Creativity Lab!

For our final lab of the year we had the chance to challenge our creativity. We were asked to bring along our favorite unit plan that we had written so far and that's all we knew about the lab. When we got there, we were told that we were going to the Dollar Store and we had five dollars to purchase some things to make a lesson or the unit more creative.

I chose to bring along my genetics unit plan and I had no idea what I was going to buy at the Dollar Store to help teach one of these lessons. When we got there I looked around for a while trying to get
ideas. Then I found a bunch of fun crazy colored hair pieces. I got two brown, two lighter brown and one really bright red! My plan for these hair pieces is to choose one color that is dominant and one color that is recessive. Students will then put two of the hair pieces together and determine what color hair the offspring will have.

I really enjoyed this lab and thought that it was a fun idea. It really got me thinking out of the box to figure out unique ways to teach my content. It was really interesting to see what my classmates picked up as well!

I think that having creativity in the classroom is great for many reasons. First, it can make the learning experience more fun for the students. It can also get students thinking about the content and ways that hadn't before. This lab definitely made me want to think of unique and creative way to teach more of my content during student teaching.

" Creativity is seeing what everyone else has seen, but thinking what no one else has thought."

- Albert Einstein 

Weekly Writing #10

Classroom Management

How do I, as a first year teacher, gain my students respect and listen to me without being the "mean teacher"? Am I gonna be able to manage my classroom effectively? These are two questions that I often catch myself asking. This weeks writing really focused on how we can effectively manage student behavior. 

One of my favorite things that this week's writing talked about was how the teacher is the key ingredient for an acceptable classroom atmosphere. Without an environment that is acceptable it is almost for students to learn effectively. This means that if the students are behaving and focused its gonna be really hard for any learning to take place. Likewise, if the teacher can't involve the students and have a clear and organized lesson the same thing will happen. 

Not only is managing the classroom important for effective learning it is important for the satisfaction of the teacher and the students. If they aren't able to manage the behavior of the students they are probably not going to enjoy going into the classroom each day and wont be able to perform to the best of their ability. 

The writing also gave guidelines to follow in promoting acceptable behavior that I found very beneficial. All of these tips are simple but really effective ways to manage your classroom

   1. Start out firm

   2. Be prepared to teach well

   3. Have a definite routine by which each class is started

   4. Make generous use of praise

   5. Do not have favorites

   6. Be consistent, yet not predictable

   7. Take action whenever a problem arises

   8. Learn to separate the action of the student from the person of the student

   9. Never make threats, only make promises

   10. Set a good example

   11. Be sure the penalty fits the offense

   12. Be attentive to all behavior in the classroom or laboratory

   13. Learn to forgive and forget

The readings this week gave me a whole new view on classroom management. When I would originally hear those words I would think about ways to enforce good behavior and punish bad behavior. However, I now see that its so much more than that. It's about making a solid environment where students can learn as effectively as possible!

"In order to succeed, we must first believe that we can."

Microteaching: Central Columbia High School

For my microteaching experience Jillian Gordon, Carly-Jean Schaefer and I went to Central Columbia High School and taught for three days. I taught an Ag 2 class and did a lesson on fasteners. The students in my class were from all different grades and had different experiences with this topic.

The first day of teaching did not go nearly as well as it did in my head. I had my lesson plan, my PowerPoint, my worksheets and my sample fasteners to hand out. We did a quick get to know you game so I could get familiar with some of the students names. I gave the students two boards and had them try to put them together using tape, glue, rubber bands and play dough. Then we went over the 5 different categories of fasteners and why they are important.

I handed out a dichotomous key and three samples of fasteners and had the students use their key to identify the samples. This activity went really well but the students did it a lot faster than I thought they would. I ended up finishing with 15 minutes to spare and I kinda freaked out. I wasn't sure what to do so I had the students start on what I had planned for day 2.

The second day I had planned to go over three categories of fasteners; nails, screws and bolts. However, I ran out of time and only got through two. We took notes on the characteristics, types and vocab words related to each fastener. Then we had a competition to see who could make the best fasteners out of play dough!

For the third day we continued with our notes and talked about bolts, nuts and washers. While the students were taking notes I passed around samples of the fasteners so they could get a chance to look at them. After we had talked about each category of fasteners we played an intense game of
Pictionary! This was a great way to review all the different fasteners we went over in the past three days and also get the students up out of their seats.

Even though my first day didn't go so well, the other two were great! I really learned a lot from this experience from both the students and Mr. Brown and Mr. Turner who were great at working with us and giving us advice!

"Outside of your comfort zone is where the magic happens"

Life Knowledge Lesson

For one of our last labs we were asked to teach an FFA Life Knowledge lesson at our cooperating center. I was excited about this because it would be the first time we were teaching in front of students that we will teach for in the spring. I have to admit I was a little nervous to teach in front of my cooperating teacher but everything went well!

My cooperating teacher Ellen Aurand and I

I chose to do a lesson on leadership. The students were asked to come up with characteristics that describe a leader. I was amazed at all the different responses that students gave in each of the classes I taught. Hard working, friendly, responsible and fun were the most common responses that I got from the students.

