Week 15 Student Teaching

Feedback & Goodbyes

This week I wrapped up my student teaching experience and said goodbye to my last group of students. Large Animal Science was the class that I had total freedom in, was my first class, and was the content area that I was most comfortable in. Therefore, I had no excuse not to do a survey of what the students thought about how I taught in that class. 

The last ten minutes were dedicated to taking the survey, saying goodbye, and signing my graduation cap. The survey was built around the 5 characteristics of great teachers by Rosenshine and Furst (otherwise known as BECOV.)

Unfortunately only 12 of the 24 students completed the survey which was completely anonymous. Regardless students ranked the 5 elements of BECOV on a 1(disagree) to 5 (agree) scale, and had two short answer questions. 

Here are The Results:

It is obvious that students that greatly enjoyed my class completed the survey, and I was appreciative of their feedback. In the future I plan to work on expressing my enthusiasm and curbing the energy that is present in the room. Frequently I found it difficult to handle energetic students that were off task, and it clearly impacted my other students. 

What is your advice for curbing off-task students back into content if they are completely disengaged and refuse to return to the task at hand?

Administrative Interview

Interview with an Administrator:

Mr. Chuck Benton is the CTE Director (shortened title) at Dover Area High School. Throughout my time at Dover I have seen Mr. Benton almost every day, and had the pleasure of coaching his daughter on my Horse Judging CDE Team. I had the opportunity to sit down with him for an interview this past week. 

The first question Mr. Benton always asks is, "Why are you an educator?" This is a question that I was well prepared for because I had already been in several mock and "real" interviews prior. This is a pretty typical question that weeds out the strong from the weak. Are you in education for summers off, to teach your content area and spread your passion, or to teach and influence students? Administrators want to know that you are there to educate students on a topic you are passionate about, but that you are always there for the student first. 

Mr. Benton mentioned that he usually can feel an "it factor" in the first several minutes of an interview. This is brought out in an interview of 2-5 people with questions written by HR. Although, the policy is new, he has years of experience with decipher the good from the great. Now, at Dover the last few candidates will be asked to teach a lesson. He mentioned that students will tell you who the better teacher is. Not by telling you who to hire but how they interact with the teacher candidates.

The last question Mr. Benton asks is, "Why do you want to teach at Dover?" This is a specific version of his opening question. If he asks this he already knows you love kids and want to improve their futures through your content and your commitment to make them better citizens. This is a question that I take time to walk myself through every single interview I have. With my interview in Arkansas, I had done research and found that the agriculture program was well established, the school was the top of the state as far as academics, and I wanted to be apart of a rigorous and rewarding experience. For my interview in Georgia, I wanted to be apart of the budding agriculture program that had lots of potential to grow a three circle model, with a supportive administration and equally supportive co-teachers and co-advisors. 

In summary, I may already have a signed contract in my corner, but interview skills and the ability to answer hard hitting questions about your motivations are what wins over not only your administration, but also your advisory committees, the community, and your students. I guarantee the CTAE Director at Camden County High School won't be the last person to ask me "Why did you choose Camden County High School if you're from Pennsylvania?" I will have to honestly answer my students, their parents, the community, and several state organizations before I can win them over with my "Northern Charm."

Science Teacher Observation

Observing A Biology Class Just After Lunch

I chose a science teacher to observe that I had the opportunity to have lunch with in the faculty room during my time at Dover. The teacher taught biology and anatomy classes. During 3rd period I would be able to observe her biology course just after they got back from lunch. This provided a great opportunity to see her classroom management.

The teacher was energetic, and loud, very similar to my teaching style. I got the opportunity to see which students were feeding off of her energy and which students were pushed away from it. Her class began with a bell ringer on study island, new content on genetic engineering with guided notes, and finished up with a worksheet assignment on schoology.

