Final Reflection...

Looking back at this semester as a whole it's safe to say I have never been more challenged in my college classes. It was a whole new set of challenges as I faced the transition into becoming a teacher. Labs were filled with trial and error, attempting different teaching strategies, some working and some epically failing.

I was not always happy with the result of my teaching but at the end of the day it was all about giving it your best attempt and learning from your experiences! I can say I think that I have come a far way in my teaching abilities this semester.

I believe that best way to improve more is just through continual practice. We will get a lot of that next semester as it's now time to head back to high school....only this time I'm the teacher!

Here is a video I made from this semester that outlines some of the labs and the teaching strategy of clarity.

Life Knowledge Lesson

How can students take part in civic life?

     Today I headed to West Perry High School! Interrupting an animal science class the day before Thanksgiving break gave the students a break from what they were learning and allowed them to focus on using what they learn in school to see the big picture in this game called life. I think too often high school students get stuck in a funk of focusing on their own lives or even just that of their local community. It is our job as teacher to constantly keep making those connections to the real world.

The objectives for the day are simple:
1. Define the four levels of community 
2. Identify ways to get involved in the community.

Do we see our whole community
or a small part?

     To get to know my students a little bit first we did an introduction bell work activity of just stating a favorite class and hobby. This allows me to make connections with the students and maybe remember a few names. Next we dove in and tried to define the words "my community". This was interesting as the students were really just focused on their local community and hardly wanted to share. Who knew that such an easy topic would be so difficult. After a few more activities the students lightened up and really got into sharing ideas for more participation both at the local, state, and even national level. At the end of class I gave a small quiz and also asked for feedback on the lesson to be written on the back of the quiz. We had about a 90% average on the quiz and the students said they enjoyed the lesson.

     I learned a lot from visiting my school and teaching this lesson. As anticipated the word diversity is a new one to my students and I even got a few laughs when I asked about how they view their community. As a very rural community I think learning what exactly the definition of diversity is something we can work on. I also learned that Mr. Hines doesn't really have bell work. This really got me thinking about how difficult it might be for me to step into the classroom next semester and implement some new rules. I never want to step on my teachers toes however I think that bell work is a really important classroom management tool. Last I learned that the students are great! I am really looking forward to spending time with them next semester and teaching at West Perry.











   

Micro Teaching Experience

     As part of my student teaching experience I have to teach in a high school for three days before I start my student teaching at West Perry High School next semester. I decided to challenge myself and choose a welding class because I have never taught a shop class before. A challenge I received as I taught twenty seven ninth and tenth grade boys. I was a little nervous the first day but the nerves quickly disappeared as the students were very well behaved and enjoyed the lesson. I took the students back in time for three days as we discussed the history of metal working and blacksmithing.

Day 1
     I was a little nervous the fist day as I was afraid the students wouldn't be interested in the lesson. To really catch their attention I showed a youtube video from a popular video game that is about to hit stores. I wanted to show the students that this wasn't just a thing of the past, we just have different improved equipment to get the job done. If anyone is teaching about metal working or even cutting with a torch this is a cool video to get your students excited:

     The first day went great! I did a little bit of lecture to give some background information. The students did a few short activities and I was surprised at the ease I had managing so many students. 

Day 2 

     On the second day the boys practically ran into the classroom dying to sit in the front row...I must be a good teacher! There is something to say for the difficulties of being a women and trying to teach shop. Oh well the class must continue. After the first day and talking with my cooperating teacher, we decided it would be best if I demonstrated the activity the students would be completing. We didn't get as far as expected on day one and I felt I needed to cover safety a little more on day two. 

    Before entering the shop the students had to have written in their lab notebook the three stations and the procedures for the hook project. This was to ensure that the chaiso of the shop would be somewhat organized. As a facilitator I realized this many students would be difficult to manage so I designed three stations the students would rotate through. Each station would have about eight students. The first station allowed the students to measure and cut their piece of stock for the hook project. The second station, with the torches gave students a chance to heat and create the hook using a oxy-acetlyene torch.  The students had partners so they never had to turn off the torch. The third station had students working as a group to complete a timeline from a few articles that took them through the history of metal working. 

     Demonstrating all the stations went really well! I explained the directions and then had students repeat them back to me before I did the actual demonstration. By the end I could tell they seemed a little annoyed by the amount of questions I was asking and making them repeat them back to me but in the end that will help keep things running smoothly in the shop. 