After discussing characteristics and what it means to be a leader we talked about different leaders in our society. At first students were coming up with famous people or historical figures such as George Washington and Martin Luther King. The more we talked about what being a leader meant, the more the students began thinking of leaders they interact with on a daily basis. We talked about how their teachers, parents and peers can even be considered leaders.

For the last activity I had each of the students write down 3 things they could do on a daily basis that would make them a leader. I was surprised how much the students were engaged in this activity. They were really trying to think of things that they could do! After sharing some ideas aloud with the class, I encouraged the students to try and do one of the three things they wrote down by the end of the day!

Overall, I think that the life knowledge lesson went well. The students were engaged for the most part which made the lesson go smooth. I really enjoyed getting to teach in the classroom where I will be doing my student teaching this spring!

"If your actions inspire others to dream more, learn more, do more and become more, you are a leader."

- John Quincy Adams

Multicultural Moment: National Convention

Everyday things go on around us that we never even notice. During our trip to the 2014 National FFA Convention we had the task of observing the behaviors of people around us. We were asked to watching how people interacted with people around them and find behaviors that were interesting, uplifting and depressing.

I was amazed at both the positive and negative behaviors of people throughout the week. Some of the more depressing behaviors I observed were things such as a young girl shouting at the man working at the cash register in a store when the machine wouldn't read her credit card. The cashier remained
calm and tried to help the girl but she just wasn't having it. I also overheard a couple complaining about the lady in front of them who brought her small child to the convention in a stroller. They were saying things such as "what was she thinking? Who would ever bring a child here with all these other people? She is just causing traffic jams with all these people."

On the other hand, I saw a lot of great things that made me happy. I saw two young FFA members give up their seats so an elderly couple could sit without being asked. I also saw a lady pay extra so the next few people in line didn't have to pay for their coffee.

It was really interesting to sit back and really observe the behaviors around me. I felt bad for the people who were being treated badly by people they didn't even know and it made me happy to see those positive behaviors throughout my trip. This really made me think about my behaviors and what other people would think if they oversaw or overheard me.

"Make sure all of your actions and behaviors live up to and reflect the words, ideas and promises that come out of your mouth"

- Steve Farber 

Lab: Inquiry Based Instruction

Today was our last lab that we taught in front of this group of peers and it was definitely the most
stressful for me. I really had trouble coming up with a topic to teach for my Inquiry Based Unit of Instruction. Once I finally got my lesson figured out I was pumped!

I was going to use Easter Eggs and M&M's to teach about genetics, specifically dominant and recessive genes. Each student was given an egg and the shell was either a solid color or a combination of two colors. After brainstorming with a partner and then as a whole class. The students
had to determine what color the 4 M&M's in their egg were based on the color of their plastic egg shell. After figuring out what color was dominant and which was recessive, they were then given 4 M&M's and had to determine what color their shells should be.

It took a while to get my lesson plan laid out along with the lab worksheets for the students. I was pretty nervous to do this lab because it was the most complicated of the ones I have written so far. The lab started out well but then got pretty intense. Once we got to the point of opening the eggs to figure out what the different colors were, I could tell the students were getting a little stressed
because they couldn't figure it out.

The most frustrating part for me was that it made sense to me and I knew what the answer should be but I didn't know how to explain to my students without giving away the answer. We were able to get to the answer and get the lab finished but the students and I were both frustrated at one point or the other.

I think the lesson can be really awesome with some changes. It was a great hands on activity for the students and a great visual of what dominant and recessive genes mean. Even though this lab didn't go exactly the way I had planned or hoped, I am looking forward to making some changes and teaching this lesson again!

"It's not about how bad you want it,  it's about how hard you are willing to work."

Weekly Writing #9

Inquiry Based Instruction

Teaching in a way that reaches all of the students is important but can be really challenging. One method of teaching that can reach a lot of students in a fun and effective way. I have always heard about inquiry based instruction but honestly never totally understood what it was. This week's readings really helped me to understand what inquiry based instruction was and also gave me some great ideas on how I can implement it in my future classroom.

Inquiry based instruction is a teaching method that combines the interest and curiosity of the students with the scientific method. It also helps to enhance the development of critical thinking skills. Students are able to identify a problem and observe, formulate questions and apply new information to gain a better understanding. 

Inquiry based instruction involves five activities that students engage in using the scientific method. 

1. Learner engages in scientifically oriented questions

2. Learner gives priority to evidence in responding to questions

3. Learner formulates explanations from evidence

4. Learner connects explanations to scientific knowledge

5. Learner communicates and justifies explanations

This method of instruction is great for agriculture education because we play a vital role in the integration of science, math, reading and writing in our classrooms. When students are active in the inquiry based instruction they are able to utilize skills from these many other areas. Inquiry based learning also requires students to use their hands and minds which allows them to create their own understanding. This adds to the learning by doing method of agriculture education. 