I was saddened when I discussed with her that the school had asked for labs to be pushed off until after the keystones to meet all of the anchors on the test prior to the testing window. Additionally, she cut content that was relevant to biology but not included on the keystone exams. She mentioned that she felt rigid in what she could and could not do based solely off of the keystone. 

Despite this worry, I could tell she retains her passion to be a positive influence on her students. This was evident in her discussions with them and how she chose to discipline her students for break rules or not focusing without being overbearing. 

I wish I had the time to observe her 4th period anatomy course because she mentioned she had the space to be more creative with her content and assessments to aid her students in learning. I found an example of one of her student's projects on the anatomy of the human brain! I hope to use these idea in animal anatomy in the future!

Week 14 Student Teaching

What did you say?!

Everyone knows me. When a student says a smart comment about a rule or action I have to help them prepare for the workplace, I often times bite my tongue, but every now and then a smart comment slips out.

Several of my students ask to go to the bathroom at the start of class. Then, during tech break they leave to go to the bathroom again. The time span is 45 minutes. I decided to bring this issue up with the class. 

1. I was no longer allowing two trips in the same period to the bathroom. 
2. My students reciprocated by saying they were going to the water fountain. 
3. I reciprocated by asking why it was taking almost 6 minutes to get a drink.
4. They said they "we weren't doing anything wrong"
5. I said your employer wouldn't be happy with the time spent off the job site, and I'm responsible for you. Therefore, my rule is non-negotiable.
6. One student stated "Why are you blaming the whole class, rather than just the violators. You're going to have a horrible career if you keep getting caught up in the little stuff."
7. This is where I can no longer bite my tongue "Oh so you are an educational expert now?"
8. The student, "No I'm a humanitarian expert and you are being ridiculous."
9. Me, "You, the student, a humanitarian expert, right." and I walked away.
10. The student continues to spout off angry remarks at me and I choice to ignore the comments, knowing I will only get more heated.

This was not my finest teaching moment. I am ashamed that I engaged in the spat regarding my "non-negotiable rule." As my cooperating teacher has told me a million times, I DO NOT NEED TO JUSTIFY MY ACTIONS to the students, only my bosses if there is a big enough issue.

After Reflecting on the situation, I would have changed it to go something like this:

1. I was no longer allowing two trips in the same period to go out of the room for any reason. 
2. If They said they "we weren't doing anything wrong"
3. I'd say "Not everyone was doing something wrong, this is just the new rule in place to may it more like a job site."

This is less accusatory, less combative, and will provoke less emotion from the students. After the one piece of rationale I give them, I simple would repeat this new rule is non-negotiable, until they drop the topic. 

I am human, I am a student teacher, and I am learning. I'm proud that I recognize this was not a good reaction to the scenario, and I am proud I thought through an alternate situation to the future.

PAAE SC Region Meeting

Importance of Participating in Your Professional Organization

At the regional PAAE meeting, I not only had a "hoot" with other agriculture educators at dinner, but I had an eye opening experience of how critical it is to attend and participate in the professional organization in your state for agriculture education. I saw two distinct reasons for this statement.

First, a strong Ag program has a three circle model. The meeting agenda hit all three areas of agriculture education. It also continued beyond that by including the land grant university and other organizations to help the profession in the state. The agenda reflected the progress being made to support all areas of agriculture education as well as a time for honest conversations about where the state organizations are falling short or the possible concerns of the agriculture teachers across the state. This organization provided a voice and an action plan to help agriculture educators.

Second, there was an unbelievable sense of cooperation and networking in the room. As "the youngster" in the room I was encouraged to contribute my new ideas in the "Ideas Unlimited" as well as where I can find support for implementing the three circle model in my program. Additionally, we are a group "jack-of-all-trades-master-of-none" but some teachers have a niche field. By going to this meeting I found teachers with skill sets and advanced curriculum in the classes I know I may teach in the near future!

Overall, GO TO YOUR REGIONAL MEETINGS! I LOVED IT! (and there is always food.)

