Steering Towards Success {SAE Visit}

Mikayla about to weigh-in

The second SAE visit I made was to visit Makayla Kutz who raises steers on her family's farm. Mikayla grew up around steers and has shown them since she was allowed. Mikayla is a senior at Big Spring High School and has kept records on your steer projects the past 3 years. This has been her project of choice because she knew early on she wanted to be a large animal vet. Mikayla is going to live this dream out by attending The Ohio State University in the fall.

Mikayla's goals with her steers were to lower her input costs. She set this goal knowing she has experience with raising steers and would like a bigger return since she knows college is expensive. As Mikayla has assesses her finances she knows she can barter with her parents to receive free hay and grain for her animal if she works on the farm. Makayla would like to stay involved with steers when she attends OSU because she wants to continually learn to bring back her knowledge to the farm. She is also raising a steer to show at Shippensburg fair she her final project this year.

Mikayla finds keeping records on steers difficult because the project starts int he fall. She wants to improve her timeliness with entering her journal entries and income and expenses. She also has a goal to utilize Flextime at Big Spring HS to enter her in-class time and FFA activities to ensure she does not get behind. Mikayla is concerned with going to OSU that she will lose her dedication to her record book but has a long term goal of obtaining her American Degree. Mikayla has made many positive decisions to set her up for the American Degree and her career as a large animal vet after he time at OSU.

Sometimes it Takes Two {Weekly Blog}

This week we started our third quarter and that means Introduction to Welding is over and Equine Science is in my schedule for my remaining time at Big Spring High School. Equine Science, is a content area I am weak in and am hoping to learn a lot from my cooperating teacher and students. The new aspect of this course is that I will be co-teaching with one of my cooperating teachers whom has years of experience with showing, teaching, and owning horses.

To prepare, I read the textbook, received a mini lesson from my cooperating teacher, and had all my documents prepared. I had an extra boost of confidence with having my cooperating teacher in the back of the room, ready to answer any questions and jump in as needed. My role was to lead the class and then to use her as a support as needed.    

With having only 3 weeks to teach, we decided to follow her lesson plans so it would be a smooth transition. Teaching only 3 days was the perfect amount of time I needed to understand the flow of our co-teaching and how to better prepare for the classes. Our co-teaching system simply works with me teaching the lesson and as questions are asked and or I conclude talking about a topic, I ask Mrs. Fulton if she has any further information or experiences she wants to share about. I know that I can prepared myself but I will not be prepared to answer every question asked, especially with many of the students being horse owners or riders. I believe that I would rather ask my cooperating teacher for more information or the right information rather then shorting the students.

Now that I have a feel for how co-teaching will function, I can better prepare the content and activities. My challenge is constantly finding activities that are meaningful but do not take a large amounts of time. This is a class I could just flow through the motions with so I am challenging myself to take the content or already prepared activities and add a fresh flare original component to them.

Co-teaching is probably something I will have the chance to do when I have my own program, because I may be a single teacher or I and my other teachers will teach at the same time. In knowing this is unique, does anyone have advice or a strategy to try to implement while co-teaching? 

First Course in the Books {Weekly Blog}

Like many schools, Big Spring ended their third quarter this week. For me, I completed my first class as a teacher, Introduction to Welding. I looked forward to this class full of 16 lively students each day. Everyday, at least after we got through the safety unit, they were extremely excited to work in the shop. Even though I learned the most about discipline in this class, they are also provided me with  the most feedback and food for thought. For example, after I gave them the list of their required welds a student said "Shouldn't we get graded on improvement since we are doing a lot of practicing?" In taking the weekend to reflect and discussing this idea with my cooperating teacher, I decided improvement should be an area they are graded on. I created an improvement grade system that was implemented the next week and it was great. Why? I as a teacher could see their growth and the students who were frustrated, especially with their joints, could be reassured they were improving.

As I mentioned I had several discipline issues with this class. I had a student that skipped my class several days, a student who made beads of inappropriate things, and several students who would not be motivated to work in the shop and did not accomplish anything in a days time. I learned how to handle disciplinary issues on my own and on the spot as well as work with upper administration to ensure the proper consequence was awarded. I learned how to create work for ISS students and submit referrals the Big Spring way.

I would not have traded this class for anything. We had "Family Meetings" at the end of each day where students shared out about their projects, successes, or frustrations. This was a time I could build rapport with the students, teach in a different setting, and I could assess where students where. On the last day, I brought food (aka cookies) to the table and the students were extremely grateful and shared how they will missed the class and how they enjoyed the class. This then reiterated in their daily logs.

