Action Research=Research In Action!

Assignment #3 Action Research Reflective Blog:

My reaction to this assignment changed from intimidated to heartened in the course of a month because it focused upon Sam, a student who otherwise was slated for removal from the class roster due to chronic absenteeism, truancy (skipping out on class), and logging more time in In School Suspension than the classroom. I documented this students fate, prior to the month I spent in applied research, through the ABC Moodle Module assignment.
In discussion about the process and headache associated with Sam's removal from the class with Mr. Anderson he related how difficult it was to have a student removed at that point in the semester but, pointed out the validity of his justification with the statement "how can I pass a student enrolled in an Agriculture Mechanics I class when he's never even struck an arc!" Over the course of our conversation the subject of my action research project came up and it was decided by Mr. Anderson and agreed to by me that Sam would be the subject of my action research project. I was told near the end of the conversation that I "was his only hope at this point!"
Mr. Anderson and I mapped out a plan with the remaining time I had to implement it and determined there to be 23 instructional days available in my final month of student teaching. I used this timeline to create a sense of urgency with Sam through authentic conversation regarding his attendance during the "flex" period in the morning and class in the afternoon. I was highly respectful of him and his situation and gained his respect through my dedication to him and the ability to relate to his life outside school.
Sam showed up for many but, not all of our "flex" sessions and we even squeezed in some shop time during the course of a few class sessions in the lab. My work with Sam was intense, requiring focused demonstration, condensed practice that I reminded and reinforced with Sam that this was a "crash course" in arc welding. Surprisingly, Sam effectively internalized the urgency and focus necessary to implement the action research plan despite his at times sporadic attendance. When I had him, "I had him!" On nearly every occasion I had him break into a rolling sweat in 20 minutes! He worked that hard and was that intent upon the task at hand. I don't think this project would have been implemented successfully without that level of effort!

Sam - working hard at it!

Some of the highlights of this project for me were seeing Sam go from a total joke amongst his peers to inclusion and a level of acceptance that I hope I had a hand in modeling. One of the best examples of highlights came as a result of a chance encounter Sam had with one of the prettiest girls (and the best welder!) in the class. At the end of one of our initial sessions during a normal block period she approached him as he was cleaning up and struck up a conversation about how cool welding was, I left them to talk with the pride of progress toward inclusion as a byproduct of my research. It felt really good. Sam's inclusion and acceptance was sealed when I was not even around! I had to return to campus for a Friday session and without me in the shop to guide him I was afraid it would cost me a precious day out of the 23 we had to implement the plan. Instead, he got one-on-one instruction from the best welder Mr. Anderson has had in his Agriculture Mechanics course in years from the girl whom he had the conversation with early on. Mr. Anderson was excited enough about the situation enough to text me about it that day!

Sam included! That's the girl on the end!

I successfully completed my action research project with Sam and only had 1 day to spare before I finished my time student teaching. Mr. Anderson graded the C clamp as Sam's summative assessment for the arc welding unit and texted me a picture of the rubric and a final grade of 83%! Based upon his formative welding assessment rubric grades all ranging from the 80's to 90+ , Sam and I accomplished what we set out to do and he went from failing out to passing the class.
I took the time as we counted down my days to plant the seed of a career in welding with Sam and it must have had an impact because he shared his aspirations with his Father and is even conspiring with a friend to enroll in the CTC program for welding. He is looking forward to finishing the semester with the torch welding unit and has expressed more interest in that type of welding than arc welding. I will always remember Sam with pride and pray for the best outcome!

Experience of a lifetime!

Student Teaching Internship Experience Final Blog Entry

My student teaching experience with Mr. Mark Anderson at Elizabethtown High School was a tremendous experience that will benefit me for the rest of my life. Mr. Anderson is not only a great agriculture education instructor but, also one of the most authentic men I have known. He is truly a cooperating teacher that approaches the student teaching experience without an ego and the intention to develop an agriculture educator that "can get it done where it counts, in front of the students!" His ability to shape an educator in the period of time we are allotted is inspiring because he allows the student teacher to grow and develop in an experiential fashion that is approached with 22 years of experience when we sat down at lunch and at the end of each day to develop, plan, and evaluate my progress in this experience. He excels at critiquing and complimenting the various parts of lessons in a way that comes across as a chance for improvement and development, not criticism. In trying to change my approach, techniques, methods, and ideas he is able to present options for consideration that give the student teacher the flexibility to implement them without spoon feeding how it should be done. This created for me the opportunity to take his advice and put my spin or style on it to try it out and develop something that worked for me by incorporating his suggestions. His approach to agriculture education and instruction is proven in the results of his students achievements in the classroom, shop, FFA, and later in life's pursuits. I hope someday I am one of those students who reflect well upon him!

Mr. Anderson a model educator in Action: Gentlemen start (to disassemble) Your Engines!

He gave me every opportunity in the classroom, shop, greenhouse, FFA, and with SAE's that he had to offer, to develop what I hope to become as a dynamic agriculture educator.
One of the best aspects of student teaching with Mr. Anderson was the attitude, skills, and awareness of the school as a community that might easily be overlooked. His relationship and standing in the Elizabethtown School District from the District Administrative Office, Principals Office including Deans and secretaries, all the way out to the maintenance department is one of the best examples I could have had to ensure I understand my role, place, and responsibilities in the school community.
I was blessed with great students at Elizabethtown demonstrated by the students in the agriculture program, in FFA pursuits, and the general population. I did have the usual challenges with classroom management and individual students but, all that proved to me is students are the same today as when I was in high school. They are there to be educated, socialized, shaped, and molded into the next generation of citizens. Is that easy? No! Is it worth it? Yes! I know because I am a product of public education and high school, especially agriculture education programs including FFA and SAE's are one of the last, best chances to positively influence and impact students lives!
I will be forever indebted to Mr. Anderson for the time, wisdom, attitude, influence, and friendship he shared with me! I truly benefitted from over 55 years of teaching experience during my student teaching internship with my cooperating teacher Mark Anderson and Ron Frederick as my University Supervisor. I am humbled and grateful for the time, patience, and effort they shared in furthering my development as an agriculture educator.

