Dear Diary {Reading Reflection}

Dear First Year Teacher Ms. Andrews,

This blog is going to be your refresher and empowerment to continue striving to be the best teacher you can be. Classroom management is going to be challenging, but I am going to remind you of best practices to ensure your classroom is managed well.

Let's first review why classroom management is important. Classroom management is directly related to student retention. If a classroom atmosphere is not conducive for all students, learning will not occur. You have to remember to be intentional, sneaky, and strategic. As the Methods books tell us, "Only you can prevent student behavior"!

Effective Teaching  

If students are engaged, they will not be thinking about misbehaving. How are you being interesting? What are your hooks? Giving clear directions and instructions is one powerful BEVCO practice to implement. While giving instructions, if students are frustrated or do not know what is going on then they are off-task and more problems are likely to occur. In addition, knowing your content will prevent misbehavior. From a student perspective, they will see confidence and will not question your ability or knowledge. As a teacher, if you know the content then you will be able to be focussed on your students and their behaviors.

I know this is easier said then done and will be better the more time you have in the classroom but planning for effectiveness and studying your content will allow you to better manage your class! As you learned in Fall of 2015, you cannot ever be over prepared!

Promote Acceptable Behavior

Now these are guidelines you read from your Methods text and are general. Keep in mind that each class, each year will be different, and you will have to adapt to that. 

1. Start out firm (You can always ease up, but it does not work the opposite way)

2. Be prepared to teach well (See above)

3. Have a definite routine by which each class is scheduled (Conditioning)

4. Effective incorporate praise (not to often, but reinforce positive behavior)

5. Do not have favorites

6. Separate the action from the person of the student (State the wrong behavior, not the entire student)

7. Never discipline a student when angry

8. Set a good example (Do not be hypocritical between students as well as between co-workers)

9.  Forgive and forget (do not hold grudges because everyone is human)

10.  Be attentive (Students will take advantage of a teacher who can only manage one student at a time)

Set-Expectations Early

The first day of class is the essential time to set your classrooms expectations, consequences, and procedures. The power of this is to set the standard, be transparent as possible, and them hold your students to the standard set. Make sure all lingering questions are addressed about expectations and if necessary make sure parents understand your expectations. 

Non-Verbal Management

Let's talk about how to teach and management the classroom all at the same time. Here are a few ideas:

1. Facial Expressions

2. Silence

3. Body Language  

Examples: stand by students desks who are talking, put up an index finger to say "wait", and flick the lights or do not say anything to get the classes attention

Resources

Judge your classroom noise control (Application): Noise Meter

Class Management Tips (Article): Education World

And if none of the above helps there is always...

                                                      Keep working hard because you are making a difference,

                                                            Ms. Andrews, Preservice Teacher 

48 Eyes (Life Knowledge Lesson)

Today had many firsts for me. A classroom full of students, 48 eyes specifically, and a bell to cut my teaching off. There were a few surprises, firsts, and a few "I can do this better" reflections.

Surprises
- I was comfortable in front of a class. I was nervous standing in front of the class, knowing this was the first time my cooperating teacher was watching me teach, but once I started I was happily surprised by comfortability. 

- Students were engaged. I think I expected students who just stared at me, did not want to buy into what I was doing, and had the Monday morning blues. I was wrong. There were times when I had to re-ask a question a different way or call on a student to read but ultimately students were engaged. I believe the variability in my lesson was the reason for this success. 

- The students were willing to be open to a new "system". Some of the feedback I received was students liked the bellwork and they enjoyed the "silly" gestures I asked them to make when finished with an activity. I have a different style of teaching from my cooperating teacher and I am still trying to refine, reform, and deliver, and the students were willing to join in and go with it. I appreciated the openness and willingness to adjust to me for one period as well as the respect they gave me.

- Classroom management techniques work. I stood next to students who were talking, I waited and stared at students who were talking, and I was intentional about moving around the classroom and interacting with students, especially the ones that were not as into the activity at the moment. 

Firsts
- IEP students. I was able to identify students who had an IEP and I was not prepared to accommodate them. This frustrated me because I kept moving forward but did not have the time or resources prepared to assist them. Working through this situation pulled a string in me that I need to be aware of these learners before teaching to ensure their learning as successful. 

- Bathroom breaks. A student asked me to use the bathroom, and thankfully, earlier in the day a student asked the cooperating teacher, so I knew how to respond. The importance of knowing my school's procedures, to keep my students safe and myself as a teacher from getting yelled at, I need to make sure all procedures are completely properly by the student and I.

