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So ag mechanics are two little words that scare a lot of people, especially in the realm of agricultural education?And four months ago, I was definitely one of them! Growing up on a farm and spending time helping my dad on projects meant that I was a certified flashlight holder. So naturally when I told my dad that I was teaching MIG Welding, TIG Welding, Plasma Arc Cutting, Electricity, & Plumbing, he was a little apprehensive. But after a PHENOMENAL four months with Doug Brown & Curt Turner at Central Columbia High School, I feel completely confident about teaching ag mechanics (I?m actually hoping that I get to teach a lot of it!) I truly believe that the only way to conquer your fears and engage in an authentic learning experience is to challenge yourself and dive in headfirst?& when you have the absolute best cooperating teachers EVER, it makes the whole process less intimidating and a blast along the way!




So besides challenging myself, what else contributed to having a great student teaching experience?


Saturating myself in the community & being involved in as much as possible! Total community involvement is second nature at Central Columbia. Doug is not only the assistant athletic director, but he serves on the Education Committee of the Columbia County Conservation District, works closely with 4-H Extension, etc... Curt is the resident Hunter Safety Instructor, Agri-Science, Science & Health Pathway Chair, assistant little league baseball coach, etc... So long story short, there was never a time when we could NOT find something to dabble in. That alone is something that I cherish. Thanks to my cooperating teachers, I feel like I have roots in Columbia County.  Every board meeting and sporting event that we attended, I felt like I was a part of the program. More importantly, I have directly seen the impact of community involvement within Central's Ag Program. Not only does this program have immense support, but the instructors are pillars of support within their community.


And open line of communication is the last special ingredient!


For the better part of a year prior to student teaching, Doug & Curt kept in constant communication with me and took me along to a ton of events. One of my favorite memories was riding along to the Northeastern Dairy Expo in Troy with Doug (the summer before my senior year in college!). Of course, he put me right to work managing the colored breeds' ring. I learned more about dairy breeds that day than any time spent in the classroom.  During my student teaching experience, they always made time to provide valuable feedback and praise. They made me feel good about my blunders & great about my successes. I absolutely could not imagine student teaching anywhere else & to say that these guys have solidified my desire to go into the agricultural education profession would be an understatement!



    The past 14 weeks have flown by while having the opportunity to Student Teach at Mifflinburg Area High School. Mifflinburg is a hustling bustling small town on Route 45 nestled in Union County, central Pennsylvania  Mifflinburg at its peak was the Buggy Capital of the World, and manufactured thousands of Buggies. Mifflinburg has not left its roots of Agriculture and American Traditions, buggies still run up and down the streets of town carrying Mennonite and Amish Community Members. When it comes to Mifflinburg High School I by far had the best cooperating teachers possible Mr. Chuck Kessler, 28 years of service, and Mrs. Lindsay Spurrier, 1 year of service. It was amazing to have someone with so much experience and expertise in Agricultural Education, and a wealth of knowledge in everything from Advanced Ag Mechanics to Advanced Veterinary or Environmental Construction. It was equally as great  to have someone who had been in my shoes just a short time ago, and looked at a lot of things the same way I did.

    While teaching at Mifflinburg Area I had the opportunity to teach 105 Students, in 7 courses daily. I bounced back and forth in from the classroom to the shop and around town for experiential learning activities and loved every minute of it. I taught everything from Electrical Wiring and Agricultural Building Construction, to Environmental Resources, and Landscaping. Mr. Kessler said when I began that he has never had a bad day in his 28 year career. After my months of service I have to agree there was never a bad day. There were bad periods, and rough busy days but never bad ones. Putting an emphasis on the students who needed a little extra help or a little extra supervision really helped me have a positive experience. It also made me feel like I was making a difference, seeing their success and involvement in the class. soilevalLAB.jpg

     While many schools are looking for Agricultural Sciences Educators to be expansions of the science department, or just science teachers with FFA, Mifflinburg looks for nothing like that. During an interview with one of the schools Administrators there was an opening for me to ask questions, my first question was "What does Mifflinburg look for it students graduating from Agricultural Education to have when they leave Mifflinburg?" Her response was that they do not want science teachers they want Agriculture Educators. The administration wants students who are literate in agriculture, with career or real world ready experiences. They want students to be able to leave with skills that allow them to get a career out of high school or go to college for Agriculture. She said students should be able to make informed decisions about agriculture, food, and natural resources. I think this information makes me love Mifflinburg more than most other programs. Mifflinburg admin stators are very involved in the program and know we integrate math, science, reading, writing, English, and other subjects into the program but remain with a mission of educating students for life long learning in agriculture. Knowing this it make sense that the teachers work to meet everyone's needs within the program.

