15: I'm Ready!

Blessed...

Here I am with a few of the *many* messages of inspiration that students
gave me today and with a clay whistle in the shape of a pig made by
one of my teacher friends. Mr. Hughes (aka @Potterybob1 on Twitter).

I cannot even begin to describe how blessed I have been in my student teaching experience. A great school, amazing teachers, supporting community, awesome students, uplifting peers, AMAZING TEACHERS... wait, did I already mention my amazing team of 3 super duper Ag teachers? I have been provided opportunities by Mrs. Seibert, Mrs. Anderson, and Mr. Werning that I never even imagined. They have pushed me, questioned me, and supported me through the last fifteen weeks. There were good times and some hard times but everything has always been about growing and preparing me for the real deal. Mrs. Seibert is quite certainly "Wonder Woman" and has taught me to stand up for yourself as a woman ag teacher, don't be afraid to be dedicated, and to make friends and have fun. As I look at my cleaned off desk and prepare to leave today I will admit that I am going to miss Manheim Central and all of the people that I have connected with in my short time here. With that being said, I am excited about what the future holds for me. I look forward to finding my spot in an agriscience program and making an impact on a school, in a community, and with more students. Wish me luck!

14: PAAE in the East

Attending the Eastern Region PAAE meeting stimulated my reflection on what happens when a big group of great minds get together. State FFA Convention, regional contests, and the next meeting location were just a few things that we discussed. The following things that happened during my evening adventure were the most memorable...

Me, Rose, and Allyson!

1) The tight knit community of ag teachers never ceases to amaze me. The jokes and smiles were contagious. I was approached by a friendly face many times with the question of "How are you?" and "How is student teaching going?" I was also touched by the kindness and support for some tough times that important people to PA FFA had gone through. It was very wholesome.

2) I was SO happy to see my fellow student teachers. I had missed not seeing Allyson and Rose everyday like we had in the fall. Our cohort has really become a unit and I love the happiness that our friendships bring me. 

3) I LOVE seeing other programs. This meeting took place at Oley Valley High School. They have one of the most prestigious high school food science labs that I have ever seen! It really is quite amazing. Their courses really are full of intense scientific rigor. I must also say that I appreciated all of the pelts and taxidermy that was on display around their ag department. 

I like to make friends wherever I go.

I believe that it is essential to remain an active member of the PAAE. Membership provides countless benefits for us teachers and all of the people that we interact with such as our school faculty and administration, our families, and even our students. I know that I will continue to strengthen my membership in the PAAE and hopefully become more involved as I grow into my first teaching job.

13: When Life Throws You a Curveball...

This week was planned. My EEE classes were going to work on research, learn about soil textures, and take their cumulative exam. My animal science class had finally hit the poultry unit and would have guest speakers to talk about contract growing and vertical integration.

On Wednesday morning I woke up to the text message from my Dad that my grandmother had passed away. Of course this is something that I hadn't planned for. I drove to school with a heavy heart and tried to figure out how the rest of the week was going to play out. I am so glad that my student teaching experience has taught me the fine tuned art of adaptability and preparation.

The key from this week is that because I had better planned I am able to be at home with my family helping them to make it through this tough time while they do the same for me. It has been a few days and things haven't gotten any easier as I watch my Dad cope with this loss. The moral of the story is that planning ahead can make your life much easier when you can't use "Plan A." I feel that some days we make it all the way to "Plan Y" before anything seems to work out. AND THAT IS OKAY.

Planning and preparation will be something that I continue to hone in during my upcoming years and would love to have any advice that you, my reader, can share with me.

10: Do You Have a Halter?

Warning: This post contains MANY pictures!

This week we spent more than one evening traveling around to the homes of students as well as the locations that they keep their livestock. The goal was to tag their beef and dairy beef projects for this year's Manheim Farm Show that will take place in October. 

Of course you all know that I come from a 4-H background as opposed to an FFA one but I am familiar with tagging livestock for the fair and also on my home farm with an identification routine in mind. Now yes, we did tag livestock...17 head to be exact. But why am I spending time writing a reflection about this?

Here is why...

• I believe in the power of the "home visit." These students were very proud to show us their SAE projects. We connected with them and in some cases their parents. In a total program the teacher works tirelessly to include all students and make them feel valued every day. I can proudly say that I see this with the ag teachers at Manheim Central. We tagged the steers but we also engaged in talking about classes, where students work, what they've been doing with their calves. We provided some feedback on their animals and talked about BMPs or as they're more commonly known Best Management Practices. 
• I will try my hardest to visit every one of my students at home or at work. SAEs are a vital part of the 3-circle model. Creating a bond with students and their families can only lead to great things for an ag program. As a new teacher this will also provide a wonderful way to get to know the community and the agriculture surrounding it!