In order to effectively implement inquiry based instruction in the classroom, teachers should use a six step cycle shown below. 

"The art & science of asking questions is the source of all knowledge."

-Thomas Berger

My First National Convention

Every year, my dad would gather my whole family around the TV so we could all watch the National FFA Convention. This happened every year for as long as I can remember and I never imagined I would actually go. This year I got to attend my first National FFA Convention with the advisors and students of Conneaut Area FFA which is where I will be student teaching this spring! 

I had such an incredible experience and it proved to me that a career in Agriculture Education is exactly what I want to do! Check out this video of some highlights from our trip!! 

Thank you Ms. Aurand, Mr. Bizjak and the students of Conneaut Area FFA for making first National Convention a great one! 

Lab: The Problem Solving Approach

This lab on the problem solving approach was by far the most difficult for me! Everything from coming up with an idea and writing the lesson plan seemed to be challenging. I finally decided to do my lesson on food supply and population growth. 

I began with a interest approach that involved cutting up an apple to display the different parts of the world where we are able to produce food. It ended with just a small piece of the skin that represented the total amount of land for food production. I was pretty excited about this part of the lesson and it went well. 

We then worked through a series of questions in small groups then as an entire class. I knew that questions were super important to the problem solving approach so I was really focused on making sure my questions were good while writing my lesson plan. However, when actually presenting in lab I felt my question could have been better. 

Another thing I struggled with was making the subject matter really relevant to the students and making sure they knew exactly what question we were trying to solve. The lab didn't go as well as I hoped but overall I really enjoyed it. 

I feel that the problem solving approach can be very beneficial and effective in the classroom! It may take some extra planning and thought but in the end can be really cool! I'm looking forward to use the problem solving approach during student teaching!

"Striving for success without hard work is like trying to harvest where you haven't planted"

~David Bly

Weekly Writing #8

Evaluation 

How can we assess our students learning without boring them to death or stressing them out about an exam? I can remember hating tests for end of unit assessments in high school. I either stressed out trying to study or felt like the exam really didn't measure what I had learned. 

So as I have been working on lesson plans and unit plans, I have been trying to figure out what type of evaluation would be the most effective. Throughout this week's reading assignment I was able to learn and different ways to evaluate learning and the advantages and disadvantages of each method!

The most interesting part of this week's readings was the section about how to effectively evaluate supervised agricultural experiences. This is such a integral part of an agriculture education program and it is important to measure the student's achievement. I found it interesting to read that teacher's should take into account the size or scope of the project, the student effort, and the condition or quality. 

"Empower everyone to be the best version of themselves"

Weekly Writing #7

Problem Solving 

Problem solving is a skill that today's learners need to know. These skills are ones that can be transferred across all subject matters. Math, Science, Technology, Engineering and even English all require an aspect of problem solving. We know these skills are important but how can we teach them in our classroom? Or how can we help students to use the problem solving skills they already have?

Due to a lot of research done in the last 20 years, we know that problem solving involves a complex set of cognitive, behavioral, and attitudinal components. Based on this information, Mayer found three characteristics of problem solving

1. Problem solving is cognitive but is inferred from behavior
2. Problem solving results in behavior that leads to a solution
3. Problem solving is a process that involves manipulation of or operation on previous knowledge. 

These three characteristics can be applied to this model of the problem solving process. 

One thing that I found really interesting was the Problem-based learning strategy. This strategy includes problem solving, inquiry based learning, project-based teaching and case studies.

To effectively use problem-based learning there must be a focus on problems that:

1. provide new learning experiences

2. lead to new knowledge

3. reinforce existing knowledge 

This all applies to Agriculture Education in many ways. John Dewey contended that learning from experience helps people solve future problems. Agriculture educators have drawn heavily on the work of Dewey in shaping a problem-solving approach to teaching. I am interesting in learning more about problem solving skills and the problem-based learning strategy. 

"We cannot solve our problems with the same thinking we used when we created them."

-Albert Einstein 

Let's Kick it! Student Notebooks

Check out this fun video talking about the importance of student notebooks, one of the individualized teaching techniques!

Thanks to Janae, Janae, Rea, Kayla & Deanna for helping me out with this video and for always providing me with some great laughs! 

Professional E-mail Etiquette

The society we live in now, e-mail is a part of most peoples day to day lives. It has become a huge part of my life since starting college and is now one of my main ways of communication. With e-mail being an important part of my professional relationships, there are quite a few tips to put in place to make sure I am using proper email etiquette.

I was able to find many resources that all listed the same top 10 tips on ways to write an effective email. 

1. Make the subject line count

Make sure the subject line is detailed enough so the reader knows what is inside and make sure it is exciting or important enough that they want to read it!

2. Get to the point

Put the most important information in the first line. Readers often won't wait to the end of the email to get the important stuff!

3. Identify yourself

This is especially important when emailing professors. Be sure they know what class you are in and in any situation be sure that the reader knows what you are asking about. 