     Working to meet the needs of all students to be successful through variated instruction really provides the best opportunities for students in Mifflinburg. While working there I enjoyed getting to work with the oldest FFA Chapter in the Commonwealth, established in 1930. Working with a group of such passionate students was amazing. The program is truely student run, projects and activities are only done by student selection.


     The Mifflinburg Agricultural Education Program is constantly advancing and changing things but keeps up with timeless traditional skills like electrical wiring, engine care, and landscaping. Having a community of supporters whose parents, grandparents, and children have gone through the program  helps assure there will be a program for another 83 years. u

Student teaching at Annville Cleona High School has been a fantastic experience. I have had a unique opportunity to teach many different units while interacting with a number of 8-12th grade students throughout the semester. Each and everyday I was capable of bringing "ah-ha" moments to my students in the classroom in Plant Science, Introduction to Agriculture, FFA Leadership and Exploratory Agriculture. DSC03157.JPG


DSC03146.JPGI began teaching all of my classes at the very beginning of the marking period which gave me a fresh start with many students. The students seemed to enjoy my teaching style from the very beginning of the marking period which was a benefit for myself and allowed the students to be engaged. The class I believe I had the most fun teaching would have been Exploratory Agriculture. My students were very adaptable and were excited to learn what the Agriculture Industry has to offer them. I believe this was the most fun class because the students were a group with a ton of personality. However, having a lot of personality put a struggle on classroom management because the 8th graders could be very chatting at times. I believe that leaving the mindset to students that Agriculture is "more than just farming" is an awesome feeling because the students are capable of teaching others the same thing.


Teaching Plant Science was one of my most challenging courses but had a lot of hands on learning involved which the kids seemed to enjoy. This course was much more difficult due to my lack of background knowledge in course. The students seemed very receptive to working and learning with me, which was definitely a plus. I believe this class has taught me that no matter what subject matter I am teaching, I will always be able to give my students knowledge they hadn't known before enrollment in the course and as long as I am confident I can learn with my students.


Along with my teaching experience, I was capable of being involved in many FFA activities and SAE projects. Time spent with my students was awesome and included Career Development Events such as Public Speaking. Other FFA events spent with my students included professional development events such as conferences (ACES), after school practices and community events. The students opened up to me after spending time together outside of the classroom at these events and I felt as though I was someone they could look up to and make a difference in their lives.


Participating in all three components of Agriculture Education has provided me with the confidence and assurance that I want to Teach Ag and be successful. The students have taught me the importance of classroom instruction, SAE and FFA through their desire to learn and participate in the program and represent such a powerful organization and program. 

My experience student teaching has been a roller coaster of highs and lows.  But the high points of my student teaching experience combined with the climb to those points have made the experience an excellent learning experience. 


My experience started at National Convention with my students.  Between the one on one exploring the career show with my students to being scared at the haunted asylum I was able to start building relationships with my students. These relationships proved to be critical when I started in January. 


In January I started with the 2 elements classes which are composed of primarily 9th grade students.  Before I started fully teaching that course during my observation week I got to start building relationships with my students through helping them with their record books.  The following week I got to start with dairy cows breeds and judging.  It was a scary experience because I was worried the students would find out that dairy animals are not my strong point.  I was also worried about just getting through the material and meet the objectives.  Together my students and I struggled through my first lessons. 



Quickly classes started to pick up and so did the school activities.  We had the seminar with Penn State, county and state record book contest, National FFA week, ACES,  SLLC, Banquet, School Musical.  It was a hectic schedule but it was an awesome learning experience.  I quickly learned the names of the students and took time to get to know their interests, which helped a great deal in classroom management.