Now for all of the pictures...

Ciara and her Charloais influence steer.

Such a cute picture of Ashlea and her dairy steer. 

Becca holding her dairy calf for a
quick photo.

Daniele with her steer.

Justin with his steer.

Steph holding her dairy steer as
it is tagged.

9: Re-Writing a Course

Have you ever seen cattle tags used for
organization?

This week I took on a new task. I have already taught one round of our 23 day Environment Ecology class and decided that it would flow better with things moved around some new things added. Allow me to say...this is NO simple task. Writing and re-organizing a class is intense work that takes a lot of time, focus, and patience. Simply making handouts to fit the changes takes hours!

I feel so much better about timing and pacing and how many days lessons may take now that I am out here in the classroom everyday. It's the small steps that I am constantly amazed by. I feel as working together with my cooperating teacher on this reorganization is a great experience and will help when when I am developing curriculum myself (maybe even as early as May)! The practice is appreciated. Personally I think that one of the coolest things about being an ag teacher is the ability to change our curriculum when we see a way for it to better benefit the students. Core subjects do not have that liberty. I am also glad that I have spotted some places for change. Intelligent and driven individuals realize that after doing something one time, they should change for the better before the next. It is insanity to think that just because something was designed or done one way that it has to stay that way. I am grateful for the awesome educators that I am surrounded by each day and their belief in my ability. They have been and continue to be some of the best guides that I have ever had.

Do you have any suggestions for me as I take on this challenging re-organization? Any help is always appreciated.

8: "Next Generation Day"

Our schedule for the day!

The Manheim FFA Chapter had the amazing opportunity this Friday (3/2) to take a great group of students to the Farm and Home Center for the county speaking contests and a few workshops and some speakers. This was awesome! 

I was a judge and interviewer for Red Rose "Star Awards" which was a great learning opportunity. I listened to five students share their hard work and growth over three years of a production SAE. My fellow judges were Deb Seibert and Stephen Geib who made the judging experience quite fun to say the least. I gained a sense of what interviewing looks like from the other side of the interview table which may be helpful to me in the upcoming weeks! After analyzing our scores we called the five competitors back in to give them our remarks and tell them who the winner and runner up were. We had all good things to say as these FFA members have clearly worked hard on their projects and are going to continue to do great things.

Manheim FFA Members "try" to take a non-serious photo

While we were judging Star Awards, the other students were listening to a great motivational speaker and heading in and out of rooms to compete in creed, senior prepared, junior prepared, and extemporaneous speeches. 

After lunch students had the option to pick one out of three workshops: Precision Ag, Plant Science, or Animal Science. I participated in the Precision Ag workshop where new ways of using technology to advance crop production were shared with the audience. 

Following our workshops, everyone was gathered back together so that we could hear the results of today's contests. I am proud to say that Miss Reilly, one of my students, won first place in the creed speaking contest and will be heading to regionals! It was a wonderful way to spend a Friday. 

#AEE412 Sunday Reflections 10: Classroom Management

As a pre-service teacher, I recognize that classroom management is a seriously important part of being successful, not only during student teaching but also once I enter my first job!

We have all been blessed with the horror stories that some veteran teachers like to share with (and scare) young teachers. Don't be scared! Realize that some things are out of your control. With that being said there are proactive steps that you can take to make classroom management a much easier task to tackle. 

1. Present procedures, expectations, and consequences on day one. 
Students need to know what you want them to do and the reasoning behind it. Make your expectations clear on day one as well as the consequences so that students know what will happen should they fail to follow rules and endanger the learning of others.

2. Organization and clarity make all the difference.
We have all worked with someone who has been the "least organized person we've ever met." How did you feel throughout this experience? I know that I have been frustrated when this has happened in the past. Disorganization can waste time and lose student attention when it happens in the classroom. Prepare yourself in advance!

3. Effectively utilize ALL instructional time.
This concept is one that I often heard pushed in my educational psychology class. If you engage your students for the entire class period they won't have the time or the need to misbehave! Crazy to think about, eh? Keep them actively learning and you drastically lower your chances of having to utilize intense classroom management as an afterthought. 

4. Building rapport is essential.
Credibility, credibility, credibility. Remember that "Students don't care how much you know until they know how much you care." Building a respectful relationship with them will make life much easier. They will then respect your "ask" and focus on learning without "fighting the power."

5. Promote good behavior.
Positivity is KEY. Negative talk can really wear down on students. Reinforcing the type of behavior that you want to see in your classroom can help you to see more of that behavior. Be cautious not to over-praise as this can cause backwards growth in the realm of classroom management. There is a sweet spot that you should try to stay in when praising and reinforcing. Set you expectations high!


Classroom management is not going to be easy but it will be worth it! Remember not to get discouraged if you mess up when managing the class, just take note and remember to do better next time. You've got this!

