Ecosystems and Fermentation (Week 12)

I think it's safe to say that when you return to your students after three days of being away, there will be adjustments to make. Luckily for me, my students were eager to get back in the swing of things. Despite myself being sick on Monday and Tuesday, having a substitute for the entire day on Tuesday due to Mrs. Cashell-Martin being sick, preparing for two weeks of teaching because of a pageant this weekend, this week was probably my favorite week of teaching.


The week began with most of my classes needing to finish the projects that I had left for them while I was out. Then, it was time to transition into our next units of instruction.

The week was rough to start with myself not feeling so hot on top of adjusting to the students again and the students adjusting to me, but by the middle of the week, I was 80% back in the game and ready to have some pretty awesome and engaging lessons with my students!

Two of my favorites were having my Forestry and Soils classes making ecosystems in a bottle to introduce the forest ecosystems unit. Complete with fish, of course! And my Introductory course was super engaged on Friday with an activity demonstrating the fermentation process in the rumen of a ruminant animal!



I am finally starting to recognize what works for each of my classes and how to get them engaged and keep them engaged throughout the entire lesson. I can finally recognize when they are lost or not understanding and figure out how to reword it or connect tehe dots so that I see that light bulb go off in their heads. While I have figured out a lot this week, there is always still learning to do!

So, some questions for my readers:
1. What suggestions do you have for keeping students on topic when conducting a lab experiment or activity? How do you acknowledge the connections that they are making, but also cut the conversations that are off topic.

2. What suggestions do you have for having live animals in your classroom? The students created these ecosystems, should they be responsible for the upkeep of these animals? Do you allow students to take these types of things home? What criteria/stipulations do you include if you do allow them to take the animals home?

3. Where have you found some awesome activities for your students to complete while other students are in the shop? We have three welding booths and 9 students in the class. I hate to have them all complete bookwork while they are not in the shop.

Charm City-Week 11

Week 11 has come and gone, and I have only spent two days of the week in my program.
You may ask- why?

The reason being, the last three days of the week, I travelled back into the Keystone State and up to Happy Valley for the first ever, Spring Retreat while student teaching.


The three days began with presentation of the Project Learning Tree lessons that we had piloted with our students at our cooperating center. This experience allowed me to get a look into what my colleagues were teaching and how they were able to adapt and modify some of the PLT lessons for their students.

The day wrapped up with a financial literacy workshop by Dr. Curry, which by the way, is a lot harder than it seems! Finally, we were loading up the vans and headed to Charm City.

Charm City, also known as Baltimore, MD.



Charm City has an incredibly interesting take on agricultural education. While in Baltimore, we were able to see two different charter schools which utilize agricultural education for various ages, and a non-formal agricultural education site that caters to younger students within the Baltimore area.


Baltimore is an urban area, with a lot to learn. Students are engaged in what agriculture has to offer them, but also don't always have a safe space to go home to at the end of the day. I enjoyed my time in Charm City, learning how to increase student engagement, and take a look at how agricultural education can be modified for younger age groups.


Week 11 realizations:
1. You don't know what each student is going through every day.
2. You're never going to be a perfect educator, but you can try your hardest and grow each and every day.
3. Students need a safe place to call home, be that person.

Questions:
1. How do you gauge student's willingness to engage throughout the day? How do you address students who are tired because they may have some family issues that required them to stay up last last night, or not be able to grab breakfast in the morning?
2. What are some tips and tricks that you have found successful to show students that you care and give them that safe space that they so desperately need?

Full Steam Ahead- Week 10

Choo Choo.
Full steam ahead.


Week 10 has come and gone with what feels like the blink of an eye. I have picked up my last class totally a full load of 5 classes for the last 5 weeks of my internship. The more time that I spend with my students, immersed in the content that is agriculture education, the more I fall in love with the students and the content.

This week was full of recognizing when things went wrong, how to fix them, and also celebrating the wins.  I was able to serve as the FFA advisor for a chapter meeting which gave me butterflies thinking about one day leading a chapter of my own.
"Here by the owl," will forever hold a special place in my heart.