- An entire class. This was the first time I was in front of a classroom of students within a traditional school. I mentioned above how nervous I was but I also extremely enjoyed it. My nerves have moved onto having to transition from class to class now without such little time in between. Teaching an entire class was educational for me to see how well activities do or do not work verses the small lab groups we have been teaching all semester. A lot of what I have been told and taught was applicable and I can see how I will grow as a teacher tremendously in the spring from teaching in a high school.

"I Can Do This Better"
In knowing this was my first class experience, there are a lot of areas of "I can do better" but I want to take the most applicable to my first time teaching and reflect on those. 

- The students feedback was all warm and fuzzy because I was different then their normal routines. This is a high for me right now, but it emphasizes the power of variability. How do I make students want me to be their teacher everyday? Or in the words of Dave Burgess... "If students did not have to come to class, would I still have a class to teach?" So maybe this is not a " I can do better" right now but a long term goal for the spring.

- Effectiveness. Effectiveness of directions, instructions, and transitions. These are all areas which I know I will continually grow in but one specific area I did a lot was to transition the students had to gesture to me they were ready by a shark fin, fish face, post it note on forehead, etc. This was great today because the students were about it but a note from my cooperating teacher was to use it sparingly. She is right!! What if I came back each day this week and did the same routine with gestures? They would not be into it. I am going to have one gesture per day and it will be different each day. It will add an element of surprise to classes which will keep the students fresh as well as keep my gestures as effective. 

- Timing. This is going to be my challenge all spring. Having a hybrid schedule will make this extra challenging as well. I was rushing at the end and, unlike lab, I have to let the students leave otherwise I have to write 24 passes!!This is an art that needs practiced but I believe students learning will increase with better time management. 

Again, I greatly enjoyed my experience. There will always be room for improvement and I am grateful for the feedback I received today. I am excited that my students are allowing me to grow as an educator as I excel and fail in front of them. Ultimately, I know am once again reassured of my placement choice, preparation for student teaching, and chosen career.

Let the Good Times Roll {NAAE}

"Laissez les bons temps rouler" is a Cajun saying meaning: Let the Good Times Roll. This was the summary of the 2015 NAAE Conference held in New Orleans, Louisiana. From the minute we stepped into the airport in State College, to the landing of the plane back in State College, the good times continually rolled. Most of these good times are accredited to the 2 travel partners I had, a fellow cohort member, Janae Herr, and our fearless leader, Dr. Foster. Additionally the PAAE members and delegates that attended conference, a PSU alumni, and many other passionate and driven Agricultural educators made good times possible.

These people, collaboratively and individually, the convention was a good time and here's why:

1. Workshops
The endless options of diverse workshops, taught by successful agricultural educators, was where I was able to connect my AEE412 base knowledge to the classroom. The workshops reminded me of the life long learning path I am on. There are always questions to be asked, updates to lessons and curriculum to make, and content to learn. Yes, teachers may not always make the best students, but they desire to be better to make their students, communities, and schools better.

2. Professional Organizations

Having a student membership for the past four years, I never fully understood NAAE's structure, opportunities, and purpose to its fullest capacity. Like most things, until you experience it you do not grasp its entirety. Hearing that professional organizations are a "great thing to be apart of" was semi-convincing, but after the full immersion I will be a self-advocate for NAAE (and of course PAAE) In looking forward to the opportunity to participate fully in NAAE and hearing about the retention concerns of agriculture education, I recognize there is opportunity for growth in the recognition, opportunities, and empowerment of students with memberships, especially preservice teachers.

3. The Opportunities
"We have jobs in (insert state), we could use you" was a consistent offering all week. It emphasized the need for agricultural, the opportunities I as a preservice teacher have to take my academic training and experiences, and go influence students and communities in any part of the nation. In saying that, it is true, people love Penn Staters, and my Penn State pride gleamed when people recognized the success of our teacher preparation program. These comments gave me a greater appreciation for the time and efforts of each of my professors and the confidence to be successful anywhere.

4. The location

Vegas next year and Nashville after that... agriculture teachers know how to pick cities! What made many good times possible was the setting of the conference. The hotel itself sat riverside to the Mississippi river as well as a few blocks from the French Quarters, which housed endless seafood restaurants. I mentioned there were some great people in this city with me and we had several cuisine experiences which made loosing the belt worth it.

5. Did I mention the people?

In case you forgot... agriculture educators are awesome people. Each person we were introduced to or met was excited to meet us, willing to share advice or resources, continually said hello through the week, and genuinely were excited to have us at the conference. Next was my partner of sass and fun. We both had aligned mentalities to maximize every experience, meet as many people as possible, and gather as many resources as we can. The PAAE gang embraced each of us with care and as mentors which made us feel comfortable, excited for future trips, and enhanced our trips more than any of them could imagine. Our professor, or crazy uncle, made this trip possible and while there help maximize the opportunities to expose us as preservice teachers and build our PLNs.