Day 3 

     Work Day! Today the students came into the shop, were given a rubric for the project and went to work! It was actually a great day and the students really enjoyed the projects! I had to push a little for the students to work on the timeline but then knew they had to have so many events to move on to another station. The students did great with the torches and cutting their piece of stock for the hook. 

     Overall, I was really pleased with how my microteaching experience went. The students were really well behaved and excited to be in the shop. They surprisingly told me this was their first experience so i'm glad I was able to start them off with a small project. 

Inquiry Based Instruction

This weeks lab was all about letting the students learn on their own! This one was tough to facilitate as the teacher.

I choose to do my lesson on biofuel since my cooperating teacher has the lab aid kit and I will be teaching a unit on alternative energy.

I started off the lab getting the students thinking about biofuels with an article. We talked about different fuel options and the positives and negatives to each. Next looking at the materials on the table the students had to decide what they were testing and how they would complete the task.

They did an excellent job connecting the article to the supplies given. The end goal being to test which fuel burned cleaner, kerosene or ethanol.

I learned a lot as a facilitator from this lab. It is really scary first of all. What if the student's go a completely different direction then you want them to? What if they don't know as much as you think they do? It takes a lot of planning to make sure you are prepared to help the students reach the end goal you want them to. I also learned the lesson go a lot slower then I had planned. I probably had prepared three days worth of lessons that I thought would be two.

Overall I was pleased with the lab. If I could redo the lab I would have started at a different point because I was hoping the students would get to try their experiment on camera. However they were on the right track and I believe they would have got good results from the procedures they set up. I would also try to point out the question or hypothesis more.

I'm excited to use the whole kit at my cooperating center next semester and use this as a part of the entire lab kit. I think that while IBI is challenging it is also a lot of fun to really gauge your student's learning. I get really excited when I realize they are understanding what I want them to and came up with the answers all on their own.

Look out National Convention...Here I come!!

Thinking of National Convention leaves me with a rush of emotions. With so many adventures to look forward to i'm excited, nervous, jittery, and anxious just to name a few. The last time I attended National Convention was two years ago to receive my American Degree; a very emotional last time in that blue and gold jacket.

LOOK OUT LOUISVILLE!! It's funny where paths in life can take you. I will be attending again this year as a National Teach Ag Ambassador, competitor in the ATA Program of Excellence, and a student teacher candidate. All three of which are huge personal accomplishments! 

This week you can find me on the red carpet at the National Teach Ag Booth. Ag teachers are celebrities! We will be inspiring some young minds to think about education and joining the ag ed family. I am extremely honored to be part of this group with ten other ag ed superstar college students! 

I will also be participating in the Alpha Tau Alpha Conclave representing the Penn State Teach Ag Society. We will be showcasing all the accomplishments of the club over the past year. Along with program of excellence other club members will be participating in parliamentary procedure, debate, and quiz bowl. I'm excited to meet other future teachers from other colleges and learn about what they are doing at their schools.

It's funny to look back and see how much you change over the years but yet how much is still the same. From wearing my blue and gold jacket and attending convention as a student not all that long ago to today attending convention as a future teacher talking to students about considering a career as an ag teacher. 

Problem-Solving

This weeks reading focuses on using problem solving in the classroom. When studying educational philosophies, theories, and techniques, we are reminded of John Dewey and his work on learning through experience. Agricultural educators have relied a lot of his teaching styles and thoughts because a major part of the ag ed program focuses of learning by doing. The problem solving learning approach is great to use in lab situations and in the ag ed classroom to allow the students to go through a learning through a process that encourages growth of the mind and shows students how to solve problems on their own. Looking at both Bransfords problem solving model and Deweys we are able to learn the way we could most effectively teach students through problem solving. 

Bransfords's IDEAL model

1. Identify the problem

2. Define the problem through thinking about it and sorting out the relevant information

3. Explore solutions through looking at alternatives, brainstorming, and checking out different points of view. 

4. Act on strategies

5. Look back and evaluate the effects of your activity

Both Dewey and Bransford's solving models that have the same key components. We must first understand the types of knowledge behind problem solving instruction. Both declarative and procedural are important for overall effectiveness of the lesson. Declarative knowledge is the facts, concepts, and principals behind the concepts being learned. Procedural knowledge pertains to the type of problem is trying to be solved. For example a harder problem might need more scaffolding then a problem that has clearer goals which might be easier to solve. 