4. Keep the text language to yourself

Avoid text lingo such as "brb" or "ttyl"

5. Keep it short

The recipient will be more likely to read all of your email if you keep it under 2 paragraphs. If you must write more than that consider using bullet points. 

6. Say Hello

It is always polite to start your email with hello or good morning, etc. 

7. Proofread

Reading over your email before you send it can catch a lot of simple grammar mistakes. 

8. Be pleasant

It is important to always be polite in your emails. Even if you are annoyed with the situation or the person don't show it in your email!

9. Respond fast

Email is supposed to be fast. It is beneficial to respond within 24 hours. If you are not able to   fully answer the email be sure to send the person a short note letting them know that you received the email and you will be responding soon. 

10. Have an appropriate signature

 Make sure your signature is appropriate and free of smiley faces or silly fonts. Others may see this as immature and may not take your message as seriously. 

Overall it is important that your emails are professional and efficient. This fun video goes through all the key email tips in just 2 minutes! Check it out!

"You can have brilliant ideas, but if you can't get them across, your ideas won't get you anywhere."

-Lee Iacocca

Sources:

"Email Etiquette." About Emails. 2013. Web. 6 Oct. 2014. Email Etiquette

Maynez, Neltje. "Inbox Detox". 10 Ways to Write Professional Emails:Advice for College Students. 

          2013. Web. 6 Oct. 2014.10 Ways to Write a Professional Email

Nordquist, Richard. "10 Tips on How to Write a Professional Email." About Education. 2014. Web. 6           Oct. 2014. 10 Tips on How to Write an Effective Email

Am I Clear?: Clarity of Instruction

One thing that is incredibly important to be a successful teacher is clarity of instruction. However, this is something I find myself struggling with. My instructions sound clear in my head but when I give them to a group they seem lost. How can I improve my ability to give clear and concise instructions?

I found many articles that talked about the importance of clarity. Mike Schmoker gives three elements that we should approach with the most simplicity and clarity in his article "The Importance of Simplicity, Clarity and Priority." Those three elements are what we teach, how we teach and authentic literacy. He talks about how all three of those things should be taken seriously but teachers should always be sure that they are not making it too intense that it is going over the heads of the students. 

So what we teach, how we teach and the language we use is important but how can I make sure that those three things are clear to my students? Montgomery County Schools in Maryland created a list of teacher behaviors that assist students in making sense of information. They included tips such as making sure you were teaching at a pace appropriate to the content and the students, asking questions, making sure all students understand before moving on. 

This article also provided a list of explanatory devices that teachers can use to help provide clarity. 
1. Mental imagery
2. Modeling thinking aloud
3. Progressive Cues
4. Analogies
5. Physical Models
6. Media/Technology
7. Charts
8. Blackboard

I really liked this devices because they helped me think of ways to incorporate them into my classes to help students understand what I am trying to get across! 

Another useful tool that I was able to find was the Instructional Clarity Checklist from the Arizona FFA. This checklist has 24 different questions that you can use to assess the clarity of your instruction. I think this would be a beneficial checklist to do yourself but also to have my students or cooperating teacher do as well. 

This YouTube video on giving clear classroom instructions expands on everything that I had read in the articles. The video really focuses on tips for the teacher to help make sure your directions are understood by all of the students. 

"Striving for success without hard work is like trying to harvest where you haven't planted."

-David Bly

Sources:

"Instructional Clarity Checklist." Instructional Techniques for New Instructors. Az. FFA, 2011. Web.
          3 Oct. 2014.

"Model Three Teacher Tip: Clarity." Montgomery County Schools. MCSD, 2012. Web. 3 Oct. 2014.

Schmoker, Mike. "The Importance of Simplicity, Clarity and Priority." ASCD. 2011. Web. 3 Oct.
          2014.

Weekly Writing #6

When is the best time to use group teaching techniques and when is the best time to use individualized teaching techniques? After reading and studying group teaching techniques these last couple weeks this is something I was asking myself. Well after my reading this week I have found the answer!

Every student has different needs, different personalities and learn in different ways. Their goals differ and they all have unique interests. Sometimes using individual teaching techniques can help students learn better.

Individualized teaching techniques can be beneficial because they
1. Help student learn to inquire subject matter
2. Promote independence
3. Learn to make use of more than one opinion
4. Learn how to evaluate and apply information
5. Teach students how to learn

All of these factors are beneficial and make individualized teaching a great technique but what are ways that we can effectively use this technique in the classroom?
This weeks reading talked about 5 different ways.

1. Supervised Study:
I really liked this idea but it truly gives the students the chance to work on something they are interested in. One thing it mentioned was for the supervised study to be effective the teacher must plan all the parts of it just as an other technique requires teacher planning.

2. Experiments:
Experiments are always interesting because whether the students are working alone or in a group there is a degree of real involvement. This often makes students more interested in the experiment and the subject matter.

3. Independent Study:
The role of independent study is to meet the needs of individual students. The teacher will take on more of a facilitator role during this individualized teaching technique.