One of my favorite courses to teach was food science and biotechnology not because of the subject but the students.  It was my smallest class of 8 students and each one had a different personality.  I had the quiet co-op student, the two students that constantly argued (just for the sake of arguing), then I had the seniors with senioritis. I think the most impactful day of student teaching was during my food science class my two gentlemen that want to talk and argue over everything worked on my last nerve. They were about to be sent to the hall when my senior spoke up and told them to shut up because I actually knew something about this class, and he wanted to hear what I had to say.  He at the time was unaware that I heard his comment but it proved to me even though he suffered from senioritis my students really care about learning.


Overall, my experience at Northern Lebanon from National Convention to Public Speaking to SLLC and ACES.  Everyday was a new experience and I had the unique experience of being in a program strong in animal science and leadership.  I loved my placement and couldn’t ask for a better mentor or experience. The students were wonderfully unpredictable and always full of joy (even on our bad days).  This experience has taught me a lot about teaching and why I have made the choice to be an agriculture educator.  It’s not an easy road it’s not for the faint of heart but those who are as passionate about their students as they are about agriculture.


West_Best Lesson

Posted by Alyshia West Apr 17, 2013

Area: AWF


Lesson Title: What do leaves tell us?


Length of Lesson: 42 minutes


Learning Objectives:


Upon completion of the class instruction, students will be able to:


  1. Identify 9 leaf types with 100% accuracy
  2. Identify 10 leaf margins with 100% accuracy
  3. Identify 7 leaf arrangements with 100% accuracy
  4. Complete note charts with 100% accuracy
  5. Create 4 leaf arrangements and 10 leaf margins with playdoh with 100%

Target Audience:


This lesson is design for students that have no experience in forestry and in grades 10-12. 

My time at Mohawk Area High School has been a complete and total blast over the past thirteen weeks. From my time there, I was readily accepted as a learner and a teacher with my students. Along with building these life-long relationships with my students expanding their knowledge into agricultural products, welding, electricity, ceramic tile, and heating systems. I mention these items first because they were probably my greatest fear entering into student teaching simply because I was unsure how I would handle so many different classes simultaneously. However, due in part by Mr. Cliff Wallace and Mr. Cameron Schirmer, I survived student teaching and feel as if I have come out with a lot more knowledge than I went into with.

100_0631 (640x478).jpgThroughout student teaching I had the chance to work with nearly 100 students across agricultural sciences and mechanics. One of the things that I have truly grown to love about Mohawk is the diversity of the classes it offers in its curriculum. Being in this field, you get to see students take a variety of different classes in your curriculum and see where they find their talents over the course of four years. What other field had the same opportunities to grow and learn with the students. I started out my teaching experience with 35 students in my animal science class and have grown to a full schedule with nearly one hundred students currently. Imagine the possibilities that could be achieved in the field and with the students.

As I'm sure everyone has found out all of these different attributes and personalities make for a very interesting time in and out of the classroom. Students involved in FFA share just as much range in their personalities. Students truly take the work of the organization to heart here at Mohawk High School as they engage in a variety of different activities from conferences through fundraisers and other activities pertinent to the organization. During my time here, I got to work with approximately fifty students in the FFA on anything from skill building contests like Parliamentary Procedure and Speeches through fundraisers unique to the chapter like sausage sales. There is never a boring day that goes by!

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Last but certainly not least, my time here at Mohawk has shown me that teaching is hard and teaching agriculture is extremely hard but it is not an area that we need to go through on your own. We all have friends and family that we find supportive in their own way and I believe that this semester I have extended my family into a much larger circle of people. Lean on the community! No they can't come in and teach the class for you but they are the next best thing! Many of the members of the community love the program and are more than willing to share anything  they can to help it succeed. My time here at Mohawk has shown me to ask questions and favors. Ask the other teacher in your department if you have one, the teachers across the hall, the administration, families in the community, and last but not least, the students. Believe it or not, there are students who are truly invested in their education and that leads me to my final point; give students opportunities for experience. This year I had the opportunity to allow two students the chance to teach the class; one loved it and the other hated it. However they still learned from it. Giving students the keys to control their own futures is a must and a possibility in our field! That is why I love Agriculture Education!!!!!