Final Teaching Internship Post

Week of 4/14/4 to 4/18/14

This final full week of student teaching went well with the students as focused on Small Gas Engines and Landscape Management as I was on finishing this experience strong. The student I chose to focus upon for my Action Research picked up on the urgency created by my final full week at Etown. He showed up during the morning "flex" period and class! The intensity I create with him had the sweat rolling off his face nearly every time he showed up. I am simultaneously building his enthusiasm for torch welding which follows SGE's so that he can finish his semester strong in Ag. Mechanics I.

Another experience I really valued this week was getting some pointers on MIG welding from the student I managed in my independent study assignment. He practically grew up with a welder in his hand. His family operates a welding and fabricating business so it was a great opportunity to fine tune my MIG welding skills from someone who does it every day. I also had him fabricate and weld a square fire pit insert for the female student (actually it was for her Grandfather!) in our class who was so helpful in assisting the Action Research student with his stick welding while I was on campus.

I felt like this week went well because I have developed the beginning of an internal sense of pace without consciously thinking about it or having to refer to the clock to manage my time. I also felt good about managing the flow of classroom management with the students response to periodic lapses to the point where they're neither a distraction of disruption of our session.

The students are really getting into the greenhouse routine and most of them enjoy "working" in the greenhouse. The geraniums Mark grows for graduation are growing like weeds which really creates positive feedback for the students because they can see the fruits of their efforts and attention. A small example of hard work eliciting noticeable results.

We ended the week in Greenhouse Mgmt. and Landscape Design by taking advantage of the nice spring weather to do some hands on topographical mapping and begin to discuss the elements of the art and science of landscape design.

I am still not looking forward to the end of my daily interaction with Mark, he is a great mentor, model, and exemplary teacher! Even my wife is not looking forward to what she has labeled as"your Mark withdrawal!"

If a picture is worth a 1000 words...

Week 4/7/14 - 4/11/14

SGE presentations like this...

 

Got us hands on by Friday!!














 

This was a great week of dynamic and fast paced student teaching experiences. Kicking off small gas engines on Monday in Ag. Mech. to a fun pH lesson that included taste testing got the momentum going. With Mr. Anderson out Tuesday and Wednesday I felt I was successful in motivating the students to do their research and presentations on SGE's to get us out in the shop and hands on by Friday. The attached pictures are a pretty good representation of their efforts!

Effort like this...



The Ag. Mech. CDE was a great experience
I even pitched in as the Excel score keeper!
 





One of the best welders in the room, hard at it!

Getting the "gentlemen start you engines" speech for electrical component!



Ag Mech. CDE Written Component
Ended the week with a visit from Brittany Rigg that was an awesome experience for us both and a great lesson on application of the 3-4-5 Triangle in Landscape Design!

The girls were actually the most accurate with their 3-4-5 Triangle!
 

The boy's thought a sledge hammer would "help" their accuracy!

 

Getting Down and Dirty!

Monday 3/31-Friday 4/4

This week we all literally got down and dirty whether it was in either section of Ag. Mechanics or Greenhouse management and landscape design. It was a jam packed week of hands on activities that prompted student engagement at admirable levels. Similar to the welding unit there were few challenges with enthusiasm and a get r done attitude.

The agriculture mechanics sections wrapped up the basic engine component identification lessons which included handling the parts as they were introduced and discussed. No one dosed off during these classroom sessions. From that foundation we rolled into Mr. Andersons Lawnmower maintenance community service project that included an impressive number of 31 mowers consisting of push behind and ride on mowers.

This is what I call getting down and dirty!

Everyone from faculty to student parents and the student teacher brought mowers in to be serviced. The program includes spark plug cleaning and gapping, blade sharpening and balancing, and oil change. All for the price of a quart of oil. This was a great experience for the students because their expectation of challenges in a "maintenance" program were very low. It taught them that what may seem simple and straight forward can quickly become a challenge whether its a seized blade mounting bolt or an oil drain nut that simply won't budge. I firmly believe that this program does the obvious, tangible service to the community and provides a demonstrated learning experience, what it does for student confidence in themselves is why I'm here.

In greenhouse management the students are motivated to tackle the classroom component with the promise of time in the greenhouse each day. It is almost like a reward to go "work" in the greenhouse. They are so motivated to "work" that we have even gotten some of Mr. Andersons spring cleaning in and around the greenhouse done. Again, there are demonstrated skills and applied knowledge that are tied to the knowledge we share in the classroom, it is their attitude toward "work" that is hard to duplicate and so valuable as a life skill. I continue to solicit comments in class that I am "really making us think!" that just egg me on and provide personal confirmation of my approach and development in this student teaching experience.

Mark and I attended two meetings this week. The first meeting was a Beef Quality Assurance Meeting for individual certification. I enjoyed the chance to learn a few things I didn't know, visit with some of my cohort and fellow ag. teachers. They even had a hands on component practicing sub Q and IM shots with syringes and banana's. Great idea to borrow for future use. It was also another chance to tour a different school based ag. programs facilities which I find really interesting to see the diversity in resources and programming  emphasis. The second meeting we attended was the regional PAAE meeting where they simultaneously held an FFA SOC's meeting that one of our students attended. Again it was a great chance to join together as an ag. family and enjoy good food, fellowship, and organization.

Practicing BQA injections - Hands On!

