is the same. Everyone is extraordinary. Characteristics in me can be found in each of my siblings. Be that as it may, I am still the one and only Hayley Pendleton.
Teaching Philosophy
Teachers come into their jobs with many different ideas and priorities. The main things I believe in, and are a part of my core teaching philosophy, include: 1) creating and maintaining a safe and attentive environment in the classroom, 2) supporting and teaching according to students’ many diversities, 3) fostering growth and learning using scaffolding structures and constructivism, and 4) being a positive role model and a trusted adult. Despite the location of my classroom and the students I teach, my teaching philosophy comes with me.
As a teacher, my first priority is to create a safe and attentive environment for my students to grow and develop within. I create an attitude of support and positivity for each student. I ensure everyone’s basic necessities are taken care of according to Abraham Maslow’s hierarchy of needs (sleep, food, safety, etc). I have tasks and content that are aware of and support students with Adverse Childhood Experiences (ACEs) and trauma by encouraging the development of resilience factors, allowing students to have choice, and providing opportunities for students to give feedback and communicate their needs and questions in the classroom. As I build on the small successes of students, they gain confidence in their abilities and in expressing their opinions. They feel safe and foster respect for themselves and for one another.
A significant part of my teaching philosophy is supporting and teaching based on student and world diversities. I teach using collaboration techniques often between all students, so new backgrounds and insights are continuously introduced. I introduce diverse literature in media and cultures (books, movies, music, poetry, etc based on socioeconomic levels, political beliefs, race, ethnicity, ability, religion, etc). Students' knowledge of the world and the diversity between and within people expands. I use technological support to provide accessibility and flexibility to all students, regardless of diversity, learning style, or intelligences. Options will be provided that are within Howard Gardner’s multiple intelligences theory, so whether students are inclined to linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, or naturalistic intelligence, they will be motivated and supported in their learning.
As the environment of my classroom is constructed and my students are prepared to access knowledge, effective teaching and learning occur. I foster as much growth as possible in my students and challenge and stretch their minds. In my classroom, I use constructivism in my lesson planning. I teach and support students in developing time management skills. By flipping my classroom and providing more student choice, I encourage creative thinking and self-regulation by having students propose and carry out their own ideas and showing multiple options to show mastery of a standard. I teach lessons according to Benjamin Bloom’s taxonomy, effectively building students from remembering and understanding to evaluating and creating. I assign texts and tasks that challenge students and teach them to independently foster their educational growth. I provide scaffolding for students so their current skills are supported and stretch according to Lev Zygotsky’s theory of the zone of proximal development.
My behavior bootcamp at the beginning of the year ensures policies and procedures are in place and well-known. Behavioral issues are prevented according to my behavioral management plan which is heavily based on Harry K. Wong’s research. Lessons begin on time and standards are taught efficiently because students begin working from the moment they walk in the door.
It is vital to me as an educator to maintain an open door policy for my students and be an example for them. I develop personal relationships and they are comfortable with coming to me with questions, comments, concerns, or issues. According to Albert Bandura’s social cognitive theory, behavior can be learned, so I set an example for my students of being kind, respectful, and open. I work collaboratively with students, parents, teachers, and administrators to create engaging curriculum and ensure student success. I make an effort to remain open to suggestions to improve my classroom. I become a positive role model by using best practices of giving individual and positive feedback to students within a regular time frame and I am passionate about the content I teach my students to foster intrinsic motivation.
As I teach, I focus on creating a safe environment, on supporting diversity, on scaffolding assignments, and being a positive role model for my students. Overall, the most important thing to me is that my students know that I care about what I am doing and I care about them, first and foremost. I give my all to my students because I want them to be successful and have fulfilling, joyful lives and experiences in my classroom.
Classroom Management Philosophy
My classroom management keeps my students on track and on the path to success. I work on my classroom environment, increasing motivating factors, and establishing consequences to ensure the best opportunities for my students to learn and grow in my classroom.
My classroom decorations are set to a theme to create unity and celebrate diversity in the classroom. Students of any religion, ability, race, ethnicity, economic background, gender, and sexual orientation are welcomed and celebrated in my classroom. Student work is showcased in the room to give students pride. Reminders of expectations are around important spaces of the room. The classroom agenda and expected time frames are always written on the board for students to follow along and learn self-management.
To increase motivation in my students, I use positive reinforcement. Positive reinforcement of behavior and praise work much more effectively in motivating students than punishment. I give students more positive feedback and praise than negative by writing personalized notes, establishing relationships with students by getting to know them and following up on their activities, and giving positive phone calls/messages to parents. I encourage students to incorporate their specific strengths into other areas of their work. Students are motivated to receive more praise and will follow through with procedures, routines, and desired behaviors because of the personal regard between teacher and students.
In addition to positive reinforcement, I use a mixture of token economy and worker’s holiday to increase positive behavior. Students receive a behavioral tracking sheet with ten bubbles. When students complete their work and follow expectations, the teacher will give them a specialized stamp at the end of each week. After a student has ten stamps, they can turn in the card for a “Friday off” where they can choose different activities, games, books, etc. to do instead of the work for the class that day.
When students complete their work early, I always have a back pocket activity planned for the whole class or extension activities available for individual students. Students can choose between different activities including: sustained silent reading, researching topics interesting to them, completing activities from my file folder that support classroom instruction, etc.
My class is structured, and routines are implemented to give students security and familiarity. Much of my behavior management is based on the practices of Harry and Rosemary Wong. During behavior boot camp for the first week of the school year, we practice the routines and procedures repeatedly to ensure they are understood. Parents and students sign a contract to show they understand the expectations and consequences that are followed in my classroom. Expectations are established for behaviors. If a behavior is not being followed, quick reminders, like Doug Lemov’s approaches, are usually enough to get the class/student back on track.
At the end of each class, students complete an exit ticket which includes an optional question inquiring after students’ mental health and situations. I provide students with private opportunities to express themselves, so I can give them the support they need. My classroom management provides students comfort to grow and challenge themselves to succeed in their education.
Leadership Philosophy
Leaders come in many forms and are found in many positions. A leader is someone who others can look to as an example, someone who inspires those around them to improve, and someone who assists all who surround them. As a future educator and current student with several leadership positions, I am a leader that strives to become more effective. When I am a teacher, I will have students who look to me for help in finding who they are and who they want to be. As they progress in their secondary education, they will adapt and transform according to the influence of their experiences and the content I teach. I must provide materials and attitudes in which they can become motivated and connected to. I will be an example to them and provide assistance and support as they become leaders themselves. Now, as I work with my peers and other students on campus, I continue to improve my guidance for their own decisions, work, and behavior.
A leader should be an example of kindness. They listen intently to the people around them and, when appropriate, adapt and take action to help each individual and the collective. They make sure everyone around them feels heard and valued. Leaders are respectful of everyone around them, whether they are in positions of authority or not. A leader should also be an example of diligence. I complete tasks and organize my time and efforts to demonstrate that others can do the same. Those who lead help others to accomplish their goals in any way they can, from providing motivational quotes or getting their hands dirty, and effective leaders do not expect more from the people around them than they do of themselves. Ultimately, leaders do not dictate to, but collaborate with everyone in their circles to ensure success for everyone involved. My greatest identity as a learner is being a leader, so I progress every day in becoming more effective, transformational, and culturally competent for all of my endeavors.