As teachers there are several principals or skills we can use when using problem solving in the classroom that were designed by PLATO. Using both declarative and procedural knowledge hand in hand while teaching will work better then teaching one before the other. Help learners to understand the goal and then breakdown the intermediate goals. Cognitive coaching can be used by to have students reflect on the strategy used. We can also make sure that that our teaching styles and contexts are interesting, motivational, and  instill confidence in our students. 

Individual Learning

The learning of individual students in your class is one of a teachers most important goals. This weeks reading reflection focuses on how teachers can connect with their students one on one. There are many ways to connect with students like independent study, experiments, and supervised study.


Independent studies give students the option to try something that might not be covered in class but that they have a passion for. As a student in high school I enjoyed making a display for FFA week because it could be on a specific topic in agriculture that I choose. Of course with the permission of the teacher there were several different displays. It is a lot easier and more fun to talk about something that you have passion and interest for.

Experiments allow students to learn through hands on activities. Giving students the time to complete the project on their own allows them to make and fix mistakes on their own and helps them learn at their own pace. One negative to group projects is that all students do not learn at the same rate but when students work alone they are able to learn at their own pace.

Having a complete agriculture program allows teachers to complete with the students supervised agriculture experiences. This is a great way for the teacher to connect with the student on an individual basis and help the student complete a project he or she enjoys.

The key to success is student interest. I saw this first hand when I visited with my cooperating center this summer to check up on SAE projects. We visited a sophomore who had several rabbit breading projects. He didn't have a computer at home so he would go to the high school during the summer and work on his book there. For the visit we had a printed out copy of his book so that we could explain the parts that needed fixed. After looking over his book we helped him tag some of his new rabbits. I could tell he worked very hard on his projects. Since he only has an outside area for the cages he informed that he is lucky enough to keep his rabbits at the high school during the cold winter months. Leaving this students house I was very proud of both of my cooperating teachers for giving so much time to help the student complete a project he wanted to. The extra work and time my teacher devote to the project allow the student to be successful in the program and also do something he enjoys.

Demonstration Struggles

This weeks lab was on creating a demonstration that could be used in the classroom. The demonstration had to be for an ag mechanics class. Since I will be teaching a whole class on small gas engines I decided to use one of my lessons for the beginning of engine tear down. Needless to say this was not my best lesson ever and everything that could go wrong did.

I started off the class with bell work after the students walked in to class for the day. Everyone was a little tired at 8am. In previous classes we discussed safety and lab procedures so I had them talk with a partner to practice what was previously learned. To simulate a real class situation I also had the students pass in the safety procedure sheet they would have gotten signed by their parents. For the interest approach I asked a student to show the class how they would start the 2 stroke engine. When the rewind cord broke (on purpose) we talked about why this might happen like weathering or overuse.

Next I demonstrated how to replace the rewind starter cord. The demonstration was going well until I couldn't get the cord through the holes in both the shroud and spring. No matter how many times I practiced it the night before it didn't work during class. This however turned out to be the least of my problems because when I had the students demonstrate to the class the spring inside the shroud broke. (not on purpose)

I thought I handled the situation as best as I could by watching the students technique and then when I realized it was actually broke and they were completing the right steps I positively reassured the students that they were completing the right steps and that we could move on to practice in the lab.


Oh well better luck next time.

Fall Leadership Workshop

Yesterday the cohort and shadow teachers headed to the Fall Leadership Conference to facilitate FFA officer workshops. This was a day full of learning and adventure for both the students and teachers!

Myself, Jessie, Mindy, and our shadow teacher Laura had the honor to facilitate the vice president workshop or the superheros of the FFA officer team! The two and half hour workshop was designed to teach the officers skills they would need to become a successful vice president of their chapter. Through activities we reached several objectives which included:

1. Explain the five responsibilities of the vice president.
2. Recite the vice president's opening ceremonies part.  
3. Explain the vice-presidents role within committees. 
4. Define the three parts of a POA.
5. Demonstrate creating a draft POA. 