I see the finish line here at E-town a little over two weeks away now and I am NOT looking forward to it. My students believe I should apply for a deferred grade and finished what I started, especially in greenhouse management. I must admit I kinda share their sentiment...

This is worth clicking on to read Teach Ag!

Home Stretch!

Monday - Today we put the finishing touches on our C - clamp project, painting the clamps a choice of colors to show some individualism and personality, I chose John Deere green! This project from start to finish was a great example of the culmination of the electric arc welding unit because the growth, development, and confidence gained was evident along the way and demonstrated with a useful tool they can take justifiably take pride in.
The greenhouse competition reached a frenzy this afternoon with an Olympic theme, three places up for grabs! This activity taught me a lot about variability in instruction. I was shocked by the level of competition these students could apply to greenhouse layout when there was Math, Composition, and hands on elements. I did not realize it was possible to generate enthusiasm around these cross disciplinary subject areas but, all it took was the spark of "competition" to bring it on! The students ultimately placed the team pairs with judging based upon all three components.

And the winner is......!

This week at 5 weeks out with the student teaching experience I have mixed emotions about the "home stretch." I am determined to finish stronger with development accelerating toward the conclusion of this experience. To me that will include developing consistency, rhythm, and pace in addition to other aspects of this craft I'm tackling. Honestly, when it comes to leaving the students and especially  Mr. Anderson I am NOT looking forward to leaving, something I don't want to think about until its over.

Must have run out of green paint last year....because its so popular!

Tuesday - Today we put the second coat on our C - clamp's prior to assessment and wound the unit down prior to a test with a C - clamp reflection sheet. This activity impressed me again with the thoughtful reflections the students were able to summon. It's just not something that would have occurred to me, the assessment I get, the reflection component blows me away!
Greenhouse management block was really rough today! We shifted gears into a soils unit and it seemed like they all  missed the bus. I felt like the content was appropriate and engaging, I had even built up to it requesting soil samples from two students on the previous day. I developed and activity around the two samples to orient the students to soil texture, composition, and structure. Surprisingly in my opinion it was a 50/50 fail at best with half the normally engaged students willing to dig into it an the other half or more utilizing the time to catch up on social events/issues in their lives. My best efforts prompting, using proximity control, etc. had no effect.
I let my frustration get the best of me and that snowballed on the way home to the point where I developed an overreaction to the session, questioning my progress, confidence, and abilities.

Wednesday - I used our second block to discuss the prior days' experience because Mr. Anderson attended an event with FFA students immediately after school yesterday. He did a great job of breaking it down for me and developing a sound perspective on the situation that unfolded. He was so effective that I felt better for "having one of those days" because it created a great opportunity to learn from what otherwise was a negative experience. I have been knocked down enough in my 48 years to get right back up ready for another round without thinking about it. This experience reinforced the value of both the knock down and the get right back up. Their are lessons to be learned in our mistakes, missteps, frustrations, etc if we are willing to get back up, listen and reflect on the experience while continuing in forward direction.
Mr. Anderson's advice allowed me to tweak my approach for today turning the Greenhouse section into a productive and rewarding experience further reinforcing my attitude toward refining my instructional approach in the time remaining to walk out the door with enough experience to continue my development in the right direction avoiding as many of the first year teacher headaches as possible.

Thursday - Today went much better after my pow wow with Mr. Anderson and I made a huge leap in my effort to give up the crutch of power points in an effort to be a dynamic and flexible instructor. At his suggestion I decided to try using old school overheads to refine my pace and develop consistent timing during my sessions. In addition to my plan to use it in Greenhouse an issue came up where Mr. Anderson needed to meet with an administrator and asked me if I was willing to teach the first 30 minutes using his overheads. I told him I was game and it worked really well for me. Mr. Anderson ended up finishing his meeting early and was able to observe me twice using the overheads. He and I both felt good about how it went and I have decided to stick with it if it works and develops the pacing and consistency we feel I need to nail.

Friday - Today was a great day that started out with working one on one with a student who I am working with to get him caught up in Ag. Mechanics. He has progressed from failure to passing just in time because the marking period ended Thursday. I have this student breaking a sweat in the short flex period first thing in the morning, we are that intense and he is that in to it. Charges my day up too right out of the gate!
I am also determined to continue what some may consider an old school approach with overheads to develop the pace and consistency Mark and I are aiming for. Just because its old school doesn't mean its obsolete. I had back to back sessions in Ag. Mechanics successfully using the overheads achieving the kind of engagement I am after every day!
We got the geranium plugs that will ultimately be on display at graduation for the parents to enjoy and take home at the end! We spent the better part of the block potting the inserts and all the students were intent and intense enough that we finished potting the inserts ahead of Mr. Anderson's expectations. I must admit that I was pretty into it as well. Rounded out a great Friday.

Getting A Clue

Monday - Today I approached the classroom with a personal challenge to avoid using Power points during my 80  minute greenhouse management class. I want to develop delivery, rhythm, and a framework without the use of power points. I generally view power points as a crutch which may make me "old school" but, I have come to realize they are a useful tool in developing my craft, not the tool of instruction. In my experience, in most audiences the only person who is excited about another power point presentation is the presenter. Students and adults alike prefer other means of instruction. Power points have their usefulness, I am simply challenging myself to develop other components of my instructional approach.

Tuesday - I limited my power points to an agreed upon target with Mr. Anderson and came within 1 slide of meeting the time limit we established. This experience is developing a solid rhythm with the students that keeps their attention and engagement however, I need to hone my discussion approach to limit the tangents that the students (and I) seem eager to pursue around our topics. Interestingly, the students are starting to develop a sense of actual greenhouse management with our regular trips out to the greenhouse, the students are recognizing what to look for in their plant projects, and identify signs of success, stress, and failure in their pursuits.
Today we held another FFA meeting and I think it was the best so far because the officers shared a lot of detail about recent experiences at SLLC. They also seemed a lot more personable than I had seen them at prior meetings, willing to laugh, share funny stories, or interesting comments.

