Surprise! Fire Drill!

This afternoon I had taught a lesson at Solanco about human potential. To set the stage, I taught during seventh period (last period of the day). There was a fire drill at the start of the period that shortened the class by roughly 10 minutes. Talk about real life situation!

What happened?

I had started out by having them create name tents so I could call on them by name since I didn't know all of them. I had also led them through a lesson that talked about human potential. Throughout the lesson they would reflect upon their lives and the accomplishments that they have achieved. One thing that I had left out by accident was the why to the lesson. Getting frazzled by the time crunch due to the fire drill had made me rush through the lesson. 

Relation to teaching and learning?

Throughout this teaching episode I was able to apply teaching methods that we had learned in AEE 412 to engage my students. I had tried to make the lesson engaging and interactive for each student, but I feel like I had lost students throughout the lesson.

What did I learn?

I had learned that teaching high school students is different then teaching in a mock setting like we had done all semester. Getting the experience of teaching a high school class before student teaching has helped me learn my weak areas that I need to improve upon. I am striving for continual improvement so I can be the best teacher I can be. I have a lot of room for growth, but I am ready for the challenge.

How can I apply this?

I can apply my experience at Solanco to teaching there in the spring. I have a feel for what it is like teaching in that environment. I also have learned where I am weak so I can improve my skills leading into student teaching. 

Microteaching: Real World Application

This week I was immersed into a microteaching experience that has helped my grasp an understanding of how teaching in a high school really feels. To read about my experience check out this blog. One thing I wish I had at the beginning of microteaching is a class roster. This would have helped me learn the names quicker because I would have been able to call on them rather than say "you."

3 Connections to Student Teaching
Microteaching was the real deal of working with high school student. I had the opportunity to see a class move from lecture, research, and finally presenting what they had found. I had learned about their interests in just three days which was an awesome experience. Students are not widgets, each need individualized assistance when conducting research. Guidance may also be hard to give if you do not fully understand what they are asking. All of these things connect to student teaching as I will run into the same things at Solanco High School in the spring.

2 Connections to #TeachAgJourney
Throughout the semester we have been preparing for microteaching through our weekly lab demonstration, but it doesn't compare to the real thing. In those settings I felt like we were teaching a college course rather than a high school course. It was a great way to introduce us to the structure of a class, but the experience is different. Another connection is relating back to AEE 413. Mrs. Russell was showing me their tractor restoration project that the students are working on in class, but it connects to the FFA program as they will be taking it to the Farm Show. Seeing the connection of classroom instruction and the FFA was encouraging to know it can really benefit students.

1 Triangular Connection
I read an article about student teaching experiences which can be found here. This article mentioned how a cooperating teacher can encourage the best teacher version of you to come out while student teaching. Microteaching is similar to this because we are still teaching under another teacher. Having Mrs. Russell helped me realize my weak areas that I need to improve upon for the spring.

Ag Careers and Career Opportunities

This past week I had taught three days at Juniata Valley High School to get a real feel of what it is like teaching high school students. Throughout this week I was challenged by several distractions in the classroom that steered my instruction in different ways. Getting this experience has helped me realize what I need to work on to be a better teacher during student teaching. 

What happened?
Throughout this week I was teaching about ag careers and career opportunities in the world. The first day I delivered instruction on what students should take into consideration when planning for a career. I hit on the big ideas of personal interest and dispositions that would influence their successfulness in a career. The second day was for the students to research a desired career that matched to their personal inventory they complete the previous day. The research was to prepare them for the third day, which was presentation day on what they had found. I think the week went well, however, I personally need to improve on delivering better instructions as well as reading over my handouts before I give them to students. One reoccurring issue/distraction this week that was hard to overcome was kittens in the classroom. During the course of my three days there were kittens in the classroom that would become a distraction in which I couldn't control due to the teacher creating that distraction. Another thing I need to work on is classroom management with a distraction.

How does this relate?
All this week I was teaching in an actual high school setting which correlates to teaching and learning directly. I had the opportunity to feel what it is like to stand up in front of a high school classroom and teach students about a topic.

What did I learn?
I learned that I need to improve my teaching strategy if I am going to make it through student teaching. I also learned that students are not widgets and each need individualized help when doing research. It may be just to get an idea of where to start or how to find a career that is similar to research. Teaching high school students is so different then the mock labs we have had all semester. It is the real deal so things can go awry quickly.

Application
To apply all that I have learned this week, I will be able to strengthen my weak areas during student teaching in order to shape me to be the best Agriscience teacher I can be.

Managing a Classroom

Looking ahead to student teaching, I know that I will need to work on classroom management skills to keep my classroom running effectively. It will take time in learning how to manage a classroom of students, but it is my job to maintain a learning environment conducive for student engagement.

3 Connection to Student Teaching
Classroom management is one of the most difficult skills to gain in my opinion. Students are not widgets and learning how to manage behavior can be difficult if you are unsure of the reason the problem is occurring. One of the best things to do is promoting acceptable behavior. This can be done by starting out firm, define a routine, praise students when they do something good, be consistent but not predictable, etc. Understanding your students will also help management. Throughout student teaching I am going to learn how to manage a classroom in order to maintain a functioning learning environment.

2 Connections to #TeachAgJourney
In my educational psychology course we had talked about managing a classroom in order to motivate student engagement. This was also brought back to the table in AEE 311. Being able to motivate students to be involved in the classroom will create a positive environment for the class.