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WOW! I can not believe that my student teaching experience is almost over.  It seems just like yesterday that I was entering the classroom for the first time! I am going to be so upset when I have to walk out the classroom on Friday knowing that I will not be there with the students I have gotten so close to over the last 15 weeks on Monday morning

My student teaching experience was a lot different than the student teaching experiences of my fellow student teachers.  I decided to take a very nontraditional route with my student teaching and teach at a career and technology center.  This had many upsides, but there were also its downsides! The major difference at the career and technology center was that I had three 120 minute sessions, no planning period, no school lunches, and no homerooms.  Another major differences is that I had three different levels of students in the classroom such as AgriScience 1, AgriScience 2, and AgriScience 3.

Choosing where I wanted to complete my student teaching was easy.  I knew right away that I wanted to be Student Teaching with Mr. Scott Myers at the Bedford County Career and Technology Center.  I have know Mr. Myers for quite a few years, and thought that it would be awesome to enter a program that I knew nothing about, but had a really good relationship with the teacher.  This really helped with the awkward get to know you stage at the beginning.


The AgriScience and Biotechnology programs at the Bedford County Career and Technology Center are one of a kind; and I had so may great opportunities while I was there.  First, the entire staff at the school was amazing and I got to know all of them on a personal level because of it being so small. Secondly, the facilities at the school were amazing.  I not only had a classroom to work in; I had a biochemistry lab, a greenhouse, and a garage/shop area.   The classroom had a smart board, a smart board slate, and iClickers to use in the classroom.  The garage/shop area has workbenches, small gas engines, electricity equipment, and small hand tools.  The biochemistry lab had an autoclave, incubators, growlabs, spectrophotometers, gel electrophoresis equipment, micropipets, and so much more.  I will never regret having the opportunity to learn how to use all of these materials, and be able to utilize them in the classroom.

While student teaching, I strived to incorporate science, and hands on learning in as many ways as possible.  Some of the awesome things I was able to do In AgriScience was create carburetors in a cup, simulate compression in a small gas engines with gas law activities, recreate a digestive system using household items, conduct a chicken feed study, make cheese with students, have an artificial insemination lesson, and have a dissect lab to look at the digestive systems of animals.  In Biotechnology I had the amazing opportunity to run not only Agarose Gel Electrophoresis looking at DNA markers, I was able run Polyacrylamide Gel Electrophoresis looking at protein markers.  I also learned how to extract DNA out of solutions, and how to test for DNA and proteins in solutions.SANY2529.JPG

The Bedford County FFA Chapter is really active and I had many opportunities to act/serve as FFA advisor and participate in their activities. I had a blast traveling with students to the ACES conference and seeing students faces light up with all the great opportunities. I also took students to Penn State to participate in Livestock Judging, Horse Judging, and the Veterinary Science Symposium. It was a great experience because I as putting in a lot of time working with these students in classroom preparing them.  The other amazing thing was seeing a normally shy girl light up when leaving the vet sci symposium because she had blast, and could not wait to tell us about what she got to experience.

The biggest thing I learned from this student teaching experiences in that this is definitely what I want to be doing for the rest of my life. I absolute love teaching, love my students, and love the memories that are made everyday in the classroom with my students.  I could not have asked for a better student teaching experience.

Student teaching at Lampeter-Strasburg High School has been an amazing experience! I have had the opportunity to interact with a variety of students grades 9-12th in the Veterinary Science classes and the Agriculture Mechanics class. Each day brought something new and exciting in the classroom.

I began teaching Vet Science I from the very first day of the marking period. This was great as the students only knew me as the teacher. I was able to gain their respect early on. This class consisted of 22 students grades 9-12. Although Vet I is to be a lower level course for 9-10th grade students, there were 4 seniors in the class. The 4 seniors were
all boys and at first, I found them to be annoying as they would be very disruptive to the class. However, I have gotten to know each one on an individual basis and realized that they just like to joke around and have fun in class. This has shown me that I can still teach a class of 22 students, but teach them in a fun way. It is O.K. to lighten up and joke with the students. In the beginning I was very concerned with the lesson and making sure to hit all of the objectives exactly on target.

