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?
Kayla, purposeful transitions and having routines for what to do to make this happen are important. You can use music, movement, or physical tasks like gathering materials or putting on PPE. As for motivating students, running the greenhouse like a business and having the students take on and practice different roles and skills can be useful. For example, you can have them complete tasks for a hypothetical client, go through the steps of different practical activities from different plant related CDEs, or demonstrate the types of things different types of greenhouse jobs and the skills associated with them.
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