4. The Use of Student Notebooks
Student notebooks have always been something I've been a fan of. The important thing is that teachers must be committed to using them but to also show the students that keeping good notes and an organized notebook has value.

5. Using Information Sheets, Assignment Sheets and Skill Sheets
These sheets are designed to guide student's learning experiences. They are valuable because they allow students to learn at their own rate.

This week's readings were really valuable to me because I wasn't really familiar with individualized teaching techniques. I felt like the information was definitely beneficial and it got my wheels turning on how I would be able to implement this during my student teaching experience.

"Be yourself. An original is always worth more than a copy."

The First Unit Plan!

For my first official unit plan I chose to do my Large Animal Science class and this unit focused on beef and sheep production. The unit consists of 15 sessions that are each 41 minutes long. I cover three main topics within this unit. They are genetics, reproduction and digestion. 

The unit plan process was actually more enjoyable and less stressful than I originally thought it would be. It was great to finally get all my ideas laid out and I could see where lessons would fit, what lessons needed more work and which ones wouldn't really fit at all. 

My original goal for my unit plan was to make sure all my lessons fit together and had solid titles and objectives. I also wanted to make sure I had adequate materials and evaluation methods for the students. 

My unit plan was given to two peers to review. From their feedback I was able to make some great changes to my plan. I made a few objectives more descriptive. Esp the ones that used the word "understand" because I now know that is a big no no! I also looked over my class materials and added some activities to add more variability to my lessons. 

It was brought to my attention that a lot of my materials were lesson plans and worksheets which can definitely get boring. I tried to add other activities such as e-moments to make my lessons more exciting. 

Overall, I was pleased with the way my first unit plan turned out. I am looking forward to doing my other ones because it really helps me wrap my head around the tons of lessons!

"The difference between ordinary and extraordinary is just that little extra."

-Jimmy Johnson

Where does the time go?

Time Management Tips for Teachers

Time management has always been something I have struggled with. It seems like there is just not enough time in the day! How can I be sure that I manage my time more effectively especially once I

have my own classroom someday?

An article written by Remez Sasson for  the Success Consciousness website listed many reasons why time management is important. It begins by saying that time is a resource that you cannot store or save for later. Therefore the time you waste, you cannot get back! It goes on to say how having proper time management skills helps you to set up your priorities and be more productive throughout your entire day. 

We all know that time management is important but how can I improve my time management skills? Concordia Online Education gives 5 tips to manage your time. The tips were focused specifically for teachers! I really liked these tips because they were simple but effective and I can see ways I would implement them into my future classroom and even while I am student teaching. 

1. Organize the day by priorities

          Make sure the most important tasks happen!

2. Strategically plan homework assignments

          Differentiate between what will be useful to do in class and what can be done at home

3. Avoid loaded procrastination

          Small piles of paper is easier to manage and the feedback will be more useful!

4. Plan for potential crisis

           Have a plan of action!

5. Set aside personal time

           Prioritize and make sure you have time for yourself 

Check out this YouTube video that provides 3 tips to help manage time! It focuses on the "RAC" Method: Recording, Analyzing and Changing

Check out this website containing many Teacher Resources for Time Management. These resources include things such as a daily planner, guides to procrastination and even a teachers guide to sleep! 

Even though it might seem like there is just not enough time in the day, there are many resources, tips and techniques to help me manage my time. These will be beneficial while I am student teaching and also in my future classroom someday!

"The bad news is time flies. The good news is you're the pilot!"

Resources:

"5 Time Management Tips for Teachers." Concordia Online Education. N.P., 2014. Web. 28 

            September 2014.5 Time Management Tips for Teachers

Sasson, Remez. "Importance of Time Management." Success Consciousness. N.P., 2014. Web. 28 

            September 2014. Importance of Time Management

"Top 10 Resources to Help Teachers Manage Time." The Guardian: Teacher Network. N.P. 2014. 

            Web. 28 September 2014. Top 10 Resources to Help Teachers Manage Time

Weekly Writing #5

Effective Questioning 

Effective questions are something I have struggled with. How can you use questions to be beneficial and not dreadful to the students? I can always remember doing anything to not be called on by the teacher to answer a question. Not making eye contact or trying to answer the first question I knew the answer to so I wouldn't get called on later. 

The article by James E. Dyer was incredibly beneficial at addressing many of my questions about effective questioning in the classroom. One of my favorite sections was when he listed many tips on how to maximize student participation which was one of my biggest fears. I don't want my students to be afraid to answer my questions and be active in class. 

One of the first tips was to call students by names instead of pointing in their general direction. I thought this was a great idea and something I really want to strive to do. Along with calling them by name you should be intentional about your nonverbal communication. Looking them in the eye when saying "good point" instead of looking at your notes is so beneficial. 

He went on to give many useful tips including calling on the class as a whole, randomly selecting students, repeating the responses and even giving the students a chance to ask the questions. 

The article also gave effective ways to handle the students responses. You never know what students are going to say. I am always nervous I will not know how to respond to a student and will end up embarrassed in the situation. My favorite part of this section was when he gave tips on how to rephrase or redirect your questions to get a better response from the student.

