March/ The Agricultural April 2014 Volume 86 EDUCATION Issue 5 M A G A Z I N E

The Road Less Traveled EDITORIAL A Major Fork in the Road by Harry N. Boone, Jr. successful in expanding the agri- of the basic principles of the agricul- cultural education curriculum and ture industry such as why are certain gricultural education pro- attracting non-traditional students livestock practices used, what steps grams, along with the into their programs, I dedicated this are being taken to preserve the en- agriculture industry have issue of The Agricultural Education vironment, and what is the source of Aevolved considerably Magazine to highlight their success- many food and fi ber products. over the past one hundred and twen- es. While we have made tremendous ty-fi ve years. (Yes there were agri- strides in the implementation of these Continue to Expand the Supervised cultural education programs in high recommendations, I feel there is still Agricultural Experience Program schools prior to the Smith Hughes plenty of room for improvement. Act of 1917.) Many of these chang- The supervised agricultural ex- es were gradual and there were no Increase Enrollment in Agricultur- perience program is the part of the specifi c event/time that marked these al Education Programs curriculum that makes agricultural shifts. However, a number of the education unique. Changes have steps in the broadening of the high According to information sup- been made over the past few years to school agricultural education curricu- plied by the National FFA Organiza- the experiential learning component lum can be traced to the National Re- tion, approximately fi ve to six per- of the agricultural education pro- search Council’s (1988) Understand- cent of all high school students are gram, however, we must continue to ing Agriculture: New Directions for enrolled in high school agricultural explore new and innovative ways to Education. education programs. How many high improve the concept. The next issue school students need an understand- of The Agricultural Education Maga- With the broadening of the cur- ing of the agriculture industry (agri- zine will be devoted to this idea. riculum the types of students in- culture literacy)? I would argue that volved in the programs have changed 100% of the high school population I hope that you enjoy the issue as well. Who are these non-traditional needs a basic understanding of the and maybe take your program and students, where did they come from, industry. students down “The Road Less Trav- and where are they taking us? Those eled.” Everyone is a consumer of the are the questions that will be explored Reference in this issue of The Agricultural Edu- agriculture industry through their cation Magazine. purchases of food and fi ber. In addi- National Research Council. (1988). tion to being consumers, these indi- Understanding Agriculture: New Let’s look back at Understand- viduals, through the political process, Directions for Education. Na- ing Agriculture as we explore “The will make decisions about the agri- tional Academy Press, 2101 Con- Road Less Traveled.” Among the culture industry. I don’t know about stitution Avenue, N.W., Washing- recommendations were “the subject you but I don’t want an uninformed ton, DC. Retrieved from http:// matter of instruction about agricul- public making decisions about the www.eric.ed.gov/ERICWeb- ture and instruction in agriculture food I eat. Portal/contentdelivery/servlet/ must be broadened” (p. 6). The au- ERICServlet?accno=ED338795. thors also recommended that “exem- My recommendation is that all plary programs in local schools that agricultural education programs have have broadened the curriculum and two primary audiences. First, I rec- improved the attractiveness of agri- ommend that we continue to serve cultural education programs should students that plan to enter a career be identifi ed, studied and emulated” in production agriculture or an ag- (p. 6). Recommendations were also riculture related area. Although it offered about changes in the name of has changed, this was the primary audience for agricultural education the FFA, its symbols, rituals, contests Dr. Harry N. Boone, Jr., is a Professor and rewards. program. The second audience is all students not preparing for a career in at West Virginia University and Editor In an effort to identify and study agriculture. This curriculum will fo- of The Agricultural Education exemplary programs that have been cus on developing an understanding Magazine.

2 The Agricultural Education Magazine CONTENTS Theme: The Road Less Traveled Subscriptions Editor’s Comments Subscription price for The Agricultural Education Magazine is $15.00 per year. Foreign subscriptions are $25.00 (U.S. A Major Fork in the Road ...... 2 currency) per year for surface mail, and $40 (U.S. currency) foreign airmail (except Canada). Orders must be for one year by Harry N. Boone, Jr., Editor or longer. We can accept up to a three year subscription. Refunds are not available. Please allow 4 - 6 weeks delivery Theme Editor Comments: of fi rst magazine. Claims for missing issues cannot be honored after three months from date of publication, six What Road Are We On? ...... 4 months for foreign subscriptions. Single copies and back by Ryan Foor issues less than 10 years old are available at $5 each ($10.00 foreign mail). All back issues are available on microfi lm from UMI University Microfi lms, 300 North Zeeb Road, Theme Articles: Ann Arbor, MI 48106. UMI University Microfi lms telephone number is (313) 761-4700. In submitting a subscription, Traditional View of Non-Traditional ...... 6 designate new or renewal and provide mailing address by Tyler Grandil including ZIP code. Send all subscriptions and requests for hard copy back issues to the Business Manager: Jay Jackman, New Students in Rural Education ...... 8 National Association of Agricultural Educators (NAAE) 300 Garrigus Building, 325 Cooper Drive, The University of by Davida Molina Kentucky, Lexington, Kentucky 40546-0215, Phone: (859) 257-2224, FAX: (859) 323-3919. The Power of Applied Connections for Today’s E-mail: [email protected]

Agriculture Students ...... 10 Article Submission by Andie Tanner Articles and photographs should be submitted to the Editor or Theme Editor. Items to be considered for publication City Boy to Chapter FFA President ...... 12 should be submitted at least 90 days prior to the publica- tion date of the intended issue. All submissions will be by Dalton Delia acknowledged by the Theme Editor and/or the Editor. No items are returned unless accompanied by a written request. Introducing Today’s Intrinsically Motivated Students ...... 14 Articles should be approximately four double spaced pages in length (1500 words). Information about the author(s) by Ashley Haller should be included at the end of the article. Photos and/or drawings appropriate for the “theme issue” are welcomed. Tips for Working with Today’s Students from the Photos/drawings should be submitted in an electronic Student Point-of-View ...... 16 format (jpg or tiff format preferred – minimum 300 dpi). Do not imbed photos/drawings in the Word document. A by Taylor Rogers recent photograph (jpg or tiff format preferred– minimum 300 dpi) of all authors should accompany the article un- Because of Teachers ...... 18 less photographs are on fi le with the Editor. Articles in by Lilly Webb the Magazine may be reproduced without permission but should be acknowledged.

High School and Beyond! ...... 20 Editor by Amber Hruska Dr. Harry N. Boone, Jr., Professor, Agricultural and Extension Education, West Virginia University, PO Box An Administrative Perspective for the New Agricultural 6108, 2054 Agricultural Sciences Building, Morgantown, West Virginia 26506, Phone (304) 293-5451, FAX: (304) Education Teacher ...... 22 293-3752. by Richard Jenkins E-mail: [email protected]

Student Teaching: A Life Changing Experience ...... 24 Publication Information by Karli Feicht The Agricultural Education Magazine (ISSN 0732-4677), published bi-monthly, is the professional journal of Student Teaching: From Lesson Plans to Blow-up agricultural education. The journal is published by The Agricultural Education Magazine, Inc. at 300 Garrigus Tyrannosaurus Rexes ...... 26 Building, The University of Kentucky, Lexington, Kentucky by Katlin Thorsell 40546-0215.

Periodicals Postage Paid at Lexington, Kentucky and at additional mailing offi ces.

Cover Photo: Lauren Daub demonstrates a fl ower arrangement technique during her POSTMASTER: Send address changes to The Agricultural student teaching at Clay Battelle High School (WV). Education Magazine, attn: Jay Jackman, 300 Garrigus Back Cover: Photo 1: Courtney Mullenax receives feedback from her cooperating Building, The University of Kentucky, Lexington, Kentucky teacher, Terry Hauser (Tucker County High, WV). Photo 2: Lauren Daub instructing 40546-0215. Phone: (859) 257-2224, FAX: (859) 323-3919. students how to make ice cream.

March April 2014 3 THEME EDITOR COMMENTS What Road Are We On? by Ryan Foor dairy farm in north central Wisconsin ing; later my friends told me that it and my maternal grandfather was an was a lot of fun. That was August grew up in Wapello, Louisa FFA member in high school. Neither 1994. By November, I had an FFA County, Iowa. Wapello is a town of my parents grew up on a farm. jacket and was in Kansas City attend- of about 2000 people and Louisa ing the National FFA Convention. I I was born in 1980 and for much County has a population of less don’t remember what happened in the I of my early life my parents owned than 12,000, and a total area of about two months in between to change my a restaurant. I grew up in town. At 418 square miles. Louisa County sits mind, but I attribute it to Mr. Meier. along the Mississippi River and the nine years, I joined a traditional 4-H landscape is largely made up of fi elds club, which was the only option. I In the next four years I partici- of corn and soybeans. Swine produc- never had an animal project, but once pated in many Career Development tion is also prevalent, mirroring the had a tomato project where I learned Events, including three state winning state agriculture commodity profi le. about nutrients and crop rotation. teams. I served as a chapter, sub- According to Iowa State University In eighth grade I had to take an ex- district, district, and state offi cer. My Extension and Outreach, the average ploratory agriculture course for eight supervised agricultural experience dollar value for farmland in Louisa weeks, along with home economics program included my work at the lo- County in 2013 was $8,660, close to (family and consumer sciences), art, cal grocery store and grew into the the state average. Louisa County is and shop (a woods focused industrial skills I gained at the full-service meat agriculture, evident by the grain el- arts course). All but the art class took counter. I earned the American FFA evator rising above Wapello. place in a building called the Trades Degree. In some schools, I wouldn’t Lab. have been in FFA or my SAE would My paternal grandmother lived not have been acceptable. The fore- When signing up for classes for on a farm outside Wapello early in sight of my agriculture teacher and of my freshman year, I signed up for life and my grandfather was raised the state staff in Iowa changed that agriculture, because one of my class- in town. My grandma’s father died future for many young people in Wa- mates (who did not grow up on a when she was fi ve years old and my pello and Iowa. great-grandmother moved her young farm) did so, and because one of my family to town. Meanwhile, my ma- older friends (who did not grow up on People in town were proud of ternal grandmother was raised on a a farm) was an FFA member. Dur- me for my accomplishments and of- ing the fi rst few weeks of class, Mr. ten stated, “I can’t believe you’re in Irv Meier, FFA!” It wasn’t a negative comment; my agricul- rather they were surprised. My dad ture teacher, attributed my involvement to Mr. encouraged Meier, noting that as a town kid he us to come never would have been in FFA when to the FFA he was in high school in the late 60s meeting. and early 70s. He asked me if I was After high school graduation in planning 1998, I went to Iowa State Univer- to attend sity, the land grant institution, ma- and I re- joring in journalism and mass com- plied, “Why munications. I was the only one of would I my classmates who went to Iowa want to State directly from high school. All learn about of my friends were in the College of growing Agriculture. By November, I was an Agricultural Education major. I went Combining tradition and non-traditional activities: Jefferson corn?” I did to Agricultural Education because of High FFA (WV) members preparing apple butter as a part of a not attend FFA. fund raising activity. that meet-

