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!