The final part of the article by Dyer was about answering student questions. I loved the strategies they gave for answering these questions. 

1. Have the instructor answer

2. Redirect the question to the class

3. Help the student answer their own question

4. Ask the student to see you later

5. Defer the question to a more appropriate time

6. Redirect the student to a resource

7. Admit you don't know and work together to figure it out.

Effective questioning was something I worried about but I really feel like I have a better grasp on it after reading this article. 

Lab #3: The Interest Approach

They always say the third times a charm. By our third lab I felt more comfortable with the peers I was teaching, the room and even being video taped with the microphone attached to my shirt. As nervous as I get for the labs it's also really exciting! 

For this lab we were challenged with the task of coming up with an interest approach. Something to get our students hooked into what we were doing and excited to learn. I chose to do my interest approach on my monogastric digestion lesson. 

After the bellwork, I began by having the students gather around the table with me so we could do a hands on activity. I had the students tear up a peanut butter sandwich like the teeth of an animal would. Then we added water which acted like the saliva or the water the animal would drink. From here we used a cup as a funnel (the esophagus) and put the mixture into a Ziploc bag which acted as the stomach. We even added soda to act like the stomach acids!

We then moved to the small intestine (a nylon) and talked about how the water that was leaving the nylon was like the nutrients that go into the animals body. We then used paper towels to soak up the excess water just like the large intestine. 


I was pretty excited to teach this lesson because I definitely am a hands on learner so teaching a hands on lesson was a lot of fun. I was more pleased with my lesson plan this time around because I had my power point printed out and ready to go as well as my guided notes for the students. I definitely think with each lab I am becoming more and more prepared. 

The one thing I noticed that I still need to work on is my clarity. This has been a goal of mine for a while. I need to improve on clarity especially when I am giving directions. Sometimes it makes sense in my head but I don't articulate as well as I could. 

I really enjoyed this lab and I'm looking forward to our genius hour we are having the next lab session! 

"Success is the sum of small efforts repeated day in and day out."

Lab #2: The First Day of School

I was very nervous to do my first day of school lesson in front of a small group of my peers who I consider my friends. I can only imagine how nervous I will be when I actually have to teach in front of real students, in a real classroom as a real teacher!

For this lab we had to come up with our classroom procedures, expectations and consequences then present them to our students just like it was our first day of school! The one thing we have heard over and over again that really played a part in this lab was making sure you hook the students in right from the beginning. This was the hardest part for me. How can I make sure the students are excited to be here and engaged in what i'm saying?

Those who know me know that I am obsessed with music. I thought that having a nice upbeat song playing while they students come into the classroom and begin their bellwork would make the mood a little lighter and would maybe make them a little bit happier! It would at least keep me sane for a while.

One of my biggest fears about becoming a teacher is classroom management. This was the first lab that our peers role played as typical students. Some were distracted by technology, some were sleeping, some were talking and the list goes on and on. I think this is such a good way to get us ready for what a real classroom is like. Of course its just a tiny sneak peak into what a real classroom would be like but it gives us the chance to try and work out what we would do in a situation like that.

Even though I was very nervous I was also very excited. I feel like these labs are really beneficial to our future careers! There are many things I want to improve on but overall I was pleased with the way my first day of school lab went!

Next weeks lab? Interest approaches!

"Life begins at the end of your comfort zone"

Weekly Writing #4

Last week we got to write our first lesson plan and our first unit plan. I don't know if I was more stressed or excited as I worked through both assignments. We always hear about how important objectives are but as I working on these assignments it all really clicked for the first time. Objectives are the road map to each lesson. They keep you on track and everyone is on the same page when it comes to the end destination. 

Not only is it important for the teacher to create solid objectives for each lesson, it is important for these to be shared with the students. Listing the objectives and stating them aloud to the students gets their brain going and they know what to expect that day. It is also important to make sure the verbs you are using in the objectives are measurable and attainable. There are verbs that fit perfectly with the various cognitive levels (remembering, processing, creating and evaluating.)

Our readings for this week also focused on group teaching techniques which I found very interesting. I thought that the basic group teaching techniques were something I can definitely see myself using in the future. 
1. Lecture
2. Discussion
3. Demonstrations
4. Field Trips
5. Role Play
6. Resource People
7. Cooperative Learning

Out of the seven, field trips is the one that really stood out to me. We often think about lecturing, having discussions in class and doing demonstrations but I haven't really thought about taking my students on a field trip. 

The article from the University of Florida was really beneficial in breaking down how to have the most effective field trip for your students. I enjoyed how it broke the whole trip into three parts: pre-trip stage, trip stage and the post-trip stage. Each stage is equally important to the success of your field trip. The one that really stood out to me was the post trip stage. I believe that it is so important to debrief from the trip with the students and reflect on not only what you did but why you did it!

"A good plan is like a road map: it shows the final destination & usually the best way to get there."