4 The Agricultural Education Magazine As an Agricultural Education decided to tell the story of Arizona state staff, and teacher educators need major, I knew I had less experience agricultural education and FFA in to look at taking a less traveled road in production agriculture than most the context of the theme of non-tra- in order to ensure a prosperous direc- of my peers and sometimes felt infe- ditional students. Reading the stories tion for the future of secondary agri- rior. I knew though, how Mr. Meier in this issue, you will come to know cultural education. The well-traveled taught and who the agriculture stu- who Arizona agriculture students road may be the right road, or it may dents were in Wapello. Even though are from current state FFA offi cers; be the Road to Abilene. When I was agriculture is prevalent in Louisa graduate students who were in high in speech in high school, I recited The County, few of my classmates grew school agriculture and weren’t, two Road not Taken by Robert Frost. As up on a farm. Most of the students in of who have student taught. Most of you read this poem again or for the agriculture and FFA with me were not the students went to high school in fi rst time, think about how it applies farm kids. I knew I could teach high the Phoenix metropolitan area. You to agricultural education, what we do, school agriculture. will also gain the perspective of a ru- and who we serve. ral Arizona teacher and a new idea of I was never “supposed” to be non-traditional from the Arizona As- The Road not Taken in FFA or a high school agriculture sociation FFA Executive Secretary. by Robert Frost teacher, but I had a great experience Reading these stories, a common Two roads diverged in a yellow wood, as a student and as a high school ag- theme emerged, which I did not pro- riculture teacher. I am a traditionally And sorry I could not travel both pose: technology. Perhaps the notion And be one traveler, long I stood non-traditional agricultural education of non-traditional has nothing to do student, teacher, and teacher educa- And looked down one as far as I could with skin color, ethnicity, or whether To where it bent in the undergrowth; tor. But am I really? As a high school or not one grew up on a farm. Per- agriculture teacher in Glenwood, haps the notion of non-traditional has Then took the other, as just as fair Iowa, on the opposite side of the state more to do with how today’s students from where I grew up, most of my And having perhaps the better claim, engage and interact, and with their Because it was grassy and wanted wear; students did not grow up on a farm. motives and values. I think you’ll Mr. Meier did not teach his students Though as for that the passing there fi nd as you read these stories and Had worn them really about the same, how to farm and I certainly didn’t. come to understand the case of Ari- When I came to Arizona in 2010 as zona that the most important link for And both that morning equally lay a teacher educator I immediately no- moving students forward is you, sec- ticed that many of the agricultural In leaves no step had trodden black. ondary agriculture teachers. Some of Oh, I kept the fi rst for another day! education programs in the state are in you grew up on farms and many did the Phoenix metropolitan area. There Yet knowing how way leads on to way, not. As time continues, most second- I doubted if I should ever come back. are also programs in rural areas, far ary agriculture teachers will not come from Phoenix in distance and life- from farms. Regardless, of where we I shall be telling this with a sigh style. Many people don’t think about come from or what our tradition was, agriculture when they think about Ar- Somewhere ages and ages hence: our job is to make a positive differ- Two roads diverged in a wood, and I — izona and I’m often asked to describe ence for every student, every day. Arizona agriculture from people back I took the one less traveled by, East. We’ve got a lot of work to do While today’s secondary agri- And that has made all the difference. with regard to recruiting and prepar- culture students may take a different ing young people to enter careers in road from what their parents, teach- agriculture and to teach people about ers, or school administrators think agriculture. The majority of the stu- they might, they are in fact, today’s dents in our classes who will work traditional student. As we think about in agriculture and be consumers will what we teach and how we teach it, as continue to not come from farms and well as what we do in FFA, and how will have increasingly less produc- we structure work-based learning, we tion agriculture experience. So, are must keep in mind who our audience they really non-traditional? is and not how we remember who Dr. Ryan Foor is an Assistant Profes- they were. Perhaps we, as a profes- sor of Agricultural Education at the In preparing for this issue of the sion, including teachers, stakeholders, Agricultural Education Magazine, I University of Arizona.

March April 2014 5 THEME ARTICLE Traditional View of Non-Traditional by Tyler Grandil community (with an accompanying percentages of production students high school and agricultural educa- enrolled in agriculture classes have he term non-traditional is tion program) experiencing an all perhaps dropped over the years, but one that is used frequently too rapid change in industry. What not out of proportion to the drop- in educational circles as a once were cotton and cornfi elds have ping number of farms and ranches in Tmeans to track where we turned into small factories and me- operation. The way non-traditional are versus where we have been in dium sized businesses. Perhaps the students are labeled and evaluated re- serving our “core” student popula- agricultural education program, see- mains as it has for the past 20 years. tion. Almost every educational dis- ing the change on the horizon, was cipline has a non-traditional class of reevaluated and curriculum needs A more signifi cant shift in the ag- students and agricultural education is changed from a fi eld crop based pro- ricultural education environment in no different. It seems to be a bit of a gram to landscape maintenance and recent years however, is the teachers. dichotomy for us though, as on one design with a little bit of biotechnolo- In the past two decades we have seen hand having more non-traditional gy sprinkled in. The farm has left the a steady and inexorable decline in students seems to indicate that we are school, but the school is still teaching the number of teachers (especially in losing our base and leaving our best agriculture. rural communities) who grew up on farms. Currently it is not uncommon to have young teachers from urban and suburban backgrounds taking po- We need to focus on what our sitions in rural communities teaching agricultural education. Is this a prob- students can be. lem for us? In recent history, what was taught in those rural schools would have mostly focused on the in- tricacies of more effi ciently running traditions behind us, and on the other In this case there are not issues a production agriculture operation. hand we can be penalized (at least of irrelevancy of the curriculum, Now, the focus is on manageable monetarily) if we are not serving poor teaching practices, or apathy classroom-based projects and the in- what are considered to be our non- towards the industry of agriculture. tegration of biology into the curricu- traditional students. There is just a change in situation that lum. Still agricultural education, and caused the demography of students to in many cases still with a production For us in the agricultural educa- change. In cases like this the advent twist, is not the way it was done just tion community, the issue of non-tra- of non-traditional students is not nec- a few short years ago. The latest crop ditional students was upon us before essarily a problem. Just as the true of teachers are at least a generation we really began. World War II cata- educator teaches students and not the removed from the farm and their les- lyzed an already moving and morph- curriculum, our purpose and presence sons are given with just a little less ing agrarian society to an industrial is for the students who are in front of “been there, done that” fl avor. society and with it a downward popu- us at this moment, not the memories lation base of farmers (and farm stu- of the ones that were here 10, 20 and Surely though our students are dents). With these factors alone, it 85 years ago. changing. Surely, we are facing some seems rational to see why there has sort of shift away from the agricultural been a steady decline of production- The new non-traditional education students we used to know. based students in our agricultural Indeed. But it isn’t necessarily in the education classrooms, there are just There is really nothing new about way that most are thinking. In recent fewer of them out there! non-traditional students in our ag- history non-traditional seems to want riculture classrooms. In the begin- to take on a new meaning. The real Additionally, in states where ur- ning of vocational education not all non-traditional student is the one that ban sprawl is present, an all too com- production students took agriculture was born in the Millennial genera- mon sight is a historically agrarian classes or were involved in FFA. The tion. The phenomenon of a changed

6 The Agricultural Education Magazine student. support, and love. The great teachers So, what’s understand that a pat on the back and the solu- an arm around the shoulders changes tion? Even lives in their young students. though we have more Once we have control of the access to classroom, then we can focus on how more tech- to love and care for the students (and nology than the resulting trust that comes from we ever that). Then we can utilize this gen- have, the eration’s non-traditional nature in our solution favor. Now more than ever students is as “old are ready to take the knowledge and school” as information they have received and ever. Re- use it to help create their future. Stu- cruiting, dents today want to be participants retaining, in their education rather than silent subjects in the classrooms of yester- Agricultural education programs incorporate numerous non- engaging day. With the teacher prepared and traditional areas of study. Students from Cabell Midland High and sup- in control and with an eye completely School (WV) maintaining their aquaculture project. porting stu- dents from understanding what today’s student is all walks of about…that participation can happen. mindset that is held by this new gen- life still (and ever will) lie with the eration is one that seems to have per- Having non-traditional problems responsibility of the teacher. Intense meated all facets of socioeconomic in education is not necessarily a prob- organization, passion, and drive are status, demography, race and gender. lem. In fact, education quite often is the things that attract students. True, Due in part to unprecedented access at its peak when interested parties are there are more barriers and distrac- to the Internet and changing nature in exploration of new solutions to tions than before. And yet, visits of television, today’s young people changing problems. This is the na- to the modern day classroom where are exposed to situations and thought ture of education, agriculture, and, great teachers have found a way to processes that normally wouldn’t in- let’s face it, our own lives. As those deal with these challenges, proves troduce themselves until later (some- interested in helping raise up the next that the person at the head of the times much later) in their lives. The generation of students, let’s put aside classroom can breach barriers and exposure to this information creates what we think it should be and focus reach students across the spectrum. an artifi cial sense of intelligence and on what our students can be. In so false sense of wisdom among young Alongside the superior teacher’s doing, we will make the concept of people. Superimpose this paradigm ability to manage the classroom and what is traditional or non-traditional shift into the classroom and we begin engage students is her or his ability irrelevant. to see the real challenge that teach- to show sincere interest in students. ers are facing with regard to the non- Now more than ever students need traditional student. the positive reinforcement from someone in authority. It is a great The only real remedy to fi xing non- and grave mistake to accept the ac- traditional cess to information that students have Whether it is non-traditional the today with their ability to understand way we have traditionally viewed it and incorporate it. This false sense of or some sort of moving target version wisdom and maturity essentially puts Tyler Grandil is an Education Pro- of the notion, it is safe to say that the students more at risk of making fool- gram Specialist for the Arizona De- work of the educator (and especially ish mistakes if left unguided. Even partment of Education and serves as the agriculture teacher) is never done. though many times their personas the Executive Secretary and Execu- In fact, the whole notion really could indicate otherwise, today’s youth are tive Director of the Arizona Associa- be renamed to the non-interested yearning for acceptance, guidance, tion FFA.