The good times did roll and the best part is that they will continually roll for me thanks to this experience as well as for upcoming cohort members who will have the NAAE experience in the future. If you are curious about the conference more, please check out the Twitter stream under #NAAE15 or at my personal account @klandrews_24!

Thank you again to : NAAE, PAAE, Penn State's Center for Professional Personnel Development, and Teach Ag! Society for your support!

And in 3...2...1... {Micro Teaching}

... my micro teaching experience has ended. It flew by, just like everything else this semester. For the readers who do not know what micro teaching is let me explain. As a lab assignment we choose a local agriculture program to observe 1 day and then we consistently teach 3 days for one period. We work with the program's teacher to develop our mini units topic, objectives, and content. During and after our teaching we are evaluated by members of our cohort, the teacher, and receive student feedback.

My set logistics of the week:
Location: Central Pennsylvania Institute of Technology (CPI)
Class: Plant Science
Unit: Sexual Plant Propagation
Lesson topics: seeds, parts of the flower, pollination, fertilization, and germination
Class size: 8 students (one was an adult learner)
Length of period: 50 minutes

The actual logistics of the week: 
Location: Central Pennsylvania Institute of Technology (CPI)
Class: Plant Science
Unit: Sexual Plant Propagation
Lesson topics: seeds, parts of the flower, pollination
Class size: Started with 8 (sometimes) and they left in intervals as their buses arrived throughout the 50 minute periods
Length of period: ~ 30-40 minutes

To date, this was the most telling experience of my abilities and preparation as a student teacher. It reassured me of my strengths and weaknesses and provide me the opportunity to set goals when I student teach in the spring.

Teaching at a career and technical center was unique compared to a traditional classroom.
There are a variety of high schools represented for 3 hours in the morning and then again, a different set of students, from different high schools, in the afternoon. The two other cohort members and I broke the morning classes 3 hours time up into 50 minute segments, which was new to the students we were teaching. Having 3 different student teachers, with 3 different teaching styles, and 3 different topics was not the typical flow of their classes and they all were all extremely receptive to the us and the change of their normal routines though.

I have a lot of different thoughts and experiences I want to share but I am going to contain it to my top five:

5. Teaching when Sick
Knowing my medical history I knew I would get sick during student teaching at some point. Well I caught a very bad cold this week, that came along with head congestion, fever, and coughing. As much as a burden it was to work through, I learned a lot. In college, we just skip class or meetings, no questions asked when sick. I knew skipping micro teaching would be similar to missing classes during student teaching and that is not an option. Taking extra time in the morning to wake up, take medicine and have it working in my system, and then eating a full breakfast were actions I took to be prepared for my students as well as start the road to recovery. While teaching I did not want the students to get sick or question if I should be there. I brought hand sanitizer with me, always cover my mouth and nose when sneezing or coughing, and had water on me at all times. This dictated some of the ways I conducted activities. During day 1 especially, I let the students take the roles of reading, explaining, and researching and I worked on questioning and clarifying statements. Additionally, it took extra mental push to keep the energy and enthusiasm at a high.

This was a good reminder to live a healthy lifestyle to ensure sickness is not hindering my abilities and efforts as an educator. This is a thought in the back of my mind but a lifestyle that, if included in my day to schedule, will benefit me in the classroom. 

4. IEP/GIEP
At the end of day 2, the teacher at CPI asked us, "So who has an IEP?". I was able to identify the gifted students but neither of the other two students. This was not something on my observation radar coming into micro teaching, but something I adapted to for the 3rd day. For example, I created groups instead of allowing students to pick them, based on the students's ability and attendance in the prior two classes. After knowing the students IEPs, I was able to question and assist the students during group work. 

On my learner satisfaction forms, the 2 GIEP students made comments that they desired higher order of thinking questions and activities, where the rest of the students loved the lessons how they were. If I were to re-do the lesson, I would put in my lesson plan higher order questions to direct to these two students. 

3. Knowing the Content

I know that I will never know everything within the world of agriculture. I know that I am on a journey of life long learning. The content I was teaching this week, I knew by definition and example, but nothing further. When students ask me questions outside my knowledge base, I thankfully had a knowledgeable teacher in the room to help provide an answer, but I loss some confidence. I have a goal set to better prepare myself for units by studying. I need to remember that teaching is not just about how to teach, what are the right questions are, how engaging can I be, but WHAT are the students trying to learn. I think this will be frustrating for me as I student teach because I have skills and knowledge miles long but not as much depth as I would like. My goal is to study each unit prior to starting teaching it. Use the vocabulary on my lessons plan to guide my studying as well as learn from the current experts working within the fields. I enjoy having conversations more than reading so utilizing that strength and passion to learn is one way to improve in this area.