Wednesday - Today was a university supervisor observation day. I was glad my supervisor was able to come early and spend some time observing 2 out of the 3 blocks we have each day. I felt really good about the lesson we planned and the students seemed to respond to some of the tweaks Mark and I decided to do for the lesson such as making the "work" a competition. Don't know why we never tried it before! The techniques Mark is trying to help me develop and practice as well as the bag of tricks teachers draw upon really reflect the depth of 22 years of experience he has. I feel so fortunate to share a teaching experience with a veteran like that!

Thursday - Today I feel like I snatched a student from failure and possibly hooked him on Ag., just when I had about given up on him. He was behind since joining our ag. mechanics class and constantly either absent or in In School Suspension. He finally showed up for a scheduled one on one Welding Crash Course that I have been trying to get him to do for over a month! I had him sweating, smiling, and enthusiastic by the end of our first session. After our first session one on one, he showed up for class (instead of dodging school skipping out the set of doors near our classroom), and after practicing for 80 minutes, the most competent welder, and cutest girl in the class came up to him and engaged him in a conversation about how cool it was to weld etc. I don't know the rest of the conversation because I walked away but the next day while I was in SC she worked with him to develop his welding techniques. I think that's awesome and I am glad that I hung in there just long enough for him to show up. Probably go down as one of my most memorable moments of the entire student teaching experience!

Friday - Friday we had a seminar on campus that was a good experience utilizing a two session framework. The session that definitely served me well was the lesson plan tuning exercise with my peers, I felt it could be kicked up a notch with a facilitator instead of a time keeper because peer input from fellow neophytes is of limited benefit. A facilitator might bring out more valuable input prompted by peers or lead advice and conversation in a more constructive direction. The other session with multiple scenarios was good practice for what's ahead in dealing with administrators, students, fellow teachers, and parents.
Overall, this week I felt like I may be getting a clue in this student teaching experience where the experience becomes effective in shaping my development enough to do a solid job. I now have 5 weeks to gain some confidence, consistency, and pacing as part of the bigger picture of my development.

SLLC

Sunday - I went to SLLC today to kick off the week early. I started out grading proficiency award applications and really enjoyed visiting with fellow teachers in the process. It was great to see my cohort and build some new relationships, especially getting to know some of the Del. Val. student teachers. It was great to share experiences, ideas, and develop my future professional network.

Monday - Today at SLLC we had a session on SOL's from PDE which was somewhat dry, but a good introduction to the new learning objective system they're working on. In the afternoon we volunteer to help a community therapeutic horse riding organization. We primarily forked and shoveled manure all afternoon. The hard work was worthwhile and meant a lot to the organization. We enjoyed the camaraderie of hard work and good laughs while we were hard at it. In the evening I used the Dance time to further develop my network and visit with my cohort. It was a great opportunity to visit in a relaxed atmosphere.

Tuesday - Today was the last day of SLLC, we had an awesome time eating breakfast with our local representative and later visiting with him in his office at the capital building. We also toured several areas in the capital building and watched part of a session. It really brings government to life for the students.

Wednesday - Today our ag. mechanics sections started cutting the steel for  the C clamp project. I led the second section in the shop and felt like I did a good job of making it about a whole lot more than hands on experience with the metal band saw. I highlighted safe working practices, teamwork, and job preparedness.

Greenhouse mgmt. continued to amaze me with their creativity in applying the concepts they're exposed to in the classroom. The hands on component builds retention that simply isn't possible with power points. They are constructing greenhouses using popsicle sticks to highlight the design and structural components they were exposed to last week with minimum element requirements for design and structure.

Thursday - Today the students finished up their  greenhouse models to be evaluated on representation of design and major structural elements in greenhouse design. Most of the students took a lot of pride in their model designing, incorporating, and labeling the structures we learned about. Instruction in Ag Mechanics is going well and even though I am not the caliber of Mr. A when it comes to C clamp fabrication the students seem to respect my efforts as we share our welding and fabrication progress together, a good experience for us all!
Friday - Continued to work on our C clamps growing confident in fabrication as it is a lot more attention to detail and prep versus just running a bead. A student or two has discovered just how strong 70000 pounds of tensile strength is after checking to see if their clamps are true and straight after running a bead instead of after tacking it up :)

 



 In greenhouse management it was interesting to see the students continue not read directions, given most are male I am only a little surprised. I gave them a "quiz" that was actually an article review where all the questions, blanks, and short answers could be accomplished by simply reading the attached article, hence the title of Quiz - Article Review. I could only stand for 5 minutes before telling them they could remove the cover page quiz if it made reading the article easier. Big sigh! Oh! They seem to engage for the most part with the session since we were in the classroom, out in the greenhouse, and back in the classroom keeping them on their toes. I am challenged by a few attitudes but, I try (sometimes I do better, than others) to bear in mind what its like to be a teenager in high school, a tough combination for some.

Greenhouse Fever

Monday - Today capped off my community based unit of instruction with a Manheim based paving and excavating company. I took the initiative to coordinate what turned out to be an engaging and fulfilling experience for the students which was worth the planning and meeting we did prior to their presentation. This unit served both sections of Ag. Mechanics I with bookended lessons on surveying, related careers in the mechanical & construction industry, and highlighted the company's admirable community outreach and a history of involvement.