~H. Stanely Judd

Weekly Writing #3

The semester has just begun but we have already learned so much! We are beginning to work on developing lesson plans. This has always been a scary task for me but I am excited to learn how to make my lessons the best that they can be. 

Every lesson must have a killer beginning in order to get the students interested, paying attention and motivated to learn. Our reading for this week talked about interest approaches. I think this is going to be challenging because every single day you are going to have to find a way to reel the students in and get them ready. 

Over the summer, I read "Teach Like A Pirate" by Dave Burgess. There was an entire section of this book dedicated to interest approaches! One of my favorites was the real world application. This hook shows students the real-life importance of the lesson, in hopes that this will motivate them to become engaged in the content. I think that this hook can be effective in an agriculture education classroom because the things students are learning can truly be transferred  into real life situations. 

Another hook that I think is incredibly interesting and would be beneficial for students is the Techno Whiz Hook. I think that technology is something that is going to become more and more useful in the classroom. Students are so connected to technology, why not make it a helpful tool in the classroom. One of the super cool tips was using QR codes throughout the classroom. Students can just scan the code to get the information. You could even have them scan the code as they walk into their classroom to get there "Do Now" assignment. 

Also, social media is huge in the lives of students. There are many useful ways to use social media instead of it being a distraction. For example, you can have students tweet questions or fun facts they find about a topic you are studying for extra credit. Also, having a chapter Facebook page can be beneficial to inform not only students, but parents as well. 

Some of the other hooks include: the kinesthetic hook, the safari hook, the Picasso hook, the involved audience hook and the contest hook just to name a few. I definitely recommend "Teach Like a Pirate" for anyone who is interested in teaching. 

Lesson plans are key to a teachers success and one of the most important parts of a lesson is the interest approach. I think it is important to always have an interest approach and also important to mix up the type of hook you are using in the classroom! 

"There are no secrets to success. It is the result of preparation, hard work and learning from failure"

~ Colin Powell

My Cooperating Center: Cashing in with Conneaut Area Senior High

I am stoked to be working with Ellen Aurand at CASH! Check out this video:

Reflective Teaching Lesson: The First Lab!

I'm the kinda person who likes to have everything planned out. I like to know what i'm going to do and how i'm going to do it. Therefore, when I was given two days to plan a lesson on "magic squares" I was a little freaked out. I was nervous that my lesson wasn't going to be perfect and I was going to fail at the task. 

A Magic Square! Using numbers
1 through 9, each column, row
and diagonal adds up to 15 

After spending time trying to figure my lesson out on my own, I wrote out a short lesson plan, practiced what I was going to do and what I was going to say. My lesson was on magic squares and the task was to get my lab group to successfully complete a magic square by the end of my teaching. If you're wondering, a magic square is one where all rows, columns and diagonals add up to the same number but you can only use each number once! 

I was so nervous for my first lab, especially since we were being video taped! However, as soon as I got to the room, I wasn't nervous anymore. That's one thing I love about my major, we have all become so close that I wasn't afraid to teach my lesson for them. I knew they were going to help me and make this experience fun. My lesson went pretty well and the feedback that I got from my peers will be so beneficial in helping me move forward.

One thing I need to work on is making sure my directions are as clear as they can be. After explaining how to complete parts of the magic square I had a lot of questions. I feel that if I would have been more clear in my instructions that could have answered those questions. 

 I thought this was a great way to kick off our AEE412 lab. It gave us the chance to understand what was expected, got us comfortable in the room, with the video tape and with each other. This experience taught me that as long as you prepare, have an idea of what you are doing and have confidence in yourself and your lesson, things will turn out okay. I'm looking forward to the rest of our labs. I think they are a great learning experience and are gonna help prepare us to be the greatest agents of change that we can be! 

"To live a creative life, we must lose our fear of being wrong."

~Joesph Chilton Pearce

Weekly Writing #2

“Proper planning prevents poor performance.”This was one of the first things I read during this round of weekly readings. I think that this quote shows how important planning ahead is. Planning out the courses, the units and the lesson plans are all crucial to how successful you are in the classroom.

I have never really thought about how important the curriculum, course plans and unit plans were to a program. I always just focused on the lesson plan! After class and reading about planning, I now realize that you can’t have a great lesson plan without all of these other components.

So after thinking about how important all of these components are, I started to think about how I could ever create this entire plan and make it realistic and useful. The readings were great at breaking everything down and explaining how important the whole plan is.

The one thing that really stuck with me was how effective curriculum is planned backwards from long-term desired results. It broke this down into a three step process (desired results, evidence and learning plan). If you follow this process it will help avoid treating the textbook as the curriculum rather than a resource.

Each of the readings talked about working backwards to achieve success. It is important to set goals and have the end in mind. I think this can apply to the entire curriculum but also the daily lesson plans. One way to do this on a day to day basis would be to make sure your lesson has clear and attainable objectives so you can achieve them by the end of the lesson.