March April 2014 7 THEME ARTICLE New Students in Rural Education by Davida Molina much different from me when I was A few years ago a local Farm Bu- in high school. Students with various reau representative, who had judged was fortunate to grow up in rural ethnic backgrounds can be found in our state public speaking contest, ad- America. My graduating class the agricultural education classroom. dressed our teacher organization stat- had 27 students and we knew Many of the students live on a farm ing that there were several false state- I everything about everybody. or ranch; and there are students who ments made in the students’ speeches. The high school was surrounded by do not appreciate the agriculture in- As embarrassing as it was for us to quaint homes with well-manicured dustry because they cannot see the hear, I knew it was my responsibility lawns. Farms, feedlots, and small direct benefi ts it provides to their to become more proactive in address- cattle and horse ranches encircled our community. There is a generation of ing the misconceptions of agriculture community. students who are illiterate in agricul- with my students, even the rural ones. ture production; technology has pre- That was 16 years ago. Thanks The consistent use of technol- to the positive experiences that my sented new challenges, students have a different perception of work, and ogy has developed a generation of agriculture teachers provided for my students who want answers now. classmates and me, I now have the their decisions are largely focused on themselves. For example, after our state Flori- opportunity to teach in a similar small culture Career Development Event this past fall, my students texted me all weekend wanting to know the re- It is up to the students’ role mod- sults. They did not consider that the event was held on a Friday; therefore, els to show them how to learn and we would not receive the results un- til Monday. The various social me- educate others about the agriculture dia applications, such as Facebook, Snapchat, and Twitter, have created industry. constant distractions for our students. It is too easy for students to waste an hour on Facebook, when they could be preparing for the national Extem- town, surrounded by picturesque The differences that have been poraneous Public Speaking event or homes with desert landscapes. Crops perceived in today’s rural agricultural updating their record books. irrigated by pivots and cattle ranch- education students are ones that may es can be seen as one drives along be similar to students who live in the Even with the hurdles that pro- the highway. The 2014 graduating city. Even though many of our rural gressions in technology have creat- class has 25 students. Not much has students have some connection to the ed, there are several benefi ts. When changed, or has it? agriculture industry, they do not al- the students have a question about a ways have a personal association to breed of cattle they see on the way to Students in our rural schools face National FFA Convention, they can many of the same challenges they did agriculture. Economies of size have taken most of our small family farms complete the research on their phones. 10 years ago. The active students Technology has also fostered a differ- struggle with time management due away. Farms are very rarely passed down to the next generation, there- ent type of relationship between the to their involvement in sports, band, teacher and students. Since the stu- student council, youth group, and fore there is a vast disconnect be- tween the understanding of food pro- dents have grown up with computers, FFA. When school is not in session, cell phones and iPods, I frequently teenagers strive to fi nd activities they duction and our students. There are aggressive organizations that use the request their help with technology is- can be involved in without causing sues. Social media applications also trouble. media to tell the public about the hor- rors of animal production and genetic offer a way for FFA members to con- Today’s rural agricultural educa- engineering and many of our students nect state and nationwide, and serve tion students do not appear to be that believe these accusations to be true. as an effective recruitment tool.

8 The Agricultural Education Magazine When I was in school in the nine- not understand that equal opportunity reau, in 2012, 64% of children age ties and a teacher asked a student to does not translate into equal results. 17 and under lived with two married complete a task, they did it. Not be- Most teachers provide the same op- parents, down from 77% in 1980. cause they wanted an A or to score portunity to every student to earn an Now, even if the student lives with brownie points with the teacher, but A, to attend a fi eld trip, run for chap- both parents, 60% of the mothers and because the teacher was the boss. ter offi ce, and participate in all FFA fathers have full time jobs, accord- Today, many students only complete activities. However, only a few take ing to the Bureau of Labor Statistics. tasks that they want to fi nish. Teach- the initiative to take advantage of Students have less time with their pa- ers must relate the new content to the those opportunities. Many believe rental fi gures and therefore lose the students’ needs or interests in order they are entitled, instead of under- values that are taught at home. The for the students to want to learn and standing that they must earn. school system is expected to educate complete assignments that tie into the children in proper manners, what is new knowledge. Many students to- In a world that is better connected right and wrong, and how to respect day do not see the benefi t of working than it has ever been before, today’s others. outside, planting a garden, removing students do not understand a sense of weeds, cleaning stalls or installing ir- community. Community service is Even with the societal changes rigation. In their minds, someone else an important aspect of our agricultur- that our students have embraced, I do will fi nish the task. It is rare to fi nd a al education programs, yet, in order believe that they are the future lead- student who is self-motivated enough to motivate students to conduct com- ers in the agriculture industry. Stu- to turn in their best work most of the munity service activities, the students dents today, just as I did, will rise to time. Students will typically do want to know how it will benefi t them. the expectations their teachers set be- “just enough” to pass or to obtain No matter what the decision may be, fore them. It is up to the students’ role an A. Often students will expect the today’s students do not understand models, who often are their teachers, teacher to give them a grade just for that the decisions they make infl u- to show them how to learn and edu- showing up. The students seem to ence many of the individuals around cate others about the agriculture in- feel that they do not have to work as them. I now tell my students that we dustry, effectively utilize technology, hard for a good grade; by completing must have at least six FFA members develop a work ethic that will enable an assignment, they should receive on a career development event team them to succeed in their careers, and an A, no matter how incorrect the in- instead of four, even though the rules to embrace a passion to serve and formation may be. Students also do say a team consists of four individu- help those around them. As we con- als. Too often, one student will quit tinue to work with an ever-changing the team generation, consider this quote by because it Huston Smith, “The most powerful is too hard moral infl uence is example.” to study, or because a baseball game is on the same day as the state event.

Many of these chang- es could be attributed to the chang- ing family structure. Davida Molina is the Agriculture Agricultural education programs often include the opportunity for According Teacher and FFA Advisor at Valley students to use their knowledge and skills in community service to the U.S. Union High School in Elfrida, Ari- activities. Students from Tyler Consolidated High School (WV) Census Bu- working on a landscaping project. zona.

March April 2014 9 THEME ARTICLE The Power of Applied Connections for Today’s Agriculture Students by Andie Tanner Development Events (CDEs), had rafters. Writing a resume and writing multiple Supervised Agriculture Ex- thank you letters to sponsors required s a freshman entering high periences (SAEs) and eventually held profi ciency in English and writing. school, I had no idea what a chapter offi cer position. I love my In my agriculture classes, the words to expect. Everything be- high school because of the agriculture “math” or “English” were never men- Afore high school was laid program and my agriculture teachers. tioned. Somehow, my teachers snuck out in a nice simple path. Up to that They cared about me and the choices the other class content into their own point all I had to do was get on the I made. They took sincere interest in classes and I loved it all. I spent more bus in the morning and leave on the my projects and education and were time within the walls of my agricul- same bus after school was through. always there for questions, concerns, ture program than I did at home. I In high school, I became responsible and support. The unfortunate conse- cherished my relationships, my for choosing my own classes and quence of having two great agricul- growing knowledge base, and the un- deciding where I wanted my educa- ture teachers was that I didn’t see the intentional fun of learning. FFA and my agriculture classes are what I re- member the most about high school. My agriculture teachers helped build One aspect of that sets agriculture me into the person I am today. classes apart from other classes is During my junior year of high school, I interviewed with a local the application of knowledge. electrician who was looking for an entry-level worker. He liked my at- titude about work and my resume. point in my other classes or teachers. Soon I was working 20 hours a week tion to take me. After talking with I wasn’t using the knowledge from during the school year and 60 hours my parents and consulting my high the other classes, so why should I at- a week during the summer. I worked school academic advisor, I decided to tend them? My agriculture classes in various settings, using my leader- take an introductory agriculture fab- were all of the subjects wrapped into ship skills from FFA and career and rication class. Within the class de- one. English was typically reading technical education from my agricul- scription was the promise of learning fi ction and writing about my feel- ture classes to excel in my position. welding techniques and wood con- ings, math was calculating how many After two years on the job, I had my struction skills. I was sold. This class cantaloupes I could buy for $42, and own crew of eight people working appealed to my inner desire to work gym class was just an excuse to throw together like a fi nely tuned machine. with my hands and build stuff. Also, things at other people. We were responsible for remodeling it was not biology. Taking the intro- the electrical work in several Phoenix ductory agriculture class sparked an Agriculture classes brought all area resorts and motels. Once again, interest and led me down the path of of my classes together (except gym I found my passion was working with taking every agriculturally related class). Calculating how much mate- my hands and applying the knowl- course that was offered at my school, rial I needed for a specifi c job or proj- edge I acquired from my boss’s train- including biology. ect required fi nding and comparing ing and my time spent in the shop in the pricing of materials and the use high school. In addition to my agriculture of algebra and arithmetic. Trigonom- course work, I was a proud and active etry became useful when needing to After fi ve years of electrical member of the FFA chapter. I loved fi nd angles for a project and the Py- work, I decided that construction was being around people who shared my thagorean theorem made sense when not the career for me and decided to love for both agriculture and work- squaring or fi nding the elusive hypot- pursue a degree at the University of ing. I competed in several Career enuse when constructing doghouse Arizona. Initially, I pursued a degree