BR Kreider builds careers around Etown Ag. Ed. Students

In greenhouse management I shook up the lesson routine with a brief essential question that led to a extended interest approach out in the greenhouse. It was a great chance to check on some of our germination experiments as well as the orchids we split with Dr. Holcomb, then lead them back into the classroom to kick off a unit on plant reproduction. I think we are all a little winter weary and anxious to get out into the greenhouse. Interestingly, when the subject of potato cultivation in plant reproduction came up I mentioned I thought you could grow them in a cup of water and get a plant with roots. I didn't expect the students to jump on it and blurt out "oh!, we should do that!", to me that's students enthusiastically taking charge of their learning! So, we will!


Tuesday - Today I had the experience of going to a county level CDE for SGE and extemporary speaking with two student who were not thrilled about extemp. but, courageous enough to give it a try. This is one of the great things I feel FFA provides students that  really charges me up about FFA. It's not all about winning, because who really doesn't like to win. Sometimes its building courage, digging deeper into yourself, and stretching outside your comfort zone just for the growth and development opportunity, not a ribbon, plaque, or other "reward" or recognition.
I also had the opportunity to see Josh Walker a first year teacher slugging it out with some pretty challenging 9 graders.



Gentlemen Start Your Engines! (if you can:)





Wednesday - I finally gave into the greenhouse fever I think all of us in Greenhouse Mgmt. and Landscape Design are feeling with a three day hands on unit applying the propagation techniques we are learning about. I brought in houseplants I have had for 20+ years. One since I was about 16 and the other since I took indoor plants at Virginia Tech, you do the math on exact age of the plants. The kids seemed a little incredulous about that but, I think I hooked some of them on houseplants and propagation. The enthusiasm I saw in at least a handful of students is the same enthusiasm that has carried these plants through the decades I've had them, and to me that's pretty cool (and why I chose to TeachAg).

Thursday - The ag. mechanics sections have become very accomplished welders and developed to the point where they are frustrated when the quality of their welds isn't up to their own expectations! Even more impressive is how they double down on their efforts to master the T-weld we're currently working on! That kind of pride in their work is not necessarily something that can be taught but, they are proof it can be learned!
I've also noticed the students in Greenhouse develop the same kind of pride in the classroom activities and greenhouse projects that they will definitely need when we get into the 300 geraniums Mark grows for Etown's Graduation in June (or July, depending on the weather:)

Friday - The ag. mechanics sections really felt the pressure to deliver a T-weld for a grade because they had to take a quiz that took away some of the time they might otherwise have had during a full session. I thought they handled the pressure well but, it did get to even the best welders in both sections. Good experience for the really world where there are contracts, deadlines, and expectations for productivity.

 

After The Honeymoon Is Over

Monday -  In my tweet last week I declared the honeymoon was over and I was referring to the student teaching experience from both my perspective and that of the students. As some of my cohort responded in encouragement "it does get better." I think I had a glimpse of that this week with Mr. Anderson providing the guidance I needed at a time when I needed it. Flexibility and pacing have been a challenge to me, which might be understandable in the beginning of the student teaching experience but, becomes frustrating when you are at or near the half way point in the student teaching calendar.
I have tried to be flexible incorporating Mr. Andersons insight and recommendations into my approach. He is great at pointing me in the right direction and patient in allowing the time to find a way that works for me and the students. I continue to get valuable survival skills in additional to the skills necessary to developing my craft. I get to share in Mr. Andersons daily challenges, moments of satisfaction, points of recognition, administrative respect, and the students unfailing, earnest, enthusiasm for agriculture education.

Making Snow Load Testing Engaging!

Tuesday - Part of my student teaching experience requires facing the challenge of behavior modification for one of the moodle modules. I initially thought I would work with a student who has an IEP and might pose a behavior challenge associated with his background. I was wrong. That student simply needed recognition even though they chose to hide out in the back of the room. All it took for this student to be recognized was inclusion and contribution to our daily session.
The student who Mr. Anderson and I have agreed to single out for this assignment has turned out to be the "perfect" example of what a teacher might face year in, and year out. Part of this assignment requires a daily record of my attempts to encourage constructive, participative, positive behavior. That might look good on paper and fit the assignment structure but, in my case it will be impossible to do a "daily" journal of my attempts when this student is absent, seen dodging class with swag strolling out the door on his way to our class, and spending the associated time in In School Suspension. While challenged, I do feel up to the task, though it might literally not fit the boxes on the form but, this kid doesn't fit the box in general. Fortunately, I can identify with him in some ways and respect where he might be coming from. Below - harnessing student creativity in a Lincoln Electric FFA themed Design Your Own Helmet Contest to fund and equip your ag. program with helmets and money for the winners. This one might just put us in the running!

Wednesday - Today was a good day and my Greenhouse section felt like a pretty solid delivery. I felt like I started to dial in on some of the guidance Mr. Anderson has given me. Interestingly, it took me until this point where I felt enough comfort in this experience to let go of the reigns a little and focus closer on some of the advice I have been given. Another aspect of that is developing some semblance of a planning horizon versus struggling to adapt my plans to the students level.
I thought it was interesting to see the students in ag. mechanics get frustrated with the lap weld after they have developed solid techniques running beads and doing butt welds. I encourage them to recognize the frustration and develop effective strategies to tackle the new weld. I feel like this is a good experience to work through because that is the type of approach they will need in adulthood.

Thursday - Today was another good day using a similar pace and time management strategy that worked pretty well for me yesterday. The students in ag. mechanics continue to experience some frustration with the lap weld but, view the frustration as a challenge to overcome with practice and good old fashioned persistence. It really makes the experience worth while to guide them through the process toward competency because you start to the development in their faces and in the guidance they seek. I used an imaginative lead in to a hands on activity that challenged the students imagination while at the same time reinforcing the material we were exploring.