Teaching Vet II was my most challenging class, but also the most fun. The course of study was more rigorous than Vet I as it goes in depth with genetics and the various animal systems. We did many labs in this class as a way to connect the content to something the students could see and create with their hands. The students made pasta skeletons out of various shapes and sizes of pasta to represent the skeletal system. The students had fun with this as I let them create whatever type of animal they choose. One girl made an ostrich, another made an alligator and a dinosaur.


Participating in FFA activities has been tons of fun. I have had the chance to interact with the students individually outside of school through meetings, conferences, and community events. The most memorable activity was ACES. We took a group of 8 freshman boys and one girl (Ashley’s sis). They were so much fun to be with. We would joke around the entire time. The saying of the trip was, "burn out!". Every time I would see these boys they would make the "hang loose sign" with their hands and say burn out! It always made me laugh. Participating in the FFA activities has shown me that I want to be part of a program with a strong FFA chapter, teaching grades 9-12, which would enable me to be an advisor.

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Top:  A student enrolled in Introduction to Plant & Animal Science at Milton Hershey School is scouting for Pest Damage using an Ipad. 


Bottom: Students learn the importance of Personal Protective Equipment during the Integrated Pest Management Unit at Milton Hershey School.



"You're Student-Teaching Where?!?!?!??!?!?!?!"


         These were the words spoken by my parents last April when I revealed where I had been placed for my student-teaching internship.  To be honest, I was expecting a more reassuring response from them spoken in a calmer tone.  They were surprised to learn that Milton Hershey School (the world's largest private, residential boarding school located in Hershey, PA) even had an Agriculture Program that was thriving with students from a non-farming background.  This fact, however, is what actually drew me to Milton Hershey School.  Coming from a very rural school district with a thriving Agriculture Education program and active FFA chapter, I knew I wanted to challenge myself and experience the diversity of Agriculture Education during my student-teaching internship.  During the short time that I had the pleasure of teaching at Milton Hershey, I've been fortunate to broaden my understanding of the power of Ag. Ed.  Read on to see some of my realizations and observations.


1. A student does not need to grow up in a rural area or live on a farm to take an interest in agriculture.  Let's face it--less than 2% of the US population is directly involved in production agriculture and that number is decreasing every year.  In order for agriculture to meet the challenges of feeding a growing world, students with a non-agriculture background must be recruited into Agriculture Education.  Even in traditionally rural programs, there are fewer and fewer students that were raised on a farm.  Diversity of an Agriculture Education program will provide new perspectives and new ideas to help create a solid foundation for the future of agriculture.  At Milton Hershey, students take a true interest in the agricultural sciences and eagerly come to class wanting to know more about where their food comes from.


2. Agriculture Education is a successful educational model that can benefit students coming from diverse backgrounds.  At Milton Hershey, many students come from various socioeconomic statuses and home-life situations.  When given the option to work at the various Agriculture Facilities at the school (such as the Animal Center, Environmental Center, Spartan Ice Cream Shop, or Horticulture Center), students gain a sense of pride and determination in their work.  Students have something positive to look forward to day after day and find a reason to become committed to a cause.  After speaking to staff, faculty, and students, I have learned that working in an agriculturally-based job has literally turned a student's life around.  This is a great example of the positive influence that Agriculture Education can exert on a student?s life.


3. Agriculture Education must evolve to meet the demands of the future.  Coming from my small corner of the world, I was convinced that every Ag Ed program should teach Animal Science and Plant Science because that was "traditional agriculture" and tradition can't be broken.  However, after experiencing a different type of program that needs to meet the demands of a diverse student, I?ve realized the importance of preparing students for future careers in agriculture.  Content that I learned 6 years ago during my high school career is slowly becoming outdated and "old news" in the world of agriculture.  Agriculture has evolved to become a cutting edge, high-tech industry that is going to require future employees to have a strong foundation in science, chemistry, and physics.  I truly believe that Agriculture Education can meet these demands if programs are proactive rather than reactive when choosing curriculum to be used in the classroom. 