10 The Agricultural Education Magazine in electrical engineering but after classes and I some refl ection on my history and believe it is passion, I switched my major to Agri- what brings culture Technology Management and students Education to become a high school there to- agriculture teacher. day. There is more to Last year, I completed my stu- teaching dent teaching experience at Chandler than simply High School in Chandler, Arizona, standing in with a veteran agriculture teacher at a front of the renowned agricultural education pro- classroom gram. My course work throughout and talk- my undergraduate career was intense ing or read- and in-depth, covering the practice of ing from a teaching, teaching and learning styles, book. Stu- and how to engage students. It also dents are prepared me for classroom manage- not interest- Today’s agricultural education programs are fi lled with opportu- ment, lesson plan writing, and student ed in hear- nities to “apply” knowledge and skills in hands-on applications. interactions, but it did not prepare me ing talk day Students from Cabell Midland High School (WV) applying their for the effect teaching would have on after day,. skills in fl oral design. me. The experience altered the way I They want heritage and legacy of American ag- view education and the youth of this to be doing something and applying riculture. This can be accomplished country. The never-ending curiosity their knowledge. This application through hands-on learning that will and desire to learn from my students helps them bridge the content of text take place inside and outside of the helped me appreciate their views, books and reading into something classroom. Through FFA and agri- opinions, and their characters. I en- real and tangible, and eventually cultural education, I hope to aid my joyed teaching them and more impor- they will make the connections to students in becoming successful in- tantly, I enjoyed learning from them. everyday life. Without application, dividuals in whatever profession they I constantly analyzed and critiqued the knowledge will be lost. Helping choose to pursue. my teaching style to better suite the students make connections between learning styles of my students. In complex subjects and everyday life doing so, I built relationships with allowed me to witness “ah-ha” mo- them and got to know many of them ments regularly. When the classes on a personal basis. I also traveled would go out to the land lab farm or with the FFA chapter allowing me into the shop and apply the knowl- the time to get to know students who edge from the classroom, it felt to me were in other agriculture classes that like it completed a circuit for the stu- I did not teach. I loved their eager- dents. Watching those students learn ness to learn and work and I couldn’t from me and apply the knowledge help but refl ect on my experiences in was a great experience that I will high school and remember how much never forget. I formed a great rela- of an impact my agriculture teachers tionship with my cooperating teacher had on me. and learned things about teaching During my student teaching ex- that can only be learned from a vet- perience I thought of the dislike I eran teacher. had for non-agriculture classes. One As a future teacher of agricul- aspect of agriculture classes that set ture, I hope to aid students in their Andie Tanner is currently pursuing a them apart from other classes is the journeys through high school and Master of Science degree in Agricul- application of knowledge. The appli- better prepare them for life. I also tural Education at the University of cation is what sold me on agriculture hope to expose students to the rich Arizona.

March April 2014 11 THEME ARTICLE City Boy to Chapter FFA President by Dalton Delia down my classes for my fi rst year of a Greenhand Conference. Then came high school, I came across that paper the opportunity for me to compete in hopped off the bus and was with the agriculture classes listed that a Career Development Event (CDE). greeted by a small group of high I received when I visited the program I was told all I had to do was memo- school students screaming and earlier that year as an eighth grader. rize fi ve paragraphs, say it in front of I cheering in my face. I was an One thing that caught my eye was I a few judges, and I’d be competing eighth grader and it was my fi rst time could get a science credit for taking in the Creed Speaking CDE. On the visiting Highland High School. I the Applied Biological Systems class day of the event I was a little nervous was there for a fi eld trip to visit the and a vocational education credit for because I had never given a speech in agriculture department. As I looked taking the Agriculture Engineering public before. I went in to the contest around, I saw all kinds of plants and class. As a freshman, I was the type room, and as I stood in front of the animals, and even some students who wanted to get out of high school judges, I totally forgot the fi ve para- welding metal; there were stations as fast as I could, so I signed up in graphs I spent so much time memo- set up all around the shop to give us a hopes that taking those classes would rizing. I couldn’t believe it; I could taste of agriculture. The eighth grade put me ahead of the game. not remember the fi rst two words of visitors, me included, were split off the FFA Creed, “I believe!” Disap- pointed after not being able to fi nish the Creed, I made my way to join my chapter for lunch. Once I met The best way to understand is by my fellow chapter members my atti- tude changed. Everyone was talking, going out in the fi eld and learning playing games, and having a good time. I’ll never forget the afternoon from the mistakes and successes of I spent after the Creed Speaking CDE because that is when I fell in love your work. with FFA. I spent the previous few months dipping my toes in the water, but after that day I dove head fi rst into the world of agricultural educa- into groups and herded from station Fast forward to the start of my tion and FFA. to station. Each station had a differ- freshman year. The fi rst day I walked ent activity: planting plants, petting into my agriculture classes, we re- That year I went on to become animals, agriculture trivia, and last ceived a run down of what the year Greenhand President, attended every a classroom where a few students would look like and a persuasive FFA event, and tried my hardest to in these blue jackets were telling us speech on why we should join FFA. learn as much about agriculture as I about this club called FFA. This was I remember my teachers saying how, could. It was so strange to my friends the fi rst time I remember hearing “it is a great organization that teaches and family, that I, the preppy city about agriculture classes and FFA. I you about leadership, and prepares boy, became so interested in agricul- didn’t even know they existed! When you for careers,” but being a typical ture and FFA. The reason agriculture we left we were handed papers giv- freshman boy, all I heard was that if fascinated me so much was because ing us the names of the agriculture I signed up I got free food and extra of the way agriculture helps and pro- classes to sign up for in our freshman credit. Go fi gure, that’s what got me vides for people. I never realized year of high school. hooked. A couple months down the before how much agriculture affects road I was really enjoying my ag- everyone’s lives and how much soci- I was your typical city kid, never riculture classes and being part of ety depends on it. I wanted nothing having heard about agriculture before, FFA. By that point, I had learned a more than to be a part of that effort to and so initially, I was not interested lot about agriculture, went to a few help people. I continued my career in taking an agriculture class in high chapter meetings, and even attended in agricultural education and FFA all school. When it came time to write

12 The Agricultural Education Magazine the way through my senior year of ers are the most important factor in taking an agriculture class, impacted high school. Over the years I raised the development of students in agri- by my high school agriculture teach- lambs, competed in multiple CDEs, culture programs. I have noticed that ers and how they taught. went to the National FFA Convention some of the best agriculture teachers twice for Agriscience Fair, found my are those who really care about their passion for agricultural education, students and approach their lessons in and served as Chapter President my a unique way. When I was in high senior year. school, both of my teachers were fi rm believers in hands-on experience and When I graduated, I wanted to so most days I was in the mechanics serve FFA and the Arizona Associa- shop or at the land lab learning a new tion by becoming a State FFA Of- skill. Experience is the best teacher fi cer and took the opportunity to and the best way for students to really run for a position in the summer of grasp what they need to learn from a 2013. Over the last eight months I lesson. I see value in learning in a have had the amazing opportunity to classroom, but I think the best way to serve as a State Offi cer. I have been understand is by going out in the fi eld Dalton Delia is the Arizona Associa- able to help students and be an advo- and learning from the mistakes and tion FFA State Treasurer. He was a cate for agriculture in ways I could successes of your work. student at Highland High School, in never have before. I’ve really had an advantage to see many different One of the biggest factors why I Gilbert, Arizona. Gilbert is part students and programs with many loved agriculture classes was the op- of the Phoenix metropolitan area different interests in agriculture. It’s portunity for application of what I with a population over 200,000 always interesting to hear stories of learned to a real life situation. I be- people. Known in the early part how students got into agriculture and lieve that is what separates agricul- of the 1900s as the “Hay Shipping what their passions are. I fi nd a lot of ture programs from other classes. My Capital of the World,” today, Gil- the time it starts with their agriculture life as a suburban high school student bert is a rapidly growing subur- teacher. I believe agriculture teach- took a different direction because of ban community.

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Theme Editor: Andrew Thoron, Ph.D. Theme Editor: Jon Simonsen, Ph.D. Assistant Professor Assistant Professor Agricultural Educ & Communication Agricultural Education College of Agricultural & Life Sciences College of Agriculture, Food & Natural University of Florida Resources 307C Rolfs Hall University of Missouri PO Box 110540 125A Gentry Hall Gainesville, FL 32611-0540 Columbia, MO 65211 Email: athoron@ufl .edu Email: [email protected] Phone: 352-294-1992 Phone: 573-884-7375

March April 2014 13 THEME ARTICLE Introducing Today’s Intrinsically Motivated Students by Ashley Haller tering heat and scalding sun. Many of the students, whether from a farm kids who were brought up in the rural or town, had suffi cient knowledge s a recent student teacher lifestyle of hard work sought to fi nd a about greenhouses. Greenhouse and it has become clear that different life than that of their parents. hydroponic agriculture knowledge is the traditional agriculture Often, as I observed in my recent benefi cial for all students to know. Astudent is changing. The teaching experience, you fi nd that Projects can be extremely simple start of each new year brings more the rural agriculture lifestyle skips a from a wick system in a bottle to a knowledge, technology, innovation, generation. New technologies have full-fl edged greenhouse operation and experience into the agriculture brought new ways to accomplish dif- with an elaborate hydroponics sys- fi eld. The traditional farmer has fi cult tasks. With the motto “work tem. transformed into a GPS coordinate smarter not harder,” descendants of reading, weather app watching, mar- traditional agriculturalists are starting It is important as agriculture keting guru. Farmers now keep up to get back to their roots. teachers that we are teaching subjects on their Twitter feed in order to keep that are relevant to our students. For in touch with their clientele and keep It is surprising that in many rural example, in southern Arizona there is track of trends. Ranchers, although towns, there remains a large popula- less need to teach forestry and more many still cling to traditions, now tion of students unaware of how much need to teach hydroponics and dairy have new technologies that help track agriculture impacts their lives. The production. Units should tailor di- their cattle and their grazing patterns. small towns are no longer solely com- rectly to community needs. In many classrooms there is a disconnect be- tween what is being taught and what Teachers must be genuinely in- students need to know. When creat- ing the curriculum for today’s stu- dents ask yourself, “What does the terested in the units being taught in community and surrounding area need in a graduate? What knowledge order to spark interest in students. will make my students successful in the workforce?”