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References:

Wong, H.K. & Wong, R.T. (2009). The first days of school: How to be an effective teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc.

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

#AEE412 Sunday Reflections 8: Individualized Teaching

Recently, #PSUAgEd18 has learned about individualized teaching techniques. Personally I felt that learning about individual after learning group techniques had "completed" the technique thought process in my mind. Now we experienced the reading about individual teaching techniques and the instruction is almost full circle. 
As we discussed in class, there are five types of individual instruction techniques that are as follows:

1. Sheets
2. Experiments
3. Supervised Study
4. Independent Study
5. Student Notebooks

In an agriscience classroom we see all of these techniques being used. Our last lab experience was problem solving approach which can be carried out either as a group or individual teaching technique. 

Being involved in Agricultural Education in some capacity means that we should all be familiar with the three circle model! What I find interesting is that when taking a look at all three circles individually, I notice that the different individual techniques can be applied to all three of the circles. While we assume that a Supervised Agricultural Experience (SAE) would be an independent study scenario, it can actually be almost any of the above five techniques. How you ask? Think about this, students work on their SAE independently, sometimes the teacher assists and guides but not always, some students hold a research SAE, and lastly records on any and all SAEs must be kept. If that doesn't explain that it can fit in with all five then I have no idea what will. This is great because every circle can fully utilize differentiated instruction. Remember, if you're fed your favorite food for every meal you will soon get tired of it. Differentiate your instruction and make each lesson fun whether the activities are group or individual. Make it fun, ya'll!

Check out my resource for this week! It's a nice article that talks about the benefit of individualized instruction that fits each student. It somewhat fits activities that take place in an average agriscience classroom. I think that it can be looked at through SAE goggles when thinking that each student has an experience that is unique to them because SAEs are meant to ignite their passions. 

http://www.dreambox.com/blog/pros-cons-individualized-instruction

Let me know what your thoughts are!

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References:

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

EduGains. (2015). Reach every student through differentiated instruction.  Retrieved from http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf

Green, N. (2013). Pros and cons of individualized instruction. DreamBox Learning. Retrieved October 14, 2017, from http://www.dreambox.com/blog/pros-cons-individualized-instruction

#AEE412 Sunday Reflections 7: Assessing Student Learning

This week we read about assessments! I appreciate that each week our reading gives us a small taste of what we can look forward to learning in the upcoming class sessions (starting with "money Monday" as Dr. Foster likes to call it). On my road to a teacher I find that I am constantly learning things that I never knew! One thing is for certain, I know that we have to grade our students in a fair and accurate way. With the past few years as a college student it is easy to snap straight to "test" as the only way to assess learning. I appreciate that my education courses have jolted me out of that mentality and reminded me that there are many other ways to assess.

Think back to when you were a student! Did you consistently like being drilled with exams? Ask me that question and I would say, absolutely not! I can think back to one of my favorite classes which was high school biology where we often completed dissections, presentations, and other lab activities. The variety of assessments that we had in that class certainly was a more collective way to test the knowledge and skills that we gained.

As all Agricultural Educators know, our classes are never "black and white." Students are learning hands-on at higher levels of Bloom's Taxonomy and should therefore be assessed at those levels. This certainly does not mean that every assessment needs to be a test or a project but they need to see if the learning objectives are being met! In order to do this we must provide formative and summative assessments. Formative assessments are incorporated throughout the unit and a summative assessment is taken at the end of a unit.

I am reminded about our opportunity to complete a SLO or Student Learning Outcome in the Spring during student teaching. I look forward to this opportunity to assess students while assessing my performance. The link below includes a reference that I found regarding SLOs! It helps me to better follow the steps in figuring out what my SLO should be. Check it out.


https://www.nvcc.edu/assessment/_docs/PS4.methodsforassessingSLOs1009.pdf

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References:

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Cornell University Center for Teaching Excellence. (2015). Assessing student learning. Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/index.html

Jung, L.A. & Guskey, T.R. (2010). Grading exceptional learners. Educational Leadership, 67(5). Retrieved from http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Grading-Exceptional-Learners.aspx

Roberts, J. E. (n.d.). Methods for Assessing Student Learning Outcomes. Retrieved October 6, 2017, from https://www.nvcc.edu/assessment/_docs/PS4.methodsforassessingSLOs1009.pdf

Stoughton, A.L. & Myers, B.E. (2008) Creating and working with rubrics Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06900.pdf

Warner, W.J. & Myers, B.E. (2010). Evaluating learning in laboratory settings. Retrieved from  https://edis.ifas.ufl.edu/pdffiles/WC/WC06000.pd

#AEE412 Sunday Reflections 6: Problems to Solve

We have recently spent a lot of time getting to know the problem-solving approaches (forked-road, possibilities factors, situations to be improved, effect/cause).  In this week's readings we learned about problem based learning and how it evokes a higher level of thinking. This is magical for teachers because learning about problem solving and problem based methods provides a path on which students pick up 21st century skills! 21st century skills are essential in creating functional and successful adults. You can find 21st century skills in the image below.