The other key parts of the readings were Bloom’s Taxonomy. I have learned about Bloom’s in many other classes but really enjoyed the chart that broke down each level. I especially thought the questioning strategies were very beneficial.

Overall, the readings taught me how important planning is. It also gave me great tips and advice on how to make sure my curriculum, course plans, unit plans and lesson plans with be successful. 

“By failing to prepare, you are preparing to fail.” 

― Benjamin Franklin

SAE Visit

One of my favorite parts of Agriculture Education and FFA is the aspect of learning by doing. An SAE project gives students the opportunity to learn about something they are interested in outside of the classroom walls. The skills and knowledge that they gain through their SAE (Supervised Agricultural Experience) are ones they will keep with them for the rest of their lives. 

Through the SAE experience students learn how to create a budget, keep records, explore career options in agriculture and apply what they learn in class to a real life situation. 

For my SAE visit with the Conneaut Area FFA I spent Monday, August 18th observing and learning about poultry and sheep production SAE's. Since I have a strong background in showing and raising sheep, Ms. Aurand asked if I would be willing to work with and judge the FFA member on fitting, showmanship and the market quality of her lamb. 

Some of the things we talked about were the weight of the lamb and its weight gain since the time of purchase. We also went over the important steps to getting a market lamb ready for show. 

It was very interesting to learn about the poultry SAE because I was not as familiar with it. Just like the sheep we went over how much the meat pen of chickens weighed. We also talked about the feed the chickens were getting on a daily basis. 

It was great to observe the projects these students have been working on for such a long time. I even got the chance to help out at an AET workshop and help students on their records book. The entire SAE process is such a beneficial aI am looking forward to my upcoming SAE visit with the Conneaut Area FFA

"Tell me and I forget. Teach me and I remember. Involve me and I learn."

- Benjamin Franklin

Weekly Writing #1

This is the first of my Weekly Writing assignments for AEE412: Methods of Teaching Agriculture. These writings will allow me to reflect on the readings and share my reactions to them as well as the class activities and discussions. 

Wong, Part A

Reading about the basic understanding to being a successful teacher was very beneficial. The reading started out talking how important it is to have a great first day of class. It talked about have control of the classroom is crucial to the success of the school year. Control of the classroom means that as the

teacher, you know what you are doing. You also know your classroom procedures and all of your professional responsibilities. Along with this it is important that your students know that you know what you are doing.

I also learned about the four stages of teaching from this reading. The first stage of teaching is the fantasy stage. In this stage teachers believe that they cannot fail. They also believe that they need to relate to students and be their friends in order to be successful. The second state of teaching is the survival stage. In this stage teachers rely on ineffective practices just to help them get through the day. They often are more focused on the paycheck they will receive rather than what they are actually teaching. The third stage is mastery. In this stage teachers know how to manage their classroom and they have higher expectations for their students. They teach to make a difference.

The final stage is impact. In this stage you will fulfill your dream of making a difference in the lives of your students. You will also have a sense of pride knowing that you affected your students’ lives. I feel that I am somewhere between the fantasy stage and the survival stage. I am just getting started on my teaching journey and I can’t wait to see how I work through each of these stages.

The reading then went on to talk about the difference between being an efficient teacher and being an effective teacher. Efficient and effective are very similar but have different meanings. Being efficient means you are doing things right. Being effective on the other hand means that you are doing the right thing.

An effective teacher has positive expectations for student success, is an extremely good classroom manager, and knows how to design lessons for student mastery. I think that I will struggle most with classroom management. I am looking forward to learning more about how to be an effective classroom manager this semester.

Along with being an effective teacher means having an effective classroom. In order to have an effective classroom you must have a well ordered environment + positive academic expectations. I think having positive expectations are incredible important. I also think it is interesting how discipline has little to do with classroom management. “you don’t discipline a store; you manage it”

Enhancing Student Learning Through Teacher Behaviors

This article began by talking about how agriculture teachers are some of the best teachers in the world. But why? Rosenshine and Furst reviewed fifty studies and identified eleven teacher behaviors that were associated with student achievement.

From their studies they found five behaviors that provided the greatest opportunity to influence student achievement. The first behavior was clarity. To achieve clarity teachers should be sure that what they are teaching has organization and structure. I think that clarity is especially important when giving instructions to students.

The second behavior is variability. Teachers should working in a variety of teaching methods and techniques to ensure that the students are learning to their full potential. Every student learns in a different way and having different methods of instruction can be very beneficial!

The third behavior is enthusiasm. This is one that I feel is very important. “Enthusiasm is contagious.” Teachers who are enthusiastic create a student interest in learning. I think that this is especially important in subjects where students might not be as interested.

The fourth behavior is task oriented and or businesslike behavior. Rosenshine and Furst reported that teachers who were characterized by task-oriented behavior were more concerned with student learning rather than students enjoying themselves. I think that when teachers are more task-oriented students know what is expected of them and they know what to do.

The final behavior recognized by Rosenshine and Furst is the extent to which teachers provide opportunities for students to learn the curriculum material as prescribed by performance objectives and included on students evaluations.