Friday - Today was the first observation by my University Supervisor. I did not necessarily feel nervous but, I did put a lot more pressure on myself to do a solid job for myself, my supervisor, and represent Mr. Andersons' efforts in my development. If I stretched my students minds yesterday with my imaginative approach, I blew their minds with a follow up today. I felt even at their age while we all knew it was an imaginary motivation, I had them questioning the reality of it and it was SO cool to see the energy we gained from suspending a little reality and harnessing our imaginations to engage in what is otherwise fairly dry subject matter anyone would be challenged to present.
I felt good about where I am at from the evaluation I got because it documents progress and points out areas of improvement that provide focus and emphasis for me in the last half of this experience. I feel up to the challenge and I have developed a comfort in the stretch that will help me hit the goals my supervisor and Mr. Anderson have laid out for me to become a highly effective educator in the future.

National FFA Week Reflections

Monday - I spent the weekend at ACES and really enjoyed the event with Mr. Anderson, another teacher chaperon, and the students. It was a great chance to get to know another teacher in more than passing here at Etown. The more time I spend at Etown the more I value the time at Etown. I am stretching myself and testing different approaches which is of great value in trying to establish my craft. Of equal importance to me is the experiences I am sharing with Mr. Anderson and opportunities like ACES to get to know others in the profession on a closer level than possible in passing. I consider these experiences to be vital to what I consider my survival kit that I will need to navigate the various administrative, political, and other relationships that are part of joining a community of educators.
I really appreciated a lot of the planning that goes into an event like ACES because the FFA students really benefit from an engaging and balanced experience that is really not available anywhere else in public education to my knowledge. I heard many positive comments from my centers' students as well as other student teachers' students about both the activities and the evening entertainment.

Tuesday - My experience co teaching two sections of Ag. Mechanics stands out as one of the most unexpected benefits of my student teaching experience thus far. While I was exposed to the concept and practice of co teaching at PSU, it is another experience to do it with someone who really embodies the ideal of a mentor. In my experience there are moments of synergy or chemistry that can happen in co teaching where the two are able to truly share themselves selflessly in an exchange of knowledge that would be hard to duplicate when you are the only one on stage. The students benefit in many conventional ways that I have touched on before but I now see them benefit from the relationship they are witness too and derive a better level of engagement that comes with witnessing two educators invested in their experience. Superficially, they initially experience this with reduced student teacher ratios and later on a deeper level in my perception.

Wednesday - Today was camo day for FFA Week and I decided to try out a camo bow tie which for me personally respresented a visible sign of the stretch I am trying to make in my student teaching experience. While I can tie a mean double windsor with a conventional tie, I have never been bold enough to sport a bow tie. Consistent with my prior experiences the stretch is often rewarded with good experiences, I got compliments on my tie and this gave me confidence in the stretch. The student teaching experience is unique in my years of experience as a great chance to experiment to determine what works and doesn't work without the monetary, career, or other high stakes experiences where your neck is on the line if you stick it out.
I continue to face a challenge kicking off new units or content that is not closely related because I tend toward overestimating where my students are in relation to where I want to begin. It seems like it takes us a good day or two to get synchronized or a rhythm developed. It's a valuable experience but, it can be frustrating and take it out of you by the end of the day.
Interestingly, when we went to pick up a half a hog for tomorrow's hog roast the butcher asked Mr. Anderson how many or did he have many FFA members. I found this interesting because beside a few comments about the winter we're having this person was interested in the level of FFA participation in this day and age. I don't think it is too much of a stretch to wonder if a country butcher who grew a successful business with the surrounding areas was really wondering about the next generation that will raise the hogs, beef, and other animals to feed the people of Lancaster county the way he has.

Thursday - Today the students cleaned the shop in preparation for the hog roast that afternoon, it was great to see them take pride in their shop and the FFA program. It was a great experience to visit with other faculty and break bread in an atmosphere of enjoyment as a community of educators. I had a challenging experience with my Greenhouse class today where it seemed like I could never hit a stride due to fire alarms and student participation issues. I felt like I had hit two days in a row that weren't working like I expect in my classroom and the frustration got the better of me today. On my way home I used the commute to evaluate primarily my reaction and frustration because I feel like while I have the tools for classroom management and kids will always be kids, how I react to them is where I have control.
It was cool to see the FFA Week buzz really hit a high note with the drive your tractor to school event. The students who drove really made an impression with their rigs. Events like these really polish the image of agriculture education in the school and the community.

Enjoying some roast pork!

Hands on snow load sampling!

Friday - Today I took an opportunity to hit the reset button with my students by developing a snow load lesson that gave me another opportunity to discuss class participation in activities and class discussion. Instead of the responsibility of participation resting upon me to generate through dynamic activities and engaging discussion I am trying to create a community of learners responsible for their part in the exchange of knowledge. Participation will be worth a test grade in the grade scheme and each student being human will have a "bye" card they can use each week if they weren't feeling up to it, having a bad day, or being annoyed by the "student teacher." There seemed to be a positive reaction to this change because those who participate are not being penalized or scolded for the actions of a few who choose not to participate.
I continue to face a challenge to create dynamic lessons on a timely basis that are at the students level and feel like I haven't fully visualized my approach prior to execution due to the
pressure I put on myself to be relevant,  dynamic, and engaging. I need to hit a stride where I am prepared further out on the planning horizon, since I feel like I don't even have one in Greenhouse mgmt.

Week 4 Student Teaching @etown

Monday - Today was a great day in all three sections. In both sections of Ag. Mech. I Mr. Anderson and I have really developed a co-teaching approach that has benefited the students beyond just at reduction in the student/teacher ratio. The students are showing competent development in their welding skills due to on the spot interactions with their instructors. I enjoy the students considering my guidance and looking to me to help them develop their basic welding skills. Part of what its all about to be an ag.ed. teacher to me.
My Greenhouse management section has hit their stride in developing their research projects and should be ready tomorrow to present their papers and posters providing the first full blown public speaking/presentation experience for many of them. I am going to work hard to set the stage for this experience to make it a positive, productive, and dynamic form of assessment. My approach with objectives continues to keep the students focused on our mission each day, beginning with the end in mind.