Quads and helicopters are overtaking prised of students with background New technologies are the future the original horsepower. Southern in agriculture. I had many students of agriculture and our students; we Arizona’s rural agriculture is chang- whose Supervised Agricultural Expe- need to make sure we are fully edu- ing. rience was watering the houseplants cating ourselves on all the changes or mowing the lawn. Less than half happening around us so that we can Students who once sat in Ari- of the students in my classes had ex- build our agricultural education pro- zona’s rural agriculture classes were tensive knowledge of the surrounding grams to their full potential based on completely immersed in all differ- agriculture in the area. our stakeholders’ needs. As teachers ent types of agriculture from dairy to we are leaders, we must take risks in cotton farming. Agriculture has be- New ventures in agriculture our curriculum planning, be innova- come more focused in recent years. arose with the refi nement of the tive thinkers and trustworthy. Along Agriculturalists pride themselves on greenhouse and hydroponic systems. with our advisory board, we must re- being at the top of their specialized These innovations shed light on how view our programs to keep them on fi eld. Additionally, many families to bring new technologies into rural track with growing community needs. who want to stay in production ag- classrooms as well as city agricul- We must teach in a way that lets stu- riculture need to have a secondary ture classes. This was the topic that dents apply their new knowledge. As source of income. sparked the most interest among my agriculture teachers this comes easy students. Despite having one of the for many of us. Helping students feel Traditional Arizona agricultural- largest greenhouse operations in the like they have a part in their learning ists spent many long days in the blis- United States in our back yard, none is more taxing. Some call this gen-

14 The Agricultural Education Magazine ing unit and them responsibility. For example, if were learn- you have a greenhouse, managers are ing mate- important for successful greenhouse rials and operations. A task, such as testing pH tools. He balance, may be given to an extrinsi- didn’t have cally motivated student. Over time, a care in the as the greenhouse manager, the task world about will become important to the student the content and integrated into their daily work. knowledge The student manager will recognize I was try- the importance of the task. Now the ing to teach task has become intrinsically driven. him. He did In my class, students were given the not see how responsibility of watering plants. In it could im- the beginning it was a chore and they pact his life did it to avoid consequences. By in any way. the end of the unit, they watered the Agricultural mechanics are a vital component of agricultural edu- Finally we plants because it was their job and cation. Students from Ravenswood High School (WV) are learn- were in the they took pride in it; the task was in- ing the setup of an arc welder from Trevor Cummings. shop and tegrated into their daily lives. everything Once we understand how stu- eration of students the “Millennials.” started to They move much faster than previ- dents and generations are evolving, fall into motion. First we cut and we can adapt our agricultural educa- ous generations with the Internet at glued PVC, then we soldered copper, their fi ngertips and a device in their tion programs to them. Also, with and by the time we got into the third the understanding of stakeholder hand at all times. They carry around material he was hooked. He took smart phones, tablets, and computers needs, we can have more success- the most interest in threading steel ful programs. Teachers must also be in class. One trait of this generation pipe. He was a strong kid but also is they believe doing is more impor- genuinely interested in the units be- had fi nesse. He was able to start the ing taught in order to spark interest tant than learning. They get satis- thread and easily remove burrs. He faction from results and actions, not in students. Southern Arizona’s ag- then moved on and taught all the girls riculture and students are changing necessarily from the learning of new how to thread pipe. Soldering cop- knowledge. As teachers we must and programs need to keep up with per went very well also. All the stu- new trends. I bet this is true across understand these characteristics and dents were so excited to see what this adapt to changing students. the United States. With all these new subject knowledge could do for them. tools at our disposal, we can prepare If students need to see results Shortly after that unit, the same stu- successful well-rounded, up-to-date in order to be satisfi ed, we need to dent who initially had no interest agricultural education students. follow suit. We can teach them the came into class one day thrilled. A knowledge about plant growth and water pipe at home broke and he then successfully grow plants. We fi xed it for his mother who was proud can teach them about concrete and of him for what he could do. These then create concrete benches. Let students were able to see results from students take ownership in their what they learned in class and that learning. made the information important to them. This creates a more intrinsic In my sophomore class, I had one desire to learn. student in particular who had very lit- Ashley Haller is a Master of Science tle interest in agricultural mechanics. Students who are intrinsically student in Agricultural Education at He only wanted to be in agriculture motivated are said to be more suc- the University of Arizona. Her stu- classes so he could be an FFA offi - cessful learners than extrinsically dent teaching experience was at Will- cer. We were a week into our plumb- motivated learners. Let’s tap into cox High School, which is in Cochise their internal motivation by giving County.

March April 2014 15 THEME ARTICLE Tips for Working with Today’s Students from the Student Point-of-View by Taylor Rogers Tip #1: Be relatable and get to I present to students about Arizona know your students. FFA. At fi rst, most students were am Taylor Rogers, a freshman very hesitant to speak and answer the at the University of Arizona Throughout the year, you will be questions we ask during leadership studying Agribusiness Eco- traveling all over the state and coun- activities. However, it seemed that as I nomics and Management. This try with many of the same students. soon as I took interest in what they year I am serving as an Arizona As- If you have somewhat of a personal were working on, offered my help sociation FFA State Offi cer. Over relationship with your students, then for an idea, or asked them a little bit the past six months, I have traveled you are going to get along a whole about their SAE project, they opened across the state helping high school lot better. Participating in FFA dur- up and were much more engaged and students discover the opportunities ing high school, I was able to go to friendlier towards me. It still amazes of being an FFA member through numerous state and national FFA ac- me what taking a little bit of interest can do. If a student is passionate about Tip #3: Be approachable. As a high school and college wanting to pursue an idea and they student there are always a couple of teachers and professors who seem have the support of their advisor, intimidating. Even when I am strug- gling with a certain class, I feel like I they can succeed. cannot talk to them. One professor I had last semester came up to me al- most every day of class, gave me a leadership conferences, events, and tivities with my advisors. They were handshake, and said, “Hey Taylor, chapter visits. Serving as a state FFA the only teachers I ever had in high How’s it going?” By him saying offi cer has been very rewarding and school whose phone numbers I had hello to me automatically made me a growth experience that will last a in my phone. This was necessary for feel more comfortable asking him lifetime. Through my facilitation ex- going on trips in case I was separated questions, speaking up during class, periences, I have seen how students from the group. My advisors knew and not being afraid to ask him for learn as I help them discover their my family and who my friends were. extra help on projects during his of- leadership potential. These experi- I felt comfortable enough with them fi ce hours. ences have given me a chance to see to ask them for advice with anything Tip #4: Think outside the box: the classroom from a different point I needed related to FFA or school. By Make learning about agriculture of view and helped me realize what them taking a little bit of interest in exciting and adventurous. works when working with students. my life, my trust for them immedi- From visiting many high school ately grew. This task may be hard to accom- classrooms, I have also been able to plish at times. There are some les- see successful agriculture teachers Tip #2: Show You Care. sons that require a textbook and note at work. Throughout the year I have One of my wonderful profes- taking. But here and there, it is ok to compiled a few tips as a facilitator sors last semester, Dr. James Knight spice things up. In high school for the and from observing teachers. These from the University of Arizona, al- fi rst six weeks of school we had “FFA tips, written from the student per- ways says, “Students don’t care how Friday” where we played Minute to spective, can be useful for teachers much you know until they know how Win It type games that incorporated when working with today’s agricul- much you care.” While going to dif- agriculture facts, FFA knowledge and tural education students. ferent high schools as a state offi cer, FFA opportunities, during the class

16 The Agricultural Education Magazine period. These activities excited my were forewarned about the conse- plan FFA week one year, a new idea classmates and me about FFA and quences for almost all scenarios. was thrown out that we host a Spe- helped us look forward to Fridays in cial Olympics Rodeo. Some of the agriculture class. One of the perks of Tip #7: Make sure you have a good chapter offi cers were very skeptical being an agriculture student is engag- support system from your school about working with students from ing in hands-on activities in class; see staff, parents, and local commu- the special education program. With where you can engage students in dif- nity. the support and encouragement of ferent ways. Some of the best and most thriv- our advisors, we were empowered to follow through with the new idea Tip #5: Give students incentives. ing agriculture programs I have vis- ited were not the biggest and most and coordinated a day that ended up If students are given an incen- popular programs but were the pro- being a huge success. Not only did tive, they are much more likely to do grams that had outstanding support. we get the chance to share FFA and something for you, as I am sure most The only way that members from my Arizona agriculture to a new group of teachers know. For all of our chapter home FFA chapter were able to attend students, we were also able to make meetings, activities, fundraisers, and the National FFA Convention all the new friends and form a bond with an- state and national events, students way across the country was because other program on campus. It was an were rewarded with leadership points our school principal and administra- FFA Week event to remember in our depending on the activity. At the end tors understood the value of FFA and school. of the year, the students who earned what it did for us as students. Anoth- My FFA advisors are the people at least 500 leadership points were er example where community sup- who inspired me to study in college. able to go on an expense paid camp- port really came into play was when Out of all the teachers I had over my ing trip with the rest of the chapter. our chapter hosted our annual Home- high school career, I know that I will For fundraisers, the class or student coming Steak Fry Fundraiser. Nearly always remember the names of my who raised the most money was ei- everything from the food and decora- agriculture teachers. They personally ther rewarded with gift cards or a tions to the student workers’ time was made a huge difference in my life. class food party of their choice. Not donated. On top of that, there were My hope is that agriculture teachers only did it raise student morale and always nearly 1,000 people who pur- understand how much their students create a little bit of friendly competi- chased a ticket because they, too, un- look up to and admire them. Let tion, incentives also helped my advi- derstood the importance of keeping these tips serve as a reminder for how sors by seeing that their students were our chapter going and what it meant wonderful agriculture teachers are to engaged and willing to help out the to our students. If you have a strong the future generations of agriculture chapter. support system standing behind you, students. you will be surprised at what you can Tip #6: Make the rules clear so accomplish. there are no questions about expec- tations. Tip #8: Support ideas that are stu- dent driven. By setting clear expectations, there is less chance anyone will be I know that a lot of student-gen- surprised by anything that you do. erated ideas cannot be supported be- As far as grading or classroom rules, cause some are completely unrealis- it was always very frustrating for me tic. But even if there is an idea that to have an inconsistent teacher. I al- is just a little “out there” or different ways knew what the rules were in my than what is normally done, give it a agriculture classes. My agriculture shot. If a student is passionate about Taylor Rogers is an at-large Vice teachers made very clear the safety wanting to pursue an idea or project President of the Arizona Associa- rules, cheating, and absence policies. within the chapter and they have the tion FFA. She attended Gilbert High This allowed me to know exactly support of their advisor behind them, School in the Phoenix metropolitan what I was getting myself into. It they can succeed. In high school area. While Taylor grew up around made it easier and a little more stress during National FFA week, we nor- and went to high school in a subur- free for my teachers to enforce their mally planned the same few events ban area, her family is actively in- rules because my classmates and I for that week. When it came time to volved in production agriculture.