Also - We still vote to buy PA FFA Light up pens!

Week 13 Student Teaching

I Teach Students

This on Friday, April 5th I taught my last lesson for Ag Engine Care. I begin to reflect on the strides I had made toward learning how to teach content that I was uncomfortable with. Instead, I came to a better conclusion.

I had grown tremendously in my content knowledge of Small Gas Engines because of the help of Mr. Bowen. I had taught the basics to students and brought something new to the class every day, but I worried that I didn't teach my advanced students a darn thing.

I announced in the last 5 minutes of class that it was my last day teaching, and Bowen would be on his own the rest of my time here. I asked them, since they contributed to my learning experience in college, if they wanted to, they may sign my graduation cap. A large amount of the students jumped up and grabbed a sharpie.

This experience made me feel appreciated. I was harsh some days, unhelpful other days, and I began to feel inadequate in making a difference to their learning. When they signed the cap, I realized they appreciated me for SOME reason, which made me think. 

I came to the conclusion after some reflection that throughout the experience my ability to hold them accountable to being professional human beings in a "workplace" helped them learn tiny nuggets of knowledge toward the real life. Often times the informal conversations added greatly to this.

Even though I struggle with the content, I made an impact on their learning. I can apply this to any course I ever teach in the future. 

Week 12 Student Teaching

Using My DIY Project

One of my project for the Penn State Agricultural and Extension Education 495 course is to complete a DIY project of professional development. I was fortunate enough to be notified of an awesome source of professional development within my placement school. Mrs. Sheffer is a member of the Paideia National Board Council, and she was willing to train me in a Paideia practice called Socratic Seminars.

Socratic Seminar

1. Provide the students with a challenging text for them to analyze and form opinions on, prior to the seminar.
2. Read the pre-seminar script, which includes:
• Setting a class goal, developing goal, and one achieving goal from the goals provided.

1. Students participate in the seminar through active listening and contributing discussion's rooted from the text provided. 


• During the seminar students are working towards achieving their goals, such as talking twice, actively listening, not talking while others are, using quotations from the text, etc.
• The teacher's role is to facilitate the discussion by posing open ended questions, which can be opinion, analytical, or other types.
• Additionally, the teacher notes the flow of discussion and what is contributed by which students on their "map."
  
2. Read the post-seminar script, which includes:
• Completing the Paideia's Reflection Paper
• Giving themselves a letter grade for their progress toward achieving their goals.
• Ranking the class on a 1-10 scale for how well the seminar went.
3. The next day, students are asked to write a response to the Socratic Seminar and what was discussed.

My Experience

The socratic seminar was used in my small animal science class during the "animal rights versus animal welfare" unit. The text we provided was The Ethics of Animal Research, which was challenging to my students. 

To aid my students who had difficulty reading the text, I read out-loud, and paused at the end of each paragraph to allow time for them to highlight if they agreed or disagreed with the statements. Additionally, students were asked to research terms they weren't comfortable with or examples of animal testing.

During the seminar, 5 students dominated the discussion. Our class goal was to speak voluntarily at least twice. I began the seminar with a round robin question, which all were required to answer, "What percentage of the statements in this research article do you agree with?" Which transitioned into my opening question, "Our class is evenly split, 8 of 16 people say that they agree with 50% or more of the statements in the article, what quote made you agree or disagree with the idea of animal testing?"

Other Questions asked included:

• What is your interpretation of the statistics in paragraph G from GP Net.com.
• What do you think of the UK's Home Office Publishing anonymous animal research projects in paragraph I?
• Closing: How do scientists implement the 3R's (Replacement, Reduction, and Refinement) of the use of animals in research?

Question for you: How can I encourage students to speak more openly? My training suggested calling on specific students in a way that gives them a second to think. Such as: "Luke, I see you agreed with 70% of the statements in the paper, what do you feel about the quote from paragraph H that states..."