2. Addressing the Audience
The audience was small, diverse in schools, age, and knowledge, and in a non traditional classroom setting. One conversation I had with the students during observation is the constant push of papers at them to take notes on, fill out, or follow along with. They see papers all the time and that is why they love their CPI plant science class... it is hands on and not a lot of papers. Hearing this I knew I would not teach this audience with worksheets. After day 1 though, I realized some students needed to see words to remember them and write down definitions to help them retain. So day two I tried worksheets and some students enjoyed it and others shut down. In reviewing the learner satisfaction forms, they all agreed no worksheets. 

In reflecting on the observations, changes made, and feedback received, there is a time and place for worksheets. Students need notes to study when test time arrives. Also, some information needs front loaded before jumping into hands on learning. Another reminder I have to give myself is that I will not please every student everyday. That is hard to settle with, especially for a young teacher. 

1. Flexibility/Adaptability
I just chuckle when I read these two words and reflect on the week. Every night I was adjusting lesson plans and each morning when I walked in there was something that changed my lesson plan that I adjusted the night before. My biggest flexibility had to be with time. On day 2, some schools had off and others had an assembly so I taught only 2 students. I had an activity planned for the day so I adapted my delivery, teaching style, and energy to fit the needs of the two students there. I was also last in the line up to teach each day, so if one of my fellow teachers ran over, I had only the time remaining to use.

Outside of time, there was technology glitches each day and the power went out at one point... all great learning opportunities for me. I was surprised by the success, poise, and confidence I had adapting and changing so quickly. What became "real life" this week was the workings of high school minds and the comments and questions that can arise. Their intelligence surprised me with the questions they posed but their immature comments reassured me they were still high schoolers.

Overall, this experience was extremely pivotal in my growth as an educator. I could identify growth in effectiveness of teaching in me since the beginning of the semester but on the flip side I can also identify the areas of growth I need to hone in on prior to the teaching in the spring.

The Toolbox is Overflowing {Inquiry Based Lab}

The inquiry based instruction (IBI) was a much anticipated lab. Starting with the hook of our weekly readings, to having a foundation of IBI laid in AEE412 class, to welcoming and learning from an Agriscience Ambassador, Greenwood High School's Mr. Mike clark, to finally preparing for my opportunity to practice implementing the inquiry based instruction approach.

Honestly, the idea of IBI was intimidating to me, and continued to be until I was done teaching me lesson. Why?

1. I know science and math are not my strongest content areas
2. Plant science is the only class I could incorporate inquiry into
3. A lot of shared inquiry lessons involve materials that were not obtainable or that were multi days
4. Keeping the student's learning within a class time frame without limiting them
5. How do I contain the frustration of students?

These were the thoughts and questions I had during the preparation of my lab. I choose osmosis and diffusion from the Horticulture 1 course I will be teaching in the spring. So Monday morning came and ...

My feeling before: This will be a flop!
My feeling after: This was so fun to teach!

I left the lab with a high and excitement for IBI because I felt successful teaching the lab. The amount of time I put into the preparation for this lab and learning of the content paid off. My approach to IBI was to have more student direction and less teacher. I did not want all student directed because the audience I will teach in the spring are 9th and 10th graders. On the rubric used to judge teacher verses student direction, I fell in the middle of the road (B and C), which was where my goal was set for. My students for the day felt challenged to think and infer, enjoyed group work, my enthusiasm, and the fill in the blank objectives.

Let me explain fill in the blank objectives. As the students were working on their bellwork, I was writing the objectives for the day on the board and realized that the two processes I wanted the students to define were in my objectives. On the spot I drew lines where the words should be in the objectives and made it apart of the next set of directions to fill in the blanks with the words they figured out after they read and discussed. This ended up being an effective hook and one that I am adding to my toolbox.

Even coming out with a good feeling from lab I know there were areas that where I need improvement. There are a few reoccurring areas I need to focus on when teaching, stating objectives, teaching for too long, and on the spot feedback. I did state the objectives for the day but did not express the importance of them, the WHY are we learning this. With on the spot feedback, I need to take the time to reinforce and provide effective feedback as students answer.