March April 2014 17 THEME ARTICLE Because of Teachers by Lilly Webb it became evident that strategy would and rabbits, attending chapter activi- not work. As a freshman in Introduc- ties, and competing in several Career or many college students, tion to Agriculture, we quickly ap- Development Events in FFA. By par- social media can be a major proached welding in the curriculum. ticipating, there was the opportunity distraction when trying to I was so nervous to weld in class be- to meet people who had similar pas- Ffi nish a homework assign- cause I was so used to memorizing sions, yet very different backgrounds, ment or when studying for an exam. material, not doing anything with it. and to grow as person. While I am not an avid “social medi- It was in learning how to weld that I, aist,” Pinterest is a site that you can along with several of my classmates Eventually, through becoming a spend hours. There are many aspects who had similar learning styles, dis- chapter offi cer for Millennium FFA, to Pinterest, where you have the abil- covered that we really hadn’t been I realized that being involved in FFA ity to “pin” different items to virtual learning up until to the point of taking wasn’t just for me to benefi t from, my bulletin boards that you can create. this agricultural education class, but role was greater. My involvement as These pins include different recipes, simply memorizing. Those feelings an offi cer was to engage other mem- crafts and projects, places to visit, of being nervous because I couldn’t bers in my chapter so that they could and quotes and sayings. A quote that simply memorize the material were embrace all the opportunities that I recently stumbled upon on Pinter- washed away once my agriculture FFA offers. Another realization I had is that it only takes one person to get members more excited about agricul- ture and FFA—just as my FFA Advi- In taking the road less traveled, sors, Mrs. Montgomery, Ms. Gage, and Mr. Stevens did for me. And so, members create a bright path for I decided I wanted to be that person for members within Arizona FFA.

FFA. Traveling to all corners of Ari- zona as a current state FFA offi cer, it has been incredible to observe the teacher, Mrs. Montgomery, explained different agricultural education pro- est was, “Some things cross your and demonstrated how to weld. To- path and change your whole direc- grams and the students within them. day, at the age of 18 and out of high Visiting these numerous chapters, tion.” Originally, I pinned the quote school, I still remember how to weld because it sounded philosophical, but although the chapters have many better than any of the other material contrasting aspects, the FFA mem- after spending a couple of minutes re- that I learned my freshman year sim- fl ecting on it, realized that this quote bers are all in the FFA for a common ply because of the encouragement of purpose, to experience growth, learn was extremely relevant to certain my advisor to actually learn the ma- choices in my life; with one in par- premier leadership, and prepare for terial rather than my typical way of career success. It is so refreshing to ticular being the decision to take an memorizing it. agricultural education class my fresh- get to know students who either al- man year of high school. Looking backing on my fresh- ready embrace FFA, or are relatively man year, never could I have imag- unsure about becoming involved, Coming from a family back- ined that one class could change my mainly because both can relate to ground that revolves around the sheep whole future. Besides learning how how I felt about FFA during my time and cattle industries, agriculture was to actually learn in my agricultural in high school. No matter if students not unfamiliar; but the idea that it education class, that class and the op- embrace the FFA or are just getting was taught in a class was. I was the portunity to experience FFA began to started, agricultural education teach- type of student who could, for the start molding my future. It was then ers from around the state of Arizona most part, memorize information the that I began to become involved in and the nation, have a substantial im- night before a big test; however, in my FFA chapter—raising sheep, beef, pact on all students. Whether it is a my new agricultural education class, simple “I think you would really en-

18 The Agricultural Education Magazine joy this” or “You should give this a From someone who is prone to to see where this path takes these stu- shot,” agricultural education teachers worrying about the future, whether it dents and the future of agricultural have the ability to truly infl uence and be what I want to do when I am old- education next. involve FFA members and students. er, or if I am going to do well on my After hearing these simple phrases next English essay, I have complete countless times while visiting FFA faith in today’s FFA members in con- chapters across Arizona, I have seen tinuing their enthusiasm, handling more and more FFA members (both adversity, and serving as a new gen- those with complete dedication and eration of leaders. While beginning those with complete uncertainty) something new or joining a program dive into becoming involved in FFA. completely foreign may be daunting What is even more heart-warming at times, members continually step than hearing these phrases from ag- up to the plate. FFA members step ricultural education teachers, is what up to the plate thanks to the support agriculture students ask their teach- and wisdom of current and past ag- ers, “Hey can I try this?” and the re- ricultural education teachers! Even Lilly Webb is a freshman at the Uni- sponses like, “We can defi nitely give though members may be intimidated versity of Arizona, majoring in micro- it a shot.” Arizona FFA members are to journey into activities they have biology. She went to high school at so inspiring when it comes to becom- never done, or talk in front of a room- Millennium High School, in Good- ing involved and trying new things, ful of classmates, they continually year, Arizona. Goodyear is part of and I began to realize throughout vis- take the road less traveled by many the Phoenix metropolitan area. Webb iting chapters that they were inspir- who are too scared to venture out. serves as the Arizona Association ing me more than I could ever help or In taking this road, members create FFA Secretary. inspire them. a bright path for FFA. I cannot wait

Teachers have an infl uence on their students in a number of ways. Caleb Smith (Ravenswood High School, WV) and Dylan Johnson (Taylor County Technical Center, WV) are learning the fi ner points of teaching during their twelve week student teaching experience.

March April 2014 19 THEME ARTICLE High School and Beyond! by Amber Hruska the industry, which led me to earn- public speaking skills, I learned about ing a Bachelor of Science degree in working hard and doing a good job; I fter graduating high Animal Sciences or, as some of my was exposed to an industry that I am school in 2007, I have city friends like to call it, a degree now more passionate about than any come to realize that many in cows. My plan of becoming an other, and I learned the importance Ahigh school students may equine veterinarian changed because of having a support team to guide me not have had the opportunities that I of my fascination of cattle which along my path. In college, I devel- did in high school. I went to a high started in my high school agriculture oped the skills of time management, school in a small rural town in Arizo- class. Without high school agricul- prioritizing, learning how and where na where we were fortunate enough tural education, my educational path to fi nd information I don’t know, and to have an agricultural education pro- would have been a lot different. how to reach out to people to get more gram. Before moving to this small involved. I was able to further de- town, I lived in the city and was heav- As a high school student, I knew velop my skill set in college based on ily involved in 4-H. I had a strong there was a need to prepare for the fu- the skills I developed in high school interest in becoming a large animal ture, but actually applying that to my agricultural education. The challenge veterinarian because I knew I wanted life was very diffi cult. It is a turning for teachers is incorporating the de- my career to be centered around hors- point in life when students are asked velopment of all those skills while es and that is the only career I knew to become more responsible, but are teaching the curriculum of the course. of that would allow me to incorporate still adolescent and don’t understand To me, there was more opportunity in that interest. I was unaware of other why certain requirements are expect- other high school classes to teach all animal-related careers until my high ed of them as they go through high of these skills to help make me suc- cessful after high school. Agricul- tural education is one avenue for all Don’t just give them the tools, of those skills to be developed while participating in various projects and show them how to use the tools and meeting course requirements. In my opinion, most students are watch as they soar. not being prepared for the real world in all high schools. We all have the core class that are a must, math, Eng- school agriculture teacher helped me school. After I graduated and con- lish, and science, to name a few, but open the door of possibilities. tinued on to college, I felt very much we are not taught how to manage our unprepared. I didn’t understand the time, prioritize tasks, and develop Like some high school students, concept of prioritization of tasks and basic communication skills. In other I had somewhat of an idea of what I lacked time management skills. I did words, we often don’t learn life man- wanted to do with my life after high so much in high school that I didn’t agement skills in high school classes. school, but the maturity to do it was realize at the time it was probably too It wasn’t until I enrolled in an Orga- not there. I was active in extracur- much and other aspects of my educa- nization Management course as an ricular activities but I was also inter- tion were suffering. I tried to carry undergraduate that I learned how to ested in spending time with friends, that over to college and participate in properly prioritize and manage proj- as most teenagers want to do with as many activities as I could. Then I ects and people. If I had developed their time. Having the support from soon realized in order to be success- more of these skills in high school I my family and teachers helped me ful in college I needed to focus on the believe the struggles I endured would stay on track to graduate high school important activities that geared more have been minimized. and go to college. towards my future goals. College gave me the knowledge Through high school agriculture, Through agricultural education that I need for my career choice but I learned about different aspects of in high school, I was able to develop it also taught me valuable skills that I