We completed several activities with them to make sure these concepts were understood. The students first took to the stage (the middle of the classroom) to act out scenarios showcasing what happens when the president needs their help! The students were really energetic and did a great job taking control of hectic situations. Next we completed a balloon popping race to put together the opening ceremony script and practice it with confidence! I was surprised how intimidated the students were but by the end of the activity they were more confident and some even had it memorized. 

Laura then talked a little about the importance of organization and how good organization helps the chapter be successful year after year. As our shadow teacher she did an excellent job facilitating and it was fun when I got the chance to make the students laugh and role play with her what happens when a binder is unorganized. We then reflected as a group on the aspects of committees, shared with a partner, and then put our thoughts on poster boards for the whole class to share. We all gained a lot of good ideas from this and ways to improve what our chapter is already doing. Last Mindy talked about the POA and we outlined a big POA on the wall. This activity went really well and I think the students gained more understanding on why the POA is beneficial. 

Overall I think it was a great workshop! The students were engaged and excited to learn. I think as facilitators our energy level was really high which made the students want to get engaged. 

We even had en exciting trip home when my cooperating school's van broke down we jumped in to help. Running to lowes for parts to fix a water hose line on their van.

My Agricultural Education Teaching Philosophy

I believe in the future of Agricultural Education, preparing students for successful careers in the agricultural industry; in the promise to work and spark an interest in the young minds of the future.

I believe in the three-circle model. A successful agricultural program has three components; classroom instruction, FFA, and Supervised Agricultural Events which provide opportunities for leadership development, personal growth and career success. For good teachers use hands on learning to engage all students in the classroom and laboratories.

I believe in Blooms Taxonomy in that a well-rounded curriculum and program will reach all students through all three domains; cognitive, affective, and psychomotor increasing student potential and desire to learn.

I believe in the future of my students and that bright minds are able to achieve great things, understanding the importance of agriculture to the world in the future. Through firm yet encouraging advising I will support all students, helping them to reach their full potential in class and all future endeavors. 

I believe in the future of Agricultural Education advancing since 1970 and continuing so that that one day every student will be able to take a high school agriculture class. Every student across the nation will have the choice to learn science, business, technology of plant and animal production and/or about the environmental and natural resources system. I believe that I can make a difference to my students and community, which will stand for my part in that inspiring task.

This creed was written by Meagan Slates and demonstrates my desire to continual strive to uphold the beliefs of the agricultural education field. – 2013

I Mustache you a Question

"Teachers ask between 300-400 questions a day!" Wow thats a lot! The questions we ask are important for both the teacher and the student. For this weeks readying I found out just how important questions are and how we can most effectively direct our questions.

So why do teachers annoy their students in class so much and ask them so many questions? The teacher might be checking for understanding of the topic or getting the students to define a relationship between concepts. Teachers also are working to develop critical thinking skills and a desire or motivation to learn.

There are two different types of questions that can be asked to students, low and high level questions. High level questions require more critical thinking and might take the students longer to answer. These could check understanding of the whole lesson or major concepts. A low level question on the other hand might be easier for the students to answer, like giving an example of something. There are also open and closed questions. An open ended question could ask for an example of something or an opinion while a closed is something concrete and learned, like a process. Teachers should switch up the questions they ask depending on the lesson and what the students are learning.

To maximize student participation there are certain things we can do when asking questions. We can call out a students name after the question is asked. This way the whole class heard the question and is thinking about the answer but you are asking that one student to answer. By asking a general question to the whole class instead of singling out certain people you are encouraging the whole class to participate. There are several other things as teachers we can do like not asking all questions at the end of class, giving students the opportunity to ask questions, be careful not to look at your notes to much while the students are answering.

The teacher should give the student five to seven seconds to think about the question that was asked and how to let them answer it. This is knows as wait time. Of course a higher lever question will require a longer wait time then a lower level question.

There are several things a teacher can do depending on the response that was given. The teacher can give reinforcement for good answers, probe for a further answer, adjust or reinstate the question if students are confused, and redirect the question to another student.

Wouldn't it be nice if every class we had all our students raising their hands dying to answer the questions we ask!

Designing an Interesting Interest Approach

How do we get students excited about a unit or a lesson? Students must have the need to want to learn about the topic you are teaching to really engage in the lesson. Lets call this an interest approach. A five to ten minute engaging activity or demonstration that gets students curios about the lesson and excited to learn more. This week in lab was all about creating that exciting interest approach that you can use to kick off a lesson!