As student teachers we have been asked the question of, "What do you want people to say about you?" My answer is, "We want her." Yesterday I had a student ask me where I am teaching next year and I said I do not know. His friend then tells me that he was going home to tell his grandfather, the school board president, we need a third agriculture teacher. Knowing the short-term minds of many high schoolers this was just talk, but I was encouraged by my students to continue to work hard to ensure they are learning and enjoying their academic experiences.

Ram for the Day {Student Teacher Visit}

On Monday, March 21st I transitioned from a Bulldog to a Ram for the day. Ms. Timmons and Miss Smith graciously hosted me at Kennard Dale to see how a school day works in Southern York County. I am going to write this blog as journal entries, breaking down each class, my observations, and reactions. 

Period 1 – Animal Care Management:

It was refreshing. Ms. Timmons has such a light, caring, and sweet personality that illuminates her large classroom. She implemented multiple learning strategies and techniques. I was impressed with the organization and implementation of bellwork. Her comment to me was it either looks back or looks forward and I really liked the perspective. I struggle with bellwork questioning and resort to it being a direction or task.

Period 2 – Vet Science: I was impressed with the consistency of Ms. Timmons class activities. Students answer the bellwork questions, Ms. Timmons addressed the answer, reviewed where they were and where they were going, and start into the lesson. Her students came in and sat down quietly and were ready to go. Thinking about my second period, I knew this was a difference. Towards the end of the class Ms. Timmons had the students complete an activity that supported the content she taught. I saw the benefit of being in one room with a lot of space: preparation ahead of time, distinct stations and movement, and lots of space to move for the teacher, and students seem more comfortable because they are spread out.

Period 3 – Prep: The prep period which Ms. Timmons used very thoroughly. It was great to discuss the morning classes and the observations I made as well as Ms. Timmons preparation and thought processes on how and why she does certain things.

Period 4 – Animal Care Management (round two): Repeat of period 1 in content but the class was more awake and larger. Something different, that my ears perked to was, how she grades her students. She was giving a completion grade for the lab activity today. I am going to have to ask how she assesses and distributes points in this class.

Period 5 – CASE AFNR: This was fun to watch because I also teach this class at Big Spring. It is Ms. Timmons and Miss Smiths first year teaching this course and it was beneficial to converse with them. Jenna did well with implementing the course without training. She used an interest approach, let the students work through the lab, and then summarized the activity. Miss Smith showed me the organization she has for the lab aids and supplies and we discussed the curriculum and which activities we enjoy.

Before I made my way back to Newville, Ms. Timmons showed me their greenhouse and it was great. It was large, spacious, and fully equipped. The day at Kennard Dale was exactly what I hope it would be. Watching Ms. Timmons shine in her classroom, learn new ideas on classroom setup, activities, and resources. Ultimately I was refreshed to step out of my routine and be able to observe differences to take with me to Big Spring and beyond. One simple take away that I noticed and shared with my cooperating teacher was that Miss Smith laminates her folders so they do not get ruined. So simple, but supplies are expensive so always finding ways to preserve them to essential. 

Invested {Weekly Blog}

Investment or investing is often associated with money and putting a quantified amount towards something that you care about or want because you know the return could possibly be rewarding or benefitting. When reading the definition it sounds self-centered...giving something to get something. Frequently teachers say we invest in our students and we do. The definition for student investment should be: giving time, energy, guidance, and knowledge to students who in return grow, succeed, and eventually, change the world. The definition is in its raw form but I think with the great educational minds out there could evolve it. 

This week the saying teachers invest in their students came to life. I witnessed it and experienced it myself. Our local area competition occurred on Tuesday where we had students compete in senior prepared and junior prepared speaking, conservation speaking, extemporaneous speaking, creed speaking, and ceremonies. Being a timer for the junior prepared, where we had 5 Big Spring competitors and I found myself looking down as they competed because I did not want to smile too big and "freak" my students out. They each came in with confidence and being well prepared to deliver their speeches. My smile was a result of pride I had in claiming them as mine and excitement for what the results could be, competing at the regional competition. 

Also on this day I was able to be in the hallway with students who were not competing. They would ask me questions, share their thoughts on how they did, or ask "do you know the results?" This is a result of student investment of tangibles of writing speeches, saying speeches, and providing them with the resources to do so but also the intangibles of care, trust, excitement, and support. My cooperating teaches and I invested in them from start to finish and there is a trust and rapport. These intangible investments are what students want and need because when they look back at their experience in the years to come they remember how teachers made them feel and what was said to encourage or discourage them. 