1 Triangular Connection
In the article "The Key to Effective Classroom Management" published by Edutopia, the author mentions that having empathy can restore a student-teacher relationship in the classroom. Having empathy for students can be impactful for them to realize you care about them and their opinion.

"Shocking" Demonstration in AEE 350

Introduction
This past week I had co-taught a lesson with three other cohort members in AEE 350. I had chose to do an ag mech demonstration on wiring a three way switch with the light at the end of the circuit. This lesson was to be in conjunction with AEE 350 and AEE 412.

What Happened?
The lesson portion that I taught was on wiring a three way switch. The demonstration took longer than expected, but I still thought it held value to be submitted for a grade. In the lesson I had drawn out the complete circuit on the board and had the students draw it in a book for their reference when we wired the circuit. I had guided them through the first part of the circuit connecting the power source and the 14/3 cable to the first switch. I then had them work with their partners telling them the step by step process of wiring the second part of the circuit (first switch to the second switch). From there I realized we were running out of time so I demonstrated the last part of wiring the light fixture. 

Connection to Teaching and Learning
In teaching and learning, hands-on activities and psychomotor skills are important for students to learn. Students will learn more by doing that activity than just talking about it or watching a video on how to perform the skill. 

What Did I Learn?
I learned that sometimes demonstrations take longer than expected if you are walking them through it step by step. I may have not used the proper three step demonstration technique, but I believe I was successful in demonstrating how to wire a three way switch. 

Application
As I embark on this journey of teaching agriculture, I will need to demonstrate psychomotor skills for my students using the three step demonstration technique. It is good to get practice before doing it live in front of students.

What can you do with $1,000,000?

This week we had the opportunity to try out inquiry based learning in lab. I had chose to make a lesson that would require my students to think of ways to encourage customers to buy their products over their competitor. Each group was given a scenario that placed them in a specific county and each got $1,000,000 to utilize if they choose to do so. 

To start out the lesson, I had asked them what they could buy with $1. I got some interesting answers like two tries at a claw machine, anything at a dollar store, gum balls, etc. I wanted them to start thinking about how to fast money can be spent if you are not careful. Moving from that I had given them their scenario and prompted them to start brainstorming ways to improve their business. 

The lesson went well and I believe I will use it in the future. Inquiry puts makes the students responsible for finding the answers and drawing conclusions rather than the teacher giving the answers. I enjoyed listening to their solutions on making their business stronger to win customers over their competitor.

Question
Virtual mentors, how do you use inquiry in the classroom?

Cooperting Center Video

"Lit"eracy Strategies: An Exciting Way to Incorporate Literacy

This weeks reading had us diving into literacy strategies to use in our classrooms. I had read about using inside-outside circles. This strategy has students asking their peers questions with their peers responding. One set of students is on the inside of the circle while the other set forms an outside circle. Questions and answers get shared between the partners in the circle to engage in peer sharing. Throughout the strategy students on the inside will rotate and converse with another student on the outside circle. It would be a great strategy to use in a warm-up review of content taught. 

Three Questions

For future students:

How would you prefer we utilize this strategy? Before teaching the content to guide the coming lesson or reviewing the lesson content?

For cooperating teacher:

What literacy strategies have you used with your students in the past?

For cohort: 

How do you plan to incorporate literacy strategies while student teaching?

Inquiry-Based Learning: Why is it important?

Engaging students in higher order thinking can be difficult without the right tools. Inquiry-based learning is a useful teaching method that can deliver higher order thinking to students through investigation and analysis. 

3 Connections to Student Teaching

Throughout student teaching I will be facilitating the learning process for my students. Inquiry-based learning will aid me in formulating lessons that I can have the students investigate an issue that will have multiple solutions. The teaching method is student centered because they are formulating questions, investigating, and then analyzing the answers or results to the issue. Through this method I will be able to engage students in higher order thinking to encourage a deeper understanding of the topic. For example, I would be able to take a small engines class and have them troubleshoot a complete engine system that may or may not have multiple issues. They would have to determine the issues, investigate why it is occurring, fix the engine, and finally analyze their efficiency and success.

2 Connections to #TeachAg Journey

In AEE 350 we had worked on engines in the beginning to learn the functions of an engine. Through the experience we had to make the connections of all the parts in an engine to the whole system. In AEE 412 we had a similar assignment to inquiry-based learning, where we had to teach a problem solving approach lesson. It is not the same, but it is similar in the fact that students are analyzing an issue and finding solutions to fix the issue.

1 Triangular Connection

In the article "What the Heck is Inquiry-Based Learning?" by Edutopia, the author mentions that inquiry-based learning transfers responsibility from the teacher to the student ultimately engaging them into the lesson.

Student Teaching Perspective on National FFA Convention

This past week at National FFA Convention I had a blast with my future students. Throughout the week we toured several agricultural industries and had a chance to enjoy the little things in life. As I reflect upon my time with my students, I have three questions to enhance my learning from last week.

For future school administrators

What paperwork needs to be filled out to take field trips? How many weeks in advance would the paperwork need to be submitted?

For cooperating teacher

Do you require your students to attend at least one leadership workshop at National FFA Convention?

For cohort

How did your cooperating teacher hold students accountable for their learning at National FFA Convention?