I chose to do my interest approach for a wildlife, fishery, and forestry science class. The class is for tenth and eleventh grade students. I will be teaching a unit on fish in Pennsylvania. Along with this we will be studying habitats and human impact. My interest approach was focused on this. I completed a simple demonstration for the students to show an example of a fish habitat and the impact humans can have on streams.

The class started off with bell work to review the lesson from the day before. Next I asked the students to quietly come to the front of the class. I had a container full of water with rocks in the bottom to simulate a clear stream. The students were asked to write on a piece of paper observations from the stream. Next I added sand to the stream. Again I asked the students to make observations on the stream and write them down on their paper. They were told to also consider the animals living in the habitat. Using straws I blew into the water to show the movement and amount of oxygen in the water. Following the same process I then added silt.

Overall this was a simple demonstration that had a big meaning. The student's were able to see what was happening and make observations on their own. Depending on the class I could modify this to have helpers and get the students more involved or have more of a discussion while the students are out of their seats. I also got the feedback from my peers that this could be used as a group experiment the students could preform, which is a great idea! I think the lesson went pretty good. I felt comfortable with what I was teaching and I got the students up and interested in the lesson. One thing I would improve would be getting the student's more involved in the lesson but I was a little intimidated they would mess up the demonstration. Suggestions are welcome on how to correctly facilitate the situation by getting the students as involved as possible and have the demonstration be a valuable learning experience.

If anyone is also teaching on fish habitats or needs a cool project here is video on making fish habitats and spawning ponds.

1st Day Jitters

Oh boy! Twenty five high school students just walked into the classroom shouting, running, tackling each other. Not one of them has a pencil, paper, or even a backpack. Instead of taking their seats they continue to talk to one another and move about the classroom saying hi to friends. The bell rings and there are not nearly enough students in the classroom. Students continue to trickle in loudly as the teacher is trying to begin the lesson. Two minutes into class five students already ask to use the bathroom. As you can guess it's the first day back to school and the first day for a new teacher! 

This can be a tough day for students and teachers because the teacher doesn't know the students and the student's are still in summer mode and ready for school. For our first lab we had to design a lesson that would help to take some of the stress away from the first day teaching! 

Step 1-Get the students in the room and get them doing something other then talking!

Bell work is a great way to get student's started on the class and keep students in order. Since it is the first day I had students write down on a notecard some important information that I might need as a teacher, and also a few things about the class. 

Step 2- Get the student's engaging with each other and also getting to know the teacher!

example

After introducing myself as the teacher I had the students do an engaging activity I like to call full card person bingo. The students are given a bingo card that has short descriptions in each block. They must move around the room, meet each other, and sign one of the blocks on a classmates card. Some of the blocks can say fun things like enjoys camping or rides horses, while others can have meaning to the teacher about the students learning like is good at math or likes reading. Getting everyone a little more interested in the class the teacher can jump back to the bell work and talk about what students want to learn and why the class is important. 

Step 3- A successful classroom needs structure! 

By having expectations, procedures, and consequences students will know how they are to act in your class and what they shouldn't do. By outlining this at the beginning the school year, students know what is expected of them. While I realize this will not make classroom management a walk in the park hopefully it will help a little. These will be outlined in posters and hung on the wall so that every time students walk into my class they are reminded of the rules set forth in my classroom. I will also have a mailbox system set up for the students so that I can return papers quickly during class. 

Step 4- Get the parents involved! 

Start the contact off on the right foot with the parents by sending information home. I think it is important to send home the expectations and procedures or a letter home to the parents explaining what you expect from students in your class. Hopefully this letter makes it home to the parents and doesn't become part of a science project in their locker. Being an ag ed teacher its really important to have the parents support of the program because of all the extracurricular activities their kids could partake in and this is a great starting point. 

Reality Check! The first day or week or month isn't going to be easy. But the labs and class this semester will help prepare to be successful and we will figure what they can't teach us on our own! 

Roadmap to Successful Objectives

Just as teachers need to use objectives to plan a unit or lesson, students need objectives stated at the beginning of class to provide clarity and reasoning before every lesson. Jumping right into a lesson can cause students to take a wrong turn and loose the "big picture" benefits of the lesson. But if the teacher just writes on the board or states three things the students should be able to follow the rules of the road and understand the lesson and its connections to the overall unit and class.