The the other witnessing of investment I had this week was financial. First, the janitor for our hallways, Bonnie, bought me fudge as a late "welcome to the family gift". This investment gave me a feeling of inclusion, belonging, and appreciation. I knew Bonnie cares so much about me that she put her hard earned money into a gift. I am still overwhelmed with the kindness. 

We also took our students to the Keystone Tractor and Truck Pulls at the Farmshow Complex to volunteer. We have a new student to the district who did not know he needed to pay for his own dinner. One of my cooperating teachers gracefully told the waitress to include him on her check. This was a financial investment, but also it was a rapport and trust between advisor and new student. 

Investment comes in all forms - emotional, financially, tangible, and intangible. As a teacher investment will never cease and it shouldn't. As the quote above says. "Teaching is a 24 hour, 7 days a week job because when you invest in kids, you can never stop caring". 

Shining Bright {Administration Interview}

I was blown away with the preparedness and willingness the superintendent and assistant superintendent at Big Spring High School to were to share advice, best tips, and answer my questions. Leaving the interview I felt confident and ready to take on another. My two interviewers setup the interview as a hybrid of formal and informal. When I first sat down they explained the process that was about to happen and discussed my portfolio, which I was clinging to me.

Tip #1: Portfolio - do not hand it out, use it and, the materials within, as a reference. Pass around individual items and not the entire binder.

They had a list of mock interview questions that they would ask, I would respond, and then they would give me feedback.

The topics were as follows:
1. Background information
2. Classroom Management and Organization
3. Planning for Instruction
4. Implementing Instruction - Engaging students
5. Implementing Instruction - Difficult for students to understand and how do you teach it/activity
6. Candidate as a person - Strengths and weaknesses

The consistent tip I received was to make sure I knew the district and the community well and integrate that into the conversation and my answers. Another take-away was length of answers. Give appropriate length answers to ensure that I do not "lose" anyone.

In asking questions I asked two (due to time):
1. What questions don't new teachers ask during the interview process that we should be asking?
2. What are your teaching philosophies?

My response and tips were to ask questions that are not normally asked. DO NOT discuss salary, but also do not ask if the school has a mentoring program. Be specific and genuine in your questions and hope to engage in a conversation that goes further. One great question they suggested asking was about the retention of teachers at the school. Is there a high or low retention rate and why?

Tip #2: Jewelry: They want to picture me as a professional and someone who can get dirty working as an agriculture teacher so dress the part. What would you wear in the classroom? Also if you have a pin or rings that has a story that you can tie into the interview wear it because someone may ask. For example, they said to wear my varsity ring so I can talk about my athletic experiences.

If either of the administrators ever read this blog, thank you for taking the time out of your day to prepare me for all the interviews in my near future.

Try to Keep Up {Weekly Bog}

It is a madhouse. The students see the boxes in the shop. They know what is about to happen. They moan and groan. They know if they do not keep up, none will survive. Each individual plug is a life to save. Each plug needs to be transplanted into a 6-pack which will be its new home for the next several weeks. We need transplanters, labelers, runners, organizers, and students filling 6-packs with soil. We even need to bring in reinforcements, Mrs. Nailor's first period.

Working in the greenhouse has been one of the best learning experiences for me. I am not a "plant person" and after one work day in the greenhouse I feel as if I learned more in 80 minutes then I did in one semester in college. The delicacy with transplanting is that there are a lot of plugs that need to be transplanted, otherwise they will die. There has to be a system, tasks assigned, and every minute must be utilized.

My first day I looked like a chicken with my head cut off because we had students in the shop transplanting, students in the headhouse, and students in the greenhouse. I was not quite sure where to be, what my role was, and when students asked me questions I did not have the answers too. It was a whirlwind. Even though I did not know, I had to show confidence and make the decisions and facilitate this process  that was new to my students and I.

This was a throw to the lions and you either eat or climb out. I was able to climb out with the help of my cooperating teachers and two teacher assistants. A flash from the past: utilize people who have more experience then you do. I had two students you took this class last year and knew the process that works best with our facilities and class size. They were willing to guide me and I was able to give the class further directions or answer questions.

Trying to keep up. That is what is feels like in the greenhouse. Today, was the second day and it was much better, but I am still on a large learning curve with that class. Learning from my teaching assistants has been a resource for me in that class and they are always willing to shed light on whatever the activity or content is. After doing something, you are more confident about doing it again. Not only the greenhouse, but also learning from students, are two areas that when next spring rolls around and I have my own greenhouse I will be ready be telling the students" try to keep up"!