Discovering the FFA
On December 6th, I was able to visit Ms. Marsh's introductory class to teach a Life Knowledge FFA lesson to practice teaching students in a higher-stakes-environment.
Throughout the lesson I grew frustrated at my perfectionism, still trying to get over that part. Walking into a class for one day, with students that don't quite get why you are there, without time to go over rules and expectations or even introductions, is difficult to understand the flow of the class.
Somethings I learned:
- Students don't readily know what the FFA has to offer
- Students can think that the FFA is just for agriculture kids, not for them, and its hard to change this
- When they has this thought, a lesson on FFA involvement is automatically dis-interesting to them.
- When you use a student's name, even if they are the disruptive student or off task, they try their best to listen or day as you ask (at least for their first class with you)
- Receiving summary letters from my students helped me learn who they are, how well they learned the lesson, and where their interests are for FFA in the Spring.
Lisa, the ag only stigma of FFA can be hard to change, but by showing students what the organization has to offer for all students, regardless of their interests and future goals, and the tools it has for career success, it can help to change this. Just like how using a students name helps to create the personal connection that makes them want to work with you, showing them how the FFA can benefit them as a individual can help to generate this same type of interest for the organization.
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