One comment that came up, that I did not think about until it was brought to my attention, was lending my cell phone to one of my students to use as a research tool. In reflecting on that, I wonder if I was not looking at a face of a friend, role playing my student, if I would have still handed the student my phone? If I didn't hand the student my phone, what would I have done to make sure the student was included in the research? My cooperating center is a one to one program but students sometimes forget to charge their computers. I need to have a few handouts or textbooks prepared for that situation or assign the non-technology student to scribe for the group.

Amplify Your Life {2015 National Convention}

Finally, I was able to attend my first National FFA Convention and it was everything I was told it would be. Blue Jackets from all over the United States, highlighting student success, businesses on businesses that continually support the FFA, and more FFA logo items to buy then one could imagine. Even though I was unable to attend as a student, I am thankful to have attended as an advisor for the Big Spring FFA Chapter.

Big Spring had an Agriculture Communications team compete in the CDE events. My cooperating teachers traveled and worked with those 3 students, allowing me to

work with the remaining 11 students. I fully took the advisor role with these 11 students during convention and below is what I learned and what was emphasized to me.

-        Be Prepared…. Over Prepared for Everything: Each day I had to ensure I had all the correct documents with me, the First Aid bag, the schedule, the information of the place we were going, other advisor contact information, and tickets/buttons if necessary. The night before I would sit down and do through the schedule for the next day and write out what I needed and what the students needed. When I visited the students each night for their curfew checks I was able to tell them the schedule for the next day, what they needed, and answer any questions they may have. Preparation saved me from "Uh Ohs" and "I Do Not Know" situations as well as kept me calm and confident.

Touring Louisville Slugger Factory

-        Curfew Checks: Not only are these important to ensure your students are in their rooms, but I was able to gauge how tired they were, discuss the day with them, and address any concerns or questions. This was a short time period that was originally dreaded but eventually ended up enjoying by the end of the week because I found the purpose and power of it. 

-       Directions: The clearer stated, more transparent, frequent and concise I gave directions the less questions and uncertainty there was. Before the students broke out into the convention center we always set a time and meeting place. Again, this was my first time as convention, and other students in my 11 have been there before, so in locating parts of convention and making meal decisions I was able to ask the group and have a student give the recommendation or directions.

Waiting for Maddie & Tae and Jake Owen

-       All the Little Things: Until I was in the moment I did not realize the constant decision making, awareness, and opportunity to educate students there is. Weather it was deciding which intersection to cross, what time to meet, could the students use the bathrooms now or later, and the list goes on, my mind was constantly moving. Some moments I wish I had years of experience to fall back on, but I would deem myself as successful in thinking on my toes.

-         These are Other People’s Children: This ran through my head a lot this week. I was consistently concerned about their health, safety, and ware about. I realized I known these students for a total of two days, 48 hours, and I felt like mother hen. It was incredible to have that feeling.

Touring Churchill Downs

      I have the BEST Students: I have a feeling a lot of my fellow cohort may argue me on this, but I believe that I do. I was fortunate to have respectful, well-behaved, easy-going, and fun students to experience convention with. They made me laugh, they helped me when I did not know where I was going, and ultimately they respected that I was learning along with them. 

Being goofy on the PA Boat Cruise

Knowledge in Action {Inquiry Based Instruction}

The power students have in learning is emphasized with Inquiry Based Instruction (IBI). IBI provides an outlet for students creativity to be directed into scientific learning. The power of IBI is that there are usually more questions formulated from researching one question as well as allow students to explore their own curiosities. Below is a pictorial representation of the steps in IBI: 

A simpler step-by-step process is: 

      1. Question

      2. Investigate

      3. Use evidence to describe, explain, & predict

      4. Connect evidence to knowledge

      5. Share readings

I want to discuss the 5-E Model which is engagement, exploration, explanation, elaboration, and evaluation. Like the article stated, it can be adapted to fit any instruction. What appeals to me about the 5-E model is the flexibility and teachable opportunities each of the five sections have to offer. Each section is adapted to the subject matter and as the steps progress continue to adapt to the changes of the outcome of the step prior. 

IBI is needed in our classrooms because it emphasizes real world thinking, applicable skills used everyday int the workplace, and increases understanding by applying prior knowledge and skills to further learning. As an educator with a lot of enthusiasm, I find reading about assuming the role of a facilitator difficult. I want to find a way to guide student's learning to be successful, like most educators, but I need to remember the power learning from failure has for students.  

The three words that are said in the Journal of Agriculture Education,"Knowledge-in-action" summarizes IBI. It reiterates learning by doing and student ownership by applying the scientific method to any instruction. It is an opportunity for students to be creativity, be curious, and apply skills and knowledge previously learned. As a facilitator I guide the students to discovery but find ways to be adaptable because students can take multiple paths when engaging in IBI.