Perks of this week:
1. Full load of classes, bell to bell instruction EVERY day
2. Organization!
3. Creating quality alternative assignments
4. Planting 7-800 plants in one day
5. Feeling confident in my teaching instruction and activities


Questions that I have:
1. I am currently struggling to come up with activities for my forestry and soils class. We are transitioning from a forestry management unit to a forest ecosystems unit. What suggestions or advice do you have for making this class more interactive and engaging?

2. Classroom management- the last class of the day. I struggle with keeping the attention of students at the end of the school day. Sometimes they finish their ticket out question prior to the bell ringing and think that it is okay to get up and line up at the door or go chat with friends. I have addressed the issue a few times. What is something that I can do to ensure that students are remaining in their seats until the bell rings AND I dismiss them for the day?

3. Cell phones. School policy states that cell phones, head phones and hoods are not to be on/out during class. The school has not been very consistant with the consequences for having these items out. How can I enforce these rules in my classroom?

Begin with the end in mind (Week 9)

This week has been challenging.
I'm not afraid to admit that.
I just picked up my fourth class and will pick up my final class on Monday.

Transitioning content from day to day has been a struggle. I know the content that I want to teach for the day and how it all flows together, but then connecting it all to the unit as a whole has been a struggle.

I seem to have lost sight of keeping the end in mind.



What I need to remember is that you will have bad days and bad weeks, but that doesn't mean that you are having a bad life. That doesn't mean that you are a bad teacher. That doesn't mean that you're a failure.

What I've also learned is that asking for help- again, is not a bad thing. If you are struggling, you NEED to ask for help. You are not being judged, or ridiculed, you just need to ask for help especially in areas that you may not be 100% confident in.

The shining moment of this week is that on Thursday, we had 5 public speakers, and an agricultural mechanics team compete at the regional level. I am proud of our members who placed incredibly high in both areas. We had 1st place creed speaker, 1st place prepared public speakers, and a  3rd place extemporaneous public speaker.

Our Agricultural Mechanics team placed first in the region with members placing 1st, 3rd, 6th, and 7th place!

What I'm trying to say is that no matter how your day or week has been, there is always a bright side. At the end of the day, if you've taught students one thing, then you've done your job. Bad day not a bad life.


Questions:
1. My intro to ag students have no desire to learn about FFA or what FFA is- many of them do not want to go to college and/or have no interest in agriculture. How do I gain their attention and make them see the benefit that the National FFA Organization has to offer them?

2. Forestry and Soils is an incredibly challenging class for me, any advice on how to make this class more engaging or ideas of where to get resources for lessons would be greatly appreciated.

Never a dull moment (Week 8)

Finally a week full of classes without delays or cancellations... at least that's how the week started.

Monday-Thursday came and went.. to say that it was exhausting both for the students and myself is an understatement.

Friday rolls around and I wake up to a two hour delay.. Happy Birthday to me. Two hour delay on a Friday after a long week... of course the students were ready to get out of there by the time 3:30 rolled around.

But this week was also full of exciting moments, which as an ag teacher is literally all the time!

With the beginning of the month, came a new newsletter that parents receive highlighting what their students have accomplished throughout the past month.

This week was the first week that I really implemented my consequences and reviewed them with students. 

What I've learned through this experience of implementing consequences a little too late in the game are the following: 

1. When you create expectations, procedures and consequences, stick to them! 

2. The honeymoon phase of how great high school kids are will fade. They will begin to test you and push your buttons. 

3. When you implement consequences, make sure that you are consistent and equal. Keep your eyes peeled at all times and don't be afraid to pull a student aside and discuss their behavior with them. 

4. A one on one conversation goes a LONG way with high school students. 

Questions that I have: 

1. I have recently been struggling with transitions between welcoming students, bellwork, and just transitioning between activities. What are some suggestions that you have for making these transitions smoother? 

2. Throughout the next few weeks, the greenhouse will be in full swing and our new greenhouse should be ready for use. Until then, we have a TON of plants that will need planted. Sometimes, we may have to pull a second class other than greenhouse to help mix soil so that we can get all plants planted in a timely fashion. What suggestions do you have for gaining motivation for students who may not be in the greenhouse class?