            I am very thankful to have had the opportunity to student-teach in a program that was vastly different than the "traditional" program that I experienced during high school.  I had visited urban and "non-traditional" programs during my education courses, but I didn't understand how each of these programs would function on a daily basis.  Milton Hershey allowed me to internalize the day-to-day operation of a non-traditional program and the steps necessary to create a successful program that meets the needs of an urban student population.   Teaching in a non-traditional program this early in my career has helped to mold my philosophy of teaching and will allow me to enter the teaching profession with a broader understanding of Agriculture Education.

Area: Small Gas Engines


Lesson Title: What is a carburetor and hows does it work?


Length of Lesson:120 minutes


Learning Objectives:

1. Define carburetion in relation to a small gas engines to satisfaction of the instructor.


2. Describe Bernoulli"s Principle in relation to carburetion to satisfaction of the instructor.   


3.  Explain importance cold engine starting successfully.

Target Audience: 9th - 12th grade

I am finishing up my student teaching experience at Greenwood High School in Millerstown, PA. Before I dive right into the meat of this post I wanted to share with you how the student teachers are placed at their cooperating centers. First, we are given a list of about 50 schools that qualify and want to have a student teacher. It is our tasks to visit, send e-mails, research and make phone calls to these schools to narrow it down to the top three centers for us, individually. Finally, you have chosen the top three and you know which one you really, really want to go to at this point. We are done yet, though. Next we have an interview with two professor in the college of Ag, where we must plead our case as to why we should go to our #1 school. Well I begged and I pleaded and I succeeded : ) After spending the last 14 weeks at Greenwood, I am so glad that I practically got down on my hands and knees to get the opportunity to come here. My cooperating teacher has been so helpful and provided me with priceless feedback.


I wanted to share with the NAAE community just why on Earth Greenwood is so AMAZING.


Here are the top 10 reasons why Greenwood's Ag. Ed. department rocks!!!!!


1.) Greenwood's Ag. Ed. department is greatly supported by the administration.

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2.) Greenwood S.D. is pretty small, so the community is close and very active in the Ag. Ed. department.


3.) The Ag. Ed. teachers are extraordinary. Just to prove my point ---> Mrs. Krista Pontius, my cooperating teacher : ), just received the Teacher Impact Award. Mr. Mike Clark, the second Ag. Ed. teacher, won the National Agriscience Award.

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4.) The students are extremely motivated. I have one student who attends HACC classes all morning and then drives to the H.S. to finish up the last of her high school credits. About 75% of the Ag. Ed. students are involved in an extracurricular sport.

5.) Greenwood lives out the "Living to Serve" line of the FFA motto. The students were so inspired by the community service at National Convention that they organized and held the first Perry County Hunger Banquet.


6.) The teacher's outside of Ag. Ed. are inspiring. I observed one of the biology teachers and to my surprise I was actually understanding what she was talking about! The chemistry teacher allowed me to borrow his equipment for some of my labs and the shop teacher helped me construct a grow house. Everyone is just very supportive of one another.

7.) The FFA chapter attends... well EVERYTHING! The students sign up for every event and Mrs. Pontius and Mr. Clark make it happen!


8.) The Advisory Council is made up of extremely active and wonderful community members, whose sole purpose is to make the educational experience for the students the best.

9.) Greenwood's Ag. Ed. department has two teachers, 312 students, 12 classes taught a day and 103 FFA members. The classes include: Ag. Exploration, Veterinary Science, Animal Bioscience, Science of Food Processing, Senior Agriculture (credited class), Biotechnology and the list goes on.

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10.) Mrs. Pontius and Mr. Clark are always striving to be better, whether it is personally or as a department. Example: Technology is the new wave and they are trying to incorporate it as much as they can into their lessons. Greenwood launched a "Bring Your Own Technology" initiative. This year it was only dispersed to ten teachers as a test run. Of course, the Ag. Ed. department volunteered to be a part of the pilot! Mrs. Pontius and Mr. Clark try to stay ahead of the game for their students' success.

My Favorite Lesson

Posted by Britney Marsh Apr 11, 2013

The lesson I have attached was one of my favorite lessons to teach and my student's loved it too!


Area: Veterinary Science


Lesson Title: What are Vaccines?