20 The Agricultural Education Magazine animals them to the project, but teachers also there is al- have to show them how to use those ways some- tools to build the box. It is important thing that to ensure that the students are being comes up fully involved with the project and and throws are prepared to complete the task. off the tim- That is how students grow and de- ing of other velop into successful adults, by doing chores. and fi guring out what is the best way This is to complete the task. when time manage- Set students up for success by ment and providing them the know-how to prioritizing do the task and then allowing them comes in to to complete it. Allow them to take play. Bal- ownership of their work and provide ancing the guidance for how they could have Quality instruction takes place in various forms. J. D. Repp pre- workload done that better, not just in the task paring students from South Garrett High School (MD) for State efficiently but also in managing their time and Career Development Events. can eas- energy spent on the task. Begin the ily be taught development of life management think need to be taught in high school, through skills in high school and more stu- specifi cally through high school agri- agriculture courses. Agricultural dents will excel with their plans after culture. Agriculture is full of people education has the natural ability to high school. Students will have the who are raised to work hard, multi- involve animals, plants, mechanics, confi dence to strive to do better be- task, and do good work. So who bet- and other types of industry to teach cause they have the skills to make it ter than agriculturists to teach high life management skills. better. Don’t just give them the tools, school students these real life skills? show them how to use those tools When I volunteer at FFA Career and watch as they soar beyond high In general, teachers are respon- Development Events in Arizona, I school. sible for providing students with an see many different types of students. education and skills that can be used Over the course of fi ve years of vol- beyond high school. Teaching young unteering, I have seen students rang- students time management is prob- ing from those who were raised in the ably the most valuable tool that can city and the only exposure to agricul- be given. Not only is it important ture is through an agriculture class, to teach how to effi ciently complete and those who grew up on a farm or tasks in a particular industry but also ranch and have been involved with how to critically think about differ- agriculture their whole life. These ent situations and overcome various events allow students to have the op- struggles. Students need to experi- portunity to learn something new and ence these types of struggles and develop new skills. However, I have have someone guide them through observed some students who were not these struggles before entering the prepared for the event, which caused real world. fear and disappointment in those stu- Agricultural education is a great dents. Students need to be set up for Amber Hruska is pursuing a Master way to teach students these tools. success. Exposing them to different of Science degree in Agricultural Ed- For example, operating a cattle ranch industries is not really helping them ucation at the University of Arizona. requires a lot of time management. develop skills. She went to high school in Snowfl ake, There are specifi c times of the year Giving students the tools and ma- Arizona, a rural community, and Gil- that certain tasks need to get done terials to build a bat box is exposing bert, Arizona, a suburb of Phoenix. no matter what. When working with

March April 2014 21 An Administrative Perspective for the New Agricultural Education Teacher by Richard Jenkins When I left the comfortable the prospective new agricultural edu- confi nes of WVU and entered this cation teacher that will assist you in currently serve as the Princi- strange new world of teaching ag- earning respect and building a posi- pal of South Jefferson Elemen- ricultural education, my blood was tive working relationship with your tary School in Jefferson County running “National Blue and Corn school administration. I am shar- I West, Virginia and have been in Gold.” All through my junior high ing my “top ten” suggestions for the this position for the last nine years. and high school years, I was an ac- new teacher from my perspective as Prior to coming to South Jefferson, I tive FFA member and served as presi- a principal and public school vet- worked for fi ve years as an Assistant dent of my local chapter (Jefferson eran with 29 years experience. These Principal at Jefferson High School, High School), regional president and opinions and suggestions are based one of the largest high schools in the the WVU Collegiate FFA chapter upon no formal research, only my life state at the time. Both of these admin- president as well. As a high school experiences. istrative positions have given me a student, I participated in all judging prospective of how the school system events and attended any FFA trips I My personal “top ten” key points functions as a whole, from kindergar- could. Needless to say, upon gradu- for the new agricultural education ten through high school. ation from WVU, I was confi dent teacher or helpful hints to build a pos- itive working relationship with your school administration: Always be a life-long learner and Always keep the lines of com- munication open with your ad- continue to sharpen your skills as ministration. Please--no sur- prises!

you move forward in your career. It is imperative that your supervisors are aware of the activities and events you have I am sure you are asking yourself, and aspired to make my mark on the planned for your program and/or “How does this pertain to me as a world! the FFA chapter. This, of course, is above and beyond the daily prospective new Agricultural Edu- I still cherish the fulfi lling and cation teacher?” lesson planning and delivery of life-changing years I spent at WVU. instruction you were trained, Prior to these administrative jobs, Those years were spent sharpen- certified and hired to teach. I was living my dream as an agricul- ing my skills in the content areas of tural education teacher in Berkeley animal production, agriculture me- I speak from experience, County, WV. Upon graduation from chanics, plant science, classroom as a principal, when I say I am West Virginia University (WVU) in management skills, teaching methods not a big fan of surprise phone the spring of 1986, I interviewed and and strategies, leadership skills, etc. calls or inquiries from parents fortunately was hired to teach agri- However, no amount of university or board office officials about cultural education at both Hedges- course work can prepare you for the something I was totally unaware ville and Martinsburg High Schools. daily rigors of the “real world” of a of in the first place. A brief e- I thoroughly enjoyed fi fteen years in public school teacher and the chal- mail or hand written note sent to the classroom and gladly accepted lenges and demands you face as an your principal as a “heads up” is and enjoyed the challenges of build- agricultural education classroom always appreciated and will go ing a solid agricultural education pro- teacher or FFA advisor. a long way in building trust and gram and a respectable FFA program support for the program and you In this article, I want to share my personally and professionally. at Martinsburg High School. thoughts and personal opinions for

22 The Agricultural Education Magazine Always bring positive public come, and they will, this respect you must be careful with your social in- relations to your school. Make have earned will help. teractions and acquaintances on the your program known in the internet. It only takes one picture or school and community. You Start your fi rst day with good class- inappropriate post to ruin the budding can never have too many ar- room management skills. You are career of a new teacher. Social media ticles in the newspaper of the their teacher, not their friend. You issues can lead to stress and heartache good things your students are are the professional. for any teacher, young or old. I would doing. Remember: When you This can often be a tough task for advise you to not communicate on so- look good, the school looks the new young agricultural education cial media sites with students. I would great. teacher, but is very important. Stu- also caution you to be very selective and limit your friendships with the First and foremost, you must re- dents look up to you as their teacher, not their friend. Please be very careful parents of current students on social member that your agricultural pro- media as well. These interactions gram is just one small branch on a that you do not “blur the lines” of this relationship. Always treat your stu- cloud the lines of professionalism. big tree. Although we all know in School administration will not toler- our hearts that our agricultural edu- dents fairly and equitably. Students will never forget the one time they ate teachers who act unprofession- cation program is the most important ally on social media sites. You have life-changing program in the school were treated unfairly and it could take years to rebuild their trust. It is also a higher standard to live by when you system, please keep in mind all other accept the job of teacher. teachers, coaches, etc. in your school very important that you look and act feel exactly the same way about their the role of the teacher. If you want to Treat your students with respect subject matter and curricular and/or be treated as a professional, act like and they will treat you in the same extra-curricular programs. You will a professional! Your walk, your talk, manner. “Students don’t care how quickly learn you are competing with your attitude and your appearance are much you know, until they know the sports teams, fi ne arts department the impressions others will have of how much you care.” and other organizations for students you and your program. in your school. From day one, you should treat If you want it, teach it! Teach ev- all of your students with respect. Therefore, it is imperative that erything and never assume the stu- Show them how much you care about you are visible in the school, that you dents know what you expect. them as an individual and they will are a spokesperson and salesperson Many fi rst year teachers make the reciprocate. Protect their privacy for your program. You must be pro- assumption that the students in their and pride and NEVER reprimand a active and an active staff member and classes know their expectations. This student in front of their peers. How participant in your school’s decision often leads to confusion for the stu- would you feel if you were the recipi- making processes. If you don’t sell dents, which leads to frustration for your program …who will? you as the teacher. Unfortunately, this continued on page 25 Earn the respect of your students’ often leads to unwanted administra- families. This will help you through tive attention. If you begin the school the tough times. year by teaching everything you ex- pect, the rest of the year will fall into From an administrative perspec- place and the administration will feel tive, this applies to all teaching disci- comfortable with you as the teacher. plines. When the parents and guard- If you can follow this one simple ians of your students respect you as step, you will have a fruitful career. a teacher, everything you do in your job is so much easier. All veteran Be careful with social media. teachers have learned and mastered In my personal opinion, this may Richard Jenkins is the Principal of this technique. As a new teacher, you be the number one concern for the South Jefferson Elementary School will want to model your behaviors af- new agricultural education teacher or in Jefferson County West Virginia. He ter those former teachers you respect- any school employee in today’s soci- served fi fteen years as an agricultur- ed and admired. When the bad times ety. We no longer live in a world of al education teacher before moving complete privacy and, therefore, you to school administration.

March April 2014 23 Student Teaching: A Life Changing Experience by Karli Feicht reduce their shop time. Nevertheless, The Stockman’s Contest was the the smiles on their faces when they fi rst after school activity I was in- riving forty minutest to laid a perfect bead or polished a melt volved and I loved working with oth- Kingwood, West Virginia, strip were so worthwhile. This ornery ers who shared a similar passion for was not how I pictured group of boys turned me into a true production livestock. I was a mem- Dspending my last semes- teacher. They challenged my profes- ber of the 2012-2013 WVU Live- ter in college. I thought I would be sionalism and my technical skills. stock Judging Team and I’ll forever taking easy classes and boosting my credit Dr. Bowdridge for preparing grade point average. I never imagined Working with a class of fresh- me for the animal science and judg- that a mere forty-minute drive would man and junior students for Agricul- ing portions of agricultural educa- take me to a new world in Preston tural and Natural Resources I was tion. I learned quickly that giving a County. I am from a small town in ru- diffi cult. The skill levels varied im- set of reasons to a judge is a lot like ral Ohio and went to a small private mensely and their agricultural back- teaching a group of very critical teen- school where academia was highly ground were extremely diverse. None agers. I honestly think that I now valued. I played sports, was in the of the students had true production want to pursue teaching because of band, and never heard of an agricul- backgrounds or developed mechan- the skills I learned from my time on tural education program. My grand- ics skills. I struggled to gain student judging trips and contests. This ex- parents owned roughly 200 acre pas- interest and I didn’t gain respect until perience changed my life and getting tured raised beef operation and this we started the MIG welding unit with to change student’s lives by helping was my only experience with produc- shop safety. Students began to realize them to learn the skills I developed tion agriculture. that to work in the shop they needed through livestock judging was a great to be a team, a well oiled machine way to pay it forward.