As teachers, objectives help us to plan a lesson or unit. All good directions start with the location you are leaving from. The objectives are the starting point. From formulating good, clear objectives we are able to process thoughts and make the beginning steps of content sequencing and instructional evaluation.



Clear objectives fall into the three domains of learning; cognitive, affective, and psychomotor. Cognitive being facts, knowledge, basic content of the lesson. Psychomotor uses cognitive skills and motor skills to activities. Thinking of these two together my brain is shouting,"this is why agricultural education rules!" Last affective or the students emotions and values to the lesson or learning occurring.

Ok so for this to work teachers need major clarity when talking to students. A map that isn't clear for everyone to read means nothing just like unclear objectives will only be understood by half the class. One way to do this is to use action verbs that students can clearly understand how to achieve the objective. Words like explain, describe, select, compare, are good verbs to use. Steer clear of vague verbs like know, list, and cover.

Objectives also serve as a guide when deciding upon evaluation of instruction. The questions, exam, or final project students are given should all be answered within the objectives. A clear, detailed map will lead the driver to the correct location, like wise good concise directions and plans will lead students to the finish line.

How do Learners Learn?

Teacher's often wonder if they are reaching their students. Is that student just sitting in class or actually learning? Why are all students not engaging in the class?

Maybe those students are not engaging because they learn in a different way then the teacher is teaching. Maybe as a teacher we can do more to engage them and get them involved in the class. Howard Gardner wrote a book called Frames of the Mind. In his book he views intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings." 

To better understand our learners we can study Gardners 8 Multiple Intelligences which refers to the way students prefer to give back information. Keep in mind this is different then a students learning style.

1. Spatial 

2. Kinesthetic (body smart)

3. Musical (music smart)

4. Interpersonal (people smart)

5. Intrapersonal (self smart)

6. Naturalist (nature smart)

7. Verbal Linguistic (word smart)
8. Logical Mathmatical (number smart)

It's important to always keep the students best interest in mind. As teachers we want students to be excited about our class, we want them engaging, and we want them to walk away with something that will help them be successful. The scary part is that standarized tests measure less then half of these multiple intelligences. Are we really getting a good representation then of what students are learning in class? It's interesting to compare a state standardized test system with a core class and then an agriculture class. I believe that Agricultural Education puts more emphasis on these intelligences then one might think. Through an ag program we are able to challenge students through hands on, experiential education. 

Effective Teaching is Not a One Size Fits All T-Shirt

The first week of classes are over and now it's time to dive in head first! Teachers are life long learners and are constantly looking for ways to better the content knowledge they are teaching but also their own personal teaching skills. To become the best teacher I can be, I must be effective in that I am reaching my students and that they are always engaged and learning in class. Effective teaching is not easy; or as the video says a "one size fits all t-shirt." Here are some thoughts after some effective teaching research:

To be effective, teachers must be experts in their subject. This allows for organized and structured lessons. Newcomb, McCacken, and Warmbrod write in a article featured below that "students should be able to identify the purpose and direction from each lesson and the desired outcomes to be learned. This provided clarity for both the teacher and the students. Effective teachers have pedagogical content knowledge and know how their students will learn and the mistakes they will make. Effective teachers use evaluation techniques to reflect upon lessons and their direct correlation to student learning.

Critical thinking can be used to analyze your own teaching practices as well as how the students perceive the lesson. "Research indicates that teachers that are confident and persistent will produce students who will achieve at high levels too." Students are motivated to learn by enthusiastic teachers. Reflection is important as a teacher, both internally and externally. Teachers must always be analyzing themselves and their own goals.

As life long learners, teachers should be constantly taking classes and staying up to date with workshops, books, and media. The ability for teachers to use computers and the internet in the classroom can be beneficial. It can grasp the students attention, work well for visual learners, and help with research. "The only limitation you place on yourself and those you allow other people to place on you." (Basic Understanding) Professional organizations, communities of practice, and conferences can be a great way to continue ones education and not fall into a rut of using the same lessons without analyzation. 

To go along with my readings this week I found a youtube video that I think really puts some of the main characteristics of a effective teacher into perspective as I have shared above. Over all enthusiasm is always important to be successful! As teachers our job is never easy. Just remember "You are the only person on the face of the earth who can use your abilities. It's an awesome responsibility."