Length: Two, 42 minute class periods

Learning Objectives:

  1. 1.Define what a vaccine is and give one example of a vaccine
  2. Administer a intramuscular, intradermal and subcutaneous vaccine

   3.Explain the difference between a modified live vaccine and a killed vaccine


Target Audience: 9-12th graders

In order to review for our upcoming Plasma Arc Cutting, MIG, and TIG unit exam, I created the "M.O.C.T.I." McCollum's version of the N.O.C.T.I. Students came into class and competed against each other in a skills and content knowledge assessment while getting the opportunity to evaluate their peer's work using the rubrics they see everyday.  It was a super fun way to review and assess their readiness for the upcoming unit exam. The students loved it! It helped that I dressed up at a referee, stopwatch/whistle and all, to keep time during the station rotations....It was INTENSE.


Unit Title: MIG, TIG, & Plasma Arc Cutting

Lesson Title: Are you ready for the M.O.C.T.I!?

Lesson Length: 46 minutes


1. Demonstrate safe welding procedure and plasma arc cutting practices with 100% accuracy.

2. Identify 10 tools and materials relative to MIG, TIG, & Plasma Arc Cutting with 100% accuracy.

3. Evaluate GMAW (straight bead), GTAW (straight bead), SMAW (straight bead) and PAC (3" cut) using rubric with 100% accuarcy.

Target Audience: 10th Grade

I absolutely loved my student teaching experience at Greenwood!  I love teaching agriculture!  I have a passion for agriculture and working with students.  I enjoyed my student teaching experience and I know that teaching agriculture is what I want to do for a career as the rest of my life.  I have so much fun working with the students and even learning with them!  I looked forward to each day of my student teaching experience.  It was so rewarding to see where the students started and to see the amount of information that they learned.  And seeing the "ahh-ha"  moments when the light bulb came on for the students after working with them made it worth the frustrations that come along before the students "get it".  I love helping the students reach their full potential.  I know that this is what I am supposed to do! 


The days went by so quickly, it was like I wasn't even working because I enjoyed the entire experience at Greenwood!  I got to know the students and build a rapport with them.  I was also able to gain their respect and have fun while teaching and watching them learn.  Attending FFA events was a great experience because I got to watch the students grow and succeed through the experience.  One of the busiest, yet most fun weeks was FFA week.  During this week I really got to know more of the students on an individual level.  I was given this opportunity because there were FFA events and activities planned almost every night after school.  This is when I began to really gain a personal connection with more of the students.  I also found that it was very beneficial to attend the basketball games.  I had many of the starting players in my classes, and attending their basketball games made a huge difference in the classroom. 


Another way that helped me make a connection with the students was talking with them and getting to know them during my planning period when they have study hall.  These students are in the ag room and Mr. Clark originally "voluntold"  them to help me do various things.  By the end of my student teaching experience, they asked what they could do to help me out and I built an awesome professional relationship with these students.  They were my main classroom advocates when their peers would not listen.  There were a few students in particular that encouraged me along the way, and they probably didn't even know it.  They would make comments like, "You are going to be a great ag teacher", "I really like when you teach our class because I learn a lot", "We want you to teach us about ____ (insert various topics!)", "You are very professional and are a good student teacher".  These little comments made me feel good and made me feel like I was doing it right!   I was surprised at the respect that I gained from the students, especially some of the senior boys... who know everything (or think they do)!!! 


Every morning I generally see the same group of students before school start because the same students make their way to the ag room.  I always say "GOOD MORNING ______(insert name of studnet) when I see them.  One day, I didn't say good morning to a particular student because I had other things going on.  This student said good morning to me first.  Later, this student came up to me and asked if everything was okay because I didn't say "Good Morning" in my bubbly, excited voice like I do every morning.  I was told that this student knew something was wrong/on my mind because this student had to say "Good Morning" to me first.  I didn't realize the impact that I was making, just by saying Good Morning to the students; but they came to expect it, whether they realized it or not.  Until this day, I did not realize how many little things can impact a student's life.  I know that I made an impact in the lives of these students, AND they made an impact on me! I loved every minute of being at Greenwood!  This was a great experience and I was lucky to have an awesome group of students!

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