The Ham, Bacon and Egg show I hope that I made a positive dif- was a new experience for me. Being from Ohio we don’t have this contest, ference in the lives of my students but now I truly think we should. Not only does this event help students to earn money it also allows students to by teaching them valuable skills. follow a long-term project and gain a new appreciation for the meat indus- try. I am still fl oored that you can sell My fi rst week with my agricul- that works together to create a safe a dozen eggs for four hundred dollars. tural equipment and repair class, environment for all. Students enjoyed The experience of seeing a commu- a class of twelve junior and senior being able to work in the shop. nity work with the FFA chapter will boys, I realized my college agricul- follow me for the rest of my career. tural mechanics classes were worth I was also able to work with an their weight in gold. Even though I Agriculture II class composed of 10th, Training an Envirothon team of was well prepared I learned daily 11th, and 12th graders. This class chal- fi ve boys was the most exciting and from the students in this class. I had lenged my own knowledge of animal productive time of the week. Maybe never used a plasma cutter or con- science and developed a need to con- not in a purely educational stance ducted basic trouble shooting for tinue my own education. This group but from a life-skill and development MIG welders, but I learned to pin- of students also pushed my disciplin- class we made signifi cant strides. point frequent problems. This group ary boundaries and did their best to These students and I bonded over of students was the hardest group deny me the satisfaction of a lesson pizza or McDonalds at practice, and to teach but yet the most rewarding. completed. This class was my biggest worked away the hours of the eve- I’ve never seen a group of students disciplinary challenge while student ning on forestry, aquaculture, wild- get so riled up about a simple fi ve teaching. life, and soil skills. We developed our question worksheet, because it would fi fth topic BMPs and worked out a

24 The Agricultural Education Magazine professional presentation. The expe- talk to him for a few minutes, calm- that I would change, but in my twelve rience of working with students on ing myself down about his condition, weeks there I hope to have made a a long term project and having such and perhaps helping him a little too. positive difference in the lives of positive results, even through a tu- In that moment I realized that I had students by teaching them a valuable multuous stay at the 4-H camp, was developed such strong relationships skill or two and making life long re- extremely rewarding. with these students that I needed to lationships that I will never be able to do this for the rest of my life. Know- replace. All these things set aside, the ing that a student decided to seek out most valuable moments of my student my voice in a terrifying time honored teaching didn’t occur at school. I had me more than that student will ever a member of the Envirothon team, a know. student who’s farm I had visited, call me late one Saturday evening. I al- My life truly changed during my most didn’t answer because I thought student teaching experience. I’ve it was strange a student would call never cried so much and laughed so that late, but I’m ever so thankful I much. I truly believe that God has did. He had rolled his truck, com- called me to be a teacher and I never Karli Feicht is an Agricultural Edu- pletely breaking the frame and ren- would have realized His plan with- cation Teacher at Bloom Carroll dering the truck totaled. I had never out this placement at Preston High High School, OH. She graduated been so scared in my life; he walked School. I would never say that my with major in Agricultural and Ex- away with a few bumps and bruises, experience was perfect. There are tension Education from West Virginia but no lasting injuries. I was able to many components of the program University.

An Administrative Perspective... (continued from page 23) ent of a public reprimand by an ad- Keep your authority as the class- Know your school policies and fol- ministrator? Stop and think about if room teacher when it comes to dis- low your school policies! someone were to speak to your own cipline. child in that manner. Administrators When you are hired as a new admire and respect teachers who nur- When you are hired as a profes- teacher, you are expected to know ture and care for their students, not sional teacher, it is an expectation everything about your school. Truth- scream and yell at them. Teachers that you can manage your classroom. fully, it often takes months or maybe should never be demeaning. One of the worst things you can do as even years to learn all of the poli- a new teacher is to send every minor cies of the system. Be sure you have Be self-suffi cient. discipline issue to the main offi ce. a strong mentor you can talk openly This discipline strategy will do sev- with and learn from when it comes Please do not assume the school eral negative things for you as a new to school policy. It is always smart to system owes you anything. You were teacher. First, it will give students a ask before doing. hired as a professional to make your ticket out of your room whenever they program work with what you have in want. It will also lesson your author- In closing, I hope these ten “com- place. This is not to say you should ity and give the authority to someone mon sense” points will help you as never ask for teaching materials or else. Lastly, it puts you squarely on you enter the exciting and rewarding big ticket items on occasion. If your the watch list of your administration career as an agricultural education school administrators notice that you as a potentially weak teacher. Main- teacher. Always be a life-long learner work hard and use your resources tain your authority and handle the mi- and continue to sharpen your skills wisely, you will be rewarded with nor disruptions and you will be taken as you move forward in your career. the material things you need to make seriously when the major things need Always strive to be the best teacher your program grow and you won’t administrative attention. you can be in your profession. The re- have to ask. wards are great when you can refl ect back on those students that you hope- fully made a difference in their lives.

March April 2014 25 Student Teaching: From Lesson Plans to Blow-up Tyrannosaurus Rexes by Katlin Thorsell I tell you this because some- fi rst career choice when I gradu- thing that seemed small at the time ated from college. I played college ho knew that fi tting a has created an excitement within the softball and earned a degree in Rec- member for an FFA Washington FFA Chapter. The stu- reational Sports Management, but jacket could be so dents ran with the idea and wanted to during the fall of my senior year I Wchallenging? I was have chapter t-shirts made next year received my American FFA Degree fortunate as a member to only have to that incorporate Titus. Mr. Cunnien’s and it was during my trip to India- buy one FFA jacket that fi t me from classroom is now fi lling up with t-rex napolis that I realized I was not ready my years in middle school until I re- models. We even awarded a member to say goodbye to the organization ceived my American FFA Degree. at the parent-member banquet with that had helped make me who I was Apparently the times have changed the Titus Award, which will be given at that moment. I talked to Dr. Boone, and during my time at Washington annually to a member who displays enrolled at West Virginia University High School, I became the “go-to” enthusiasm for the FFA and bleeds and the rest is history. Like every- one else I was nervous about student teaching, but that nervousness lasted about two days into my placement at Student teaching’s frustrating days Charles Town Middle School. See- ing the enthusiasm that Mrs. Friend are outweighed by the great days. had about the subject matter she was teaching and the love she had for her students ensured me that I had made National Blue and Corn Gold. There the right choice. As I began teaching for measuring students for FFA jack- is even a friendly war being waged my little 6th graders I faced the frus- ets. Let’s just say we have Pam at the between the penguins at Jefferson trations that most teachers face with National Offi ce on speed dial. While High School and the t-rexes at Wash- behavior and the students that do not we have had successes in ordering ington High School. I am glad that really care at all what you are teach- jackets that fi t our students, we have in the short struggled with one student in par- time I was ticular in getting her the perfect fi t. at Washing- Throughout several attempts to get ton High the correct measurement, we ended School that up with a jacket that could be worn I could ex- by many as a dress with three-quarter perience a inch sleeves. Upon seeing this jack- small idea et for the fi rst time, many students that has commented that the jacket would be grown like a perfect fi t for a tyrannosaurus rex. wildfi re. This sparked an idea in Mr. Cun- nien’s head and we began to search I feel for a t-rex that could fi t the jacket. We the same kept the students out of the loop and about my one day when they walked into class student there was a t-rex peering at them teaching from the front of the classroom. The experience. students instantly loved the idea and Agriculture Student teaching also involves preparing students for competitive the Washington FFA now has a mas- education events. A student demonstrates his skills in the operation of a cot: Titus the Tyrannosaurus Rex. was not my lawn tractor under the watchful eye of Kevin Oakes.

26 The Agricultural Education Magazine ing. However, I was able to see the ter we had so-called light bulb come on and the put all the students began to feel more comfort- pigs away able with me. By the end of my time and put the there they had me watching Bubble classroom Guppies (which is a cartoon similar back to- to SpongeBob – the new “it” show gether we for middle-schoolers). I taught les- had a small sons on animal science, plant science discussion and agriculture mechanics and I was on what amazed at how students transformed they had from being in a classroom to going learned and into the shop and working on shop in a very projects. They began teaching each rare occa- other and in my fi nal days at Charles sion, every Town you could visually see the student had learning that occurred. something to contrib- Student teaching is a learning experience for the students and stu- I then went to Washington and the ute. dent teacher alike. Here Jessica Ware (Barbour County Technical legend of Titus the T-rex was born. I School, WV ) directs the dissection of chickens as a part of her faced many challenges there, with Student educational activities. one class in particular, but on my last teaching day there I know that I had impacted has not been those students. I told the students we easy. There have been long days, tons were going to have a pig show on the of lesson plans and journals, and sev- last day of class so when they walked eral frustrating days in the classroom; in the classroom it had been com- but those days of frustration are far pletely transformed. We had fl ipped outweighed by the great days. The the tables so that the tops served as days where you knew you had made the arena wall and we placed chairs a difference in the life of a student. behind them to serve as the crowd. I What may have been an idea I had divided them into two groups, placed for a lesson or FFA activity sparked some extra credit up for grabs and re- the interest of a student, which then leased the pigs, which were really bal- spread to another and eventually cre- loons. I had a fan blowing that simu- ated a whole class of students who Katlin Thorsell is an agricultural ed- lated the random bursts of energy that were excited about agriculture. I had ucation teacher at Washington High a pig has during a show and all of the a wonderful student teaching experi- School, WV. She is completing a students had a pig stick. They abso- ence and I owe that to the students Master of Science degree in Agricul- lutely loved this activity and we had and my cooperating teachers. Thanks tural and Extension Education from a very extreme showmanship com- for the words of encouragement and West Virginia University. petition between the two groups. Af- wisdom through this experience.

An education isn’t how much you have committed to memory, or even how much you know. It’s being able to differentiate between what you know and what you don’t. Anatole France

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