#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 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 5: Students Are the Focus

Why Do We Teach Agriculture?

This week had many readings that portrayed various topics. I feel that I can sum it up in a few words: 

We do this for the students.

https://www.pinterest.com/explore/john-dewey/?lp=true

Now this may seem like a no brainer when written down in plain sight but in the quickness of each day and the speed that life passes us by, it is easy to push to the back of our mind. We often see teachers pushing CDEs so that they can bring hardware back to the classroom after the competition. Each day becomes mundane and repetitive as autopilot takes over. Does this represent the best way to grow shape and teach our students? No. As agriculture teachers, we have been trained to dive deeper than your typical checklist chaser. We have learned about the benefits of becoming a Dewey Disciple and promoting hands on learning. Never stray from your beliefs! It is easy in any profession to become worn down but if we forget who we are then not only do we suffer, but so do our students. 

Keeping in mind that our students growth is extremely rewarding, we need to take steps to give them a voice. Prepare them for success with effective questioning. Give students a voice and let them run with their interests to find their passion. It is essential to be the guide on the side and assist in goal reaching for students. Student-centered classrooms can provide a chance for ownership and exploration! Be the type of teacher that you would like to have. 

This week I found the following video that talks about essential questioning of your students! Check it out!

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References:

Cornell University Center for Teaching Excellence. (2015). Using Effective Questions. Retrieved from http://www.cte.cornell.edu/teaching-ideas/engaging-students/using-effective-questions.html (Links to an external site.)Links to an external site.

Dyer, J.E. (n.d.) Effective Questioning Techniques. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC08400.pdf (Links to an external site.)Links to an external site.

Jan, K. V. (2011, October 24). Pursue Passion: Demand Google 20% Time at School. Retrieved September 21, 2017, from http://www.huffingtonpost.com/katherine-von-jan/unstructured-classroom_b_1024404.html

Maiers, A. (2011, August 05). Retrieved September 21, 2017, from https://www.youtube.com/watch?v=7FHdHUzRnms

National FFA LifeKnowledge. (n.d.) Coaching Session Quick Reference Guide. Retrieved from https://www.ffa.org/myresourcedocuments/coachingguide/Basics_of_Coaching/coaching_Guide/Lesson02/pdf/Individual-Coaching-Session-Quick-Reference-Guide.pdf

Simonds, K. (2015, February 09). I'm 17. Retrieved September 21, 2017, from https://www.youtube.com/watch?v=0OkOQhXhsIE

T. (2013, January 10). Tweak your Teach: Dr. Tae’s Building a New Culture of Teaching and Learning. Retrieved September 21, 2017, from https://tweakyourslides.wordpress.com/2012/12/26/tweak-your-teach-dr-taes-building-a-new-culture-of-teaching-and-learning/

#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

#AEE412 Sunday Reflections 3

Program Planning 101: Planning to Succeed

I just love when multiple classes share a common theme at the same time! This past week in both #AEE412 and #AEE413 we learned about the importance of program planning and how your curriculum connects to the rest of your program. Currently my focus is on lesson plans and where to start!

Today I am spending my time writing a lesson plan and a unit plan. It does seem like a great deal of thought and planning must go into just one lesson! Now, I image all of the veteran teachers reading this and laughing as they say "Duh!" Remember I'm just getting started and am attempting to figure out my organization style of a lesson plan and how to fit standards as well as write clearly stated objectives. It's all new to me! 

Beginning with an end in mind is the advice that I have heard repeated the most. Think about what you want your students to learn and be able to do and then decide how you're going to get them to reach that goal. I feel that the approach to unit planning is similar as well. My hope is that I will figure out a way to create my unit plan and lesson plans with objectives that will satisfy what my students need to know based off of industry standards and local need. I am utilizing resources given to me in class and those I have found on my own.

Check out the Missouri Program Planning Handbook that I have linked below. Its a cool resource that I feel breaks down many aspects of a program and provides help in understanding why Ag teachers must have many aspects included in a successful program. Also check out the Strategies for Effective Lesson Planning from Michigan. They break down the steps they think should be taken very nicely.

Do you have any advice or suggestions to help me in starting my planning?

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References:

Agricultural Education Program Planning Handbook for Missouri Schools. (n.d.). Retrieved September 10, 2017, from http://dass.missouri.edu/aged/resources/handbook/

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.

Strategies for Effective Lesson Planning. (n.d.). Retrieved September 10, 2017, from http://www.crlt.umich.edu/gsis/p2_5