Resources Used:

Western PA Leadership Conference

July 17th a few Ag ed superheroes hit the road and traveled to Conneaut Lake for the Western PA Leadership Conference.

The workshop was designed to show FFA students different careers in the agriculture profession. Choosing a career can be hard and overwhelming, especially for high school students. Hopefully we made this life decision a little easier!

Carly (pictured left) talks to two girls as they ask each other questions about the sticky note on their back. The note states their secret "job title" in which they are trying to figure out by talking to other students in the workshop.


Given a scenario, groups tried to match the story with a major from the College of Ag Sciences at Penn State. After checking out the handouts the group teamed up and talk with a leader to see if they picked the right major.

Using inspiration from Erin Ehnle's article in the FFA New Horizons magazine, students expressed a passion or hobby they have! Erin has become a huge role model through social media for students by sharing her story and passion for agriculture. Every student at the conference shared their own on a note card that was displayed after the workshop in the hotel lobby. The students really got into this activity by drawing pictures or sharing a phrase that shows what they love. Pictured to the left is one of the posters. 

These are just some of the activities we did with the students during to workshop! Overall it was a awesome day spent with some very intelligent, passionate, and goal driven students. Hopefully this workshop and the team leaders were successful in encouraging these students to keep a open mind and follow their dreams right into the best career ever...agriculture.

Thanks AWESOME fellow colleges for helping!!

Wait you work on a Lavender Farm?

For the past two summers now I have spent the majority of my time in one of my favorite places. I intern at Destiny Hill Farm; a lavender/ cut flower farm outside of Pittsburgh. The farm offers 137 acres of lavender, cut flowers, and berries. Also hosting events in the barn like corporate picnics and weddings makes my internship even more exciting. Most people look at me weird when I say I work at a lavender farm so here is my best explanation...

Giving the new pony a bath!

My job title as well as everyone else's on the farm is "whatever needs done". Usually during the week I am busy managing flowers in the field or hoop house, harvesting lavender, or our favorite... pulling weeds.The barn and stable barn are cleaned every week before the event which is usually held on
Saturdays. The farm staff helps set up and prepare for the events. Sometimes I help with flowers for weddings or events as part of the farm's floral design team. During the weekends my job title changes again and I along with the other farm staff valet cars for events. The farm is also home to four horses and a new pony which usually stays in the surrounding fields while we use their homes for events. This year we also raised about 30 baby chicks which are now free range in the field.

Every Thursday I get to take some of the flowers we grow to the Main Street Farmers Market. This has been a huge learning experience for me this year. Finding a niche and a way to market to those in one's specific community can be a challenge. It also takes planning at the farm to make sure I don't use flowers that are needed for an upcoming event. I enjoy working the farmers market, connecting with the local community and making flower bouquets. Gentleman your ladies love flowers. Find more information about the farmers market here and come visit me!

Farmers Market flowers!

The farm holds a lavender festival annually in July. This is a truly awesome event that has lavender everything! At the festival members of the community can make lavender wands, pick their own lavender, attend workshops,  shop different venders, and even enjoy lavender in their meal. Being completely into horticulture and now obsessed with lavender I get the job of manning the lavender plants we have for sale and educating the buyers with everything they need to know about the plant. It's more complicated then you might think; there isn't just one type of lavender. We have 15 different varieties on the farm and sold five options at the festival. People have questions and I do my best to answer them! This year I even got to teach a workshop along side the owner of the farm about lavender. I was very excited to have a packed tent full of interested people both times I gave the workshop.

Well I hope this gives you a little more insight to my summer internship aka the best job ever! Not only is it never a boring day on the farm but I usually go home smelling like lavender. So the next time someone asks me about my summer internship I think I can tell them in a nut shell I am a farm manager, part of the floral design team, farmers market representative, lavender festival speaker, and event valet.

Learn more about the farm at destinyhill.com 

I joined the blog world!!

Welcome!

I am a senior at Penn State majoring in Agricultural and Extension Education. I will be student teaching next spring. I know the transformation to becoming a teacher will be a challenging yet extremely rewarding.

I'm extremely involved at Penn State in the Ag Ed world and also in the College of Ag Sciences. I take on too much sometimes because I'm really bad at saying "no" but I don't mind being busy.

I want this blog to be a way that I can share my adventures in life and my views of agriculture and education with everyone. Feel free to comment on my articles!!

-Meags