Tuesday -  Co-teaching with primary responsibility in the lab for both sections of Ag. Mech. I is going really well with the students comfortable with me hovering around them or seeking me out for advice. It really works well when I am able to refer the students to Mr. Anderson that need to fine tune their techniques because I am able to listen in for both his advice and his approach to handling the fine welding skills that are needed to move on to the next phase. He has a great way of working through the good, the bad, and the ugly without sounding like he is the authority on running beads. He and the student work through the good part of the bead and areas for improvement so that the student walks away with a feeling of accomplishment and attitude toward continuous improvement. I have used Mr. Anderson's approach and adapted it to query the students when they come to me as to what they like and dislike about their welds before I offer any input. We then discuss both techniques for improvement and mental adjustments that might for example, slow them down.  One example, counting one thousands might help some develop rhythm in their welding technique. This holistic approach seems to help some of them improve their competency.
Today was presentation day for half of the groups culminating their experience as "Botanist's For a Week" using technology in the classroom. I used this opportunity to develop good presentation skills and a relaxed demeanor, especially in students who were presenting for the first time. I considered it to be a success and was impressed with the academic content that the students focused upon. We also used the opportunity to discuss media in presentations comparing and contrasting three different YouTube videos and three different posters. I would definitely do this exercise again and believe it would also suit different content applications providing a learner centered experience that puts much of the responsibility for learning and content, on the learner. I will bring it all together after the last three groups present tomorrow.
I am still challenged to make sure I am taking the time to get everyone's attention before I speak, you would not think it would be that difficult to develop the "teacher look" or use silence but, sometimes I seem to get myself in a hurry or my mind is trying to stay one step ahead to keep things rolling. I need to think about that and work on it!
Wednesday- Today was presentation day for the last three groups in our Botanist for a week activity. The groups impressed me for the most part given it was the first time for a lot of them. We prepared for the presentations by reviewing presentation skills and techniques that they have learned or seen over the course of this experience. I even used myself as an example. We spent a considerable amount of time discussing the presentations and wrapping the unit up tying it all together by bringing in the relevancy of this project around to Greenhouse Management and Landscape Design.
Both agriculture mechanics sections made great strides in three days going from no experience with running a bead to doing a respectable job in their submissions for grades. Again, the co-teaching component of this experience with Mr. Anderson really is a bonus unexpected experience for me and I appreciate his flexibility in sharing it with me.
Work on the Bear Trap with our independent study student is really progressing nicely with it now looking and functioning as a real bear trap.

Thursday was a snow day and Friday was @ PSU which was one of the more beneficial seminars we have had to date. I left State College and spent the night in Harrisburg to avoid any weather related issues with ACES Saturday morning. I am glad I did!

Week 3 Student Teaching @Etown

Monday - School was closed due to inclement weather. I used the time to further develop and tweak a week long research project that emphasizes technology and a learner centered approach to the unit I had planned. When I told Mr. Anderson about my unit for the upcoming week we started to discuss approaches to the material and use of technology, so I decided to run with it instead of the power point/worksheet/activity approach that I had taken to this point. By Monday evening I felt I had a solid concept and outline that incorporated a piece of Mr. Anderson's evaluation advise to develop examples of the work I expect, not just lay out objectives and expectations, I'm trying to show them what success, creativity, and engaged learning look and feel like!

Tuesday - Our day was cut short by 2 hours due to the weather but I was able to kick off my technology in the classroom research project titled "You're a Botanist for a Week". The kids seemed confused at first because it was a totally different experience than they were used to. I probably confused them (unintended) when I handed out the project with a Test 1 cover sheet and indicated I hoped they had studied! This had its intended affect of getting them to pay attention and realize the assessment value of the project because while the title could be considered "fake" in traditional assessment, the fact that it's still worth 15% or 150 points is not fake. By the time they got over the fake test shock they appeared to engage in the initial exploration of their assigned topics and when they got a hold of the computers it was like throwing a switch on their enthusiasm and engagement.
One of my concerns with this assignment is the resistance or unease some of the students expressed who appear to be conditioned to spoon feeding of knowledge and really challenged to think critically. I do feel I will hook them on an engaged style of learning and critical thinking.
I reflecting upon my introduction to this project I feel I missed the chance to hook them with a dynamic interest approach and develop an appreciation for the subject matter. I am not sure what happened but I did feel pressured by the time constraints to the point where I didn't share a story or introduction with a hook.
I had a good review today and further reinforces what a great mentor I have in Mr. Anderson, his ability to take it all in and identify strengths as well as opportunities for improvement continue to impress me. To me this is what I envisioned my student teaching experience to be like and he makes me feel enthusiastic about the areas of improvement that will contribute to my overall development.

Wednesday - School was closed today due to the weather so I took the opportunity to work on Moodle assignments based upon a suggestion made in our online faculty meeting yesterday.
In further reflection on my approach Tuesday I think I will use the break created by a snow day to reintroduce and reenergize the enthusiasm for this project when I return on Thursday. I am also going to heed the advice of Mark and use the board instead of power points with my bell work and develop objectives that are less formal than what might appear in the lesson plan. I don't feel like formal objectives as we have been taught to create are reaching the students where they're at or creating a sense of engagement in the topic.  Sometimes the interest approach peaks their interest and I can feel a palpable let down when I go over objectives for the session. I'm simply going to experiment and try to "repackage" my objectives.