Now, as I read and learned about involving students with an applicable problem that they will want to solve I am drawn back to inquiry based instruction. I am incredibly excited to learn more about inquiry-based as I feel that my knowledge on this method has been slowly increasing. I have applied to the Inquiry-Based Pre-Service teacher workshop at this year's National FFA Convention and am anxiously awaiting a response to see if I was accepted as a participant. I really do believe that
inquiry helps students to retain information longer and at a deeper level. It is said that students will learn what they do. If your class makes students memorize content then they will learn how to memorize. So by providing opportunities for students to utilize resources to solve real-world problems they will be able to do the same thing any time they encounter a problem. Project-based learning allows for this authentic process to take place. I can remember learning the scientific method and how to critically think about hypotheses and experiments and why these tests even mattered.

As teachers who strive for nothing less than the best, wouldn't inquiry be something that we would jump on board with without hesitation? I would believe so and therefore I can't wait to master it!

Check out this video below where a teacher from Bolder, Colorado shares his experience with inquiry based learning. It provides a good example that could be utilized in a wildlife or environmental classroom!

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References:

Kirkley, J. (2003). Principles for teaching problem solving. Retrieved from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.117.8503&rep=rep1&type=pdf

Larmer, J. & Mergendoller, J.R. (2010). The main course, not dessert: How are students reaching 21st century goals? With 21stcentury project based learning. Retrieved from http://bie.org/object/document/main_course_not_dessert

Larmer, J. & Mergendoller, J.R. (2010). 8 essentials for project-based learning. Retrieved from http://www.sbcss.k12.ca.us/attachments/article/1058/8_Essentials_article_small_file_size_Oct2012version.pdf

Phipps, L.J., Osborn, E.W., Dyer, J.E., & Ball, A.L. (2008) Handbook on agricultural education in public schools, 1st Edition. Boston, MA: Cengage Learning.

(2015, August 18). Retrieved October 01, 2017, from https://www.youtube.com/watch?v=BbqPaKTsDIU

#AEE412 Sunday Reflections 4: Collaborative Learning

Collaborative Learning is Grand!

This week our readings discussed group or collaborative learning, writing purposeful learning objectives, and facilitating instruction. All of the topics are important but it seems that collaborative learning techniques happened to stick with me the most. I believe this is because I have made the connection between utilizing groups as a teaching tool when I'm a teacher and having them used on me! Within our Ag Ed courses here at Penn State Dr. Foster, Dr. Ewing, Dr. Curry, and Dr. Rice demonstrate different ways to teach our students increasing their level of comprehension and moving to a higher level on Bloom's Taxonomy. Having these techniques demonstrated on myself, I hope to use some of them as I cross the line from student to teacher. 

Digging deeper into the tactics and structure of collaborative classroom activities, I can clearly see where this benefits students. Instead of simply listening to a lecture students can make more connections between the taught material and their own thoughts. Personally I gain vast amounts of comprehension in group situations. The fact of the matter is that many people see things differently. Just as our weekly investments focus on different points of the reading, group members will all pick a different facet of the content that they are working on and bring a different view to the discussion that they are a part of. Not to mention the fact that the way a teacher tries to teach something might not click for a particular student. Having group work allows for more discussion and even some clarification from other students. When used correctly collaborative learning can really make a positive difference in the classroom!

This week I found a great video from "Teaching Channel" which I have included a link to in my references. In this video, a high school teacher from Texas talks about the 1-3-6 approach to group strategies in his classroom. When a topic is being approached first the students individually comprehend what they learned. They then get into a small group of three and discuss the topic. Finally their group of three pairs with another group of three to gain even more perspectives and provide some personal views of the topic. If desired, each group of six can quickly share what they decided was the most common theme in their discussion. I like this approach to a collaborative activity and will have to test it out in the classroom to see how well it works in meeting comprehensive objectives!

Do you have any thoughts or tips on group teaching? Any stories or examples you would like to share? Please comment!

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References:

Groseta, K.J. & Myers, B.E. (2006). Using cooperative learning in formal and nonformal education. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06200.pdf

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

(n.d.). Retrieved September 16, 2017, from https://www.teachingchannel.org/videos/1-3-6-protocol

Whittington, M.S. (2005). Writing objectives in secondary agriculture courses that challenge students to think. Agriculture Education Magazine. Retrieved from  http://www.naae.org/profdevelopment/magazine/archive_issues/Volume77/v77i5.pdf