Thursday - Today was a good rebound from yesterday primarily due to the advice I got from Mr. Anderson coupled with me settling down about snow days and trying to be flexible when my intended pace clashes with reality. I felt posting objectives worded at the students level were not only more effective but, served an unexpected purpose when I was able to keep the students on task with our project and the efficient use of technology by pointing out the objectives periodically where appropriate.
Mr. Anderson demonstrating running a bead! No problems with short teenage attention spans or keeping them engaged in learning in the lab!

 

Friday - I really looked forward to today because our ag. mechanics sections are in the shop running their first beads and Dr. Holcomb, a former PSU Horticulture Professor, is coming in as a resource person to introduce the students to orchid care and propagation as part of his association with.
I enjoy circulating amongst the students as they develop their welding skills and I am in my zone when I am with them where time does not exist. That's part of why I chose to Teach Ag!
We had a great experience with Dr. Holcomb and the students really enjoyed being in the greenhouse. The experience really hit home with me as a future ag. educator when a couple of students told me they were lost when it came to repotting the orchids, they were lost because no one had demonstrated how to repot an orchid, orally delivering directions is not nearly as effective coupling it with a demonstration. We all enjoyed the hands on component in the greenhouse doing something that probably only an outside resource can provide with ordchids!

Week 2 Student Teaching @Etown

Monday was my first glimpse at a "real" day in the life of a teacher at Elizabethtown High School in several ways. First, and most important it was my second instructional day that seemed to challenge me in establishing continuity between my lessons even though it makes sense to me or seems like a logical progression in subject matter. Gauging the students comprehension while delivering a lesson is a bit like juggling with all the added distractions of classroom management to make it interesting.
We finished up the mind mapping exercise today and two volunteers did a great job presenting their mind maps and helping us all make sense of plant science!(see a picture of a couple below)
The second glimpse I got came during a trip down the hall to an emergency faculty meeting when one of my students commented that the meeting was probably about some students who were arrested for issues with weed. Unfortunately, the emergency meeting was about the loss of a 2012 graduate in a ATV accident where the lack of a helmet contributed to his untimely passing and a discussion of another student with special needs that has a lethal birth defect that is beginning to manifest itself and there is a do not resuscitate order given the nature of this defect. It was a very sobering meeting that reminds me of something I try to remember everyday and that is we are granted the opportunity every day to greet our students with a smile and positive demeanor that may be the last they get that day or in that life, so I'll be more aware and not waste that opportunity!
Another glimpse will probably continue to play itself out for some time this semester and that was a glimpse of how we can make great lesson plans, power points, worksheets, etc., but don't be surprised when they need to be adjusted or thrown out the window, or it takes twice as long to transfer the knowledge. I believe flexibility here will make the difference in the student learning experience and is as it should be. My final observation from today is that students love alternative assessment and will work harder and show more effort (and even enthusiasm!) than traditional quiz/test approaches. It truly is a chance to let them show you what they know like the mind maps below!

 

 

 

Tuesday- today I continued to keep the students on their toes with variability in my instruction providing them a self guided worksheet that I customized to develop their critical thinking skills and couple that with some of their innate creativity. I feel very anxious when I try variation on levels where I have no prior experience but at least I am getting used to operating outside my comfort zone. So far, I feel my experiences have had positive results with the learning opportunities obvious to me and not so obvious to the students. I try to note these in my reflective side notes on the power points for continuous improvement in honing my craft. If I had to change anything about the worksheet experience I would have rearranged the student groups to level the playing field and break up some of the student dynamics. This will come with experience.

 

Wednesday- Today was a good day where I took power point material and subject matter into my own hands and kept the students engaged in what is otherwise pretty dry, boring, material. I utilized practical and humorous You Tube clips in three segments of my presentation and after viewing one clip the students had to develop their own mnemonic phrase based upon the material presented by me and discussed in a video. They had a lot of fun doing it and I even laughed at their creativity and sense of humor. I do need to be careful that we don't go down hill too fast in our mnemonics and keep it G rated. It almost became a game of one up man ship as we reviewed what they created. Again this was a great way to avoid the pitfalls of death by power point.

 

 

Thurday -  Was a day that directly applied the concepts of plant classification and binomial nomenclature that we had discussed over the past two days. I even took the students into the lab for a  coniferous tree dichotomous key identification exercise with rotating stations on evergreens I had collected in my travels home from Etown. The preparation I put into this lab paid off in my estimation because another student commented on the intensity and brain power that they were expending on identifying "stupid leaves!" The only real hurdles I encountered were a lack of flow between stations which I could have minimized by dictating the groups to level the playing field. Essentially there were kids that worked the process efficiently and kids that struggled to work it and I could have mitigated some of that, lesson learned!

Tonight was also parent teacher night which I really enjoyed as a chance to meet the parents or stakeholders in this public education experience. I was totally shocked at the number of Etown teachers that blew off this night simply because it was the second semester or some other lame excuse. All the parents we saw appreciated us being here and didn't hesistate to comment on the no shows. Its hard for me to believe when the teachers cant even show up or stay after for the people that are paying their salaries!!!!!!

I really enjoyed my time assisting Mark with the ag. mech. I sections in the lab practicing tack welds. The students seem to really take to my guidance and suggestions. Time literally flies in the lab.



 

 

Friday - I was totally dragging today after driving and hour and a half  to home after staying until 8:15 for parent teacher night. Given my condition and a convenient transition point to a new unit I decided to play Bingo to review terms and definitions with Lifesavers as reward. After a few rounds I collected all the bingo stuff and gave them a cross word with the same terms and hints at the definitions. The students impressed me with their knowledge acquisition and really enjoyed learning this way.

We continued tack welds in the lab today with the intent on submission for grades at the end of the block, I really felt good when several of the students sought me out as I circulated for advice and assessment on their welds. I love to see them get bit by the bug of ag. mech. as they develop a little confidence. That's a big reward for me.