412 reading for 9/30

Inquiry based instruction. This one leaves me at a slight loss. I'm not sure that there are always enough engaged students. We do so much to keep them interested but some drive has to come from the students.
-Inquiry based is:
          
1. question;

2. investigate;

3. use evidence to describe, explain, and predict;

4. connect evidence to knowledge; and

5. share findings.Can students come to the point that they do this, when by the time ag teachers get students they are older and likely relatively set in their ways. I suppose this forces teachers to be better and rise to the occasion, to "re-install"a thirst for learning and a drive to pursue. As an ag educator we have the unique opportunity to really use inquiry based learning. I believe it is important to know your students first in order to utilize this. To find out if this is possible types of questioning can be used on your students. These key ideas from Dyer are very interesting . they are something that subconsing I do but maybe rarely practice.
 

• Evaluate students' preparation and

comprehension.

• Diagnose students' strengths and weaknesses.

• Review and/or summarizing content.
To be a good teacher we must remember to be aware. I know that I wont remember all of theses little piece but over time I build a bank. I will know what is best for my students and why. I will be aware of their needs, and filling them.

Reading reflection 2

So we have been learning so much that it is hard to even wrap my head around the amount of material. We are learning what it takes to be an affective teacher. It is not much about remembering all these little things like what certain people think about education specifically; but it is about subconsciously being aware of every important thing that it takes to create write and teach a good lesson. It is important to be aware of who your students are, and what their needs are as well. There are little things that we often forget. We will grab at Blooms taxonomy, cling to Lancelot Principals, and know what types of learners we have, but did we remember that we need 21 pairs of floral cutters for this afternoons class?

Something so important yet so inconspicuous just slipped under the radar. How did that happen. We have to be aware of the technical how of teaching and its components, the fundamental involved, and the actual teaching. Without every component well rounded we can not hope to be anything but mediocre.

wed 9/25/13 lab reflection

This week my lab went better than the previous. I had a better lesson plan, which really helped. I created a story about plant parts. I was afraid that my activity might be better suited for a younger demographic. However, I felt that it took a high level of cognition to understand it. I also had some concerns about the content if I had kids that didn't know anything about plant roots they would have likely been lost. I know that I cant always expect the kids in my class to have prior experience. More and more ag educators find kids that have no ag background in their classes. I started this week by trying to find the best method to get my kids to truly think. I think having a relaxed setting like story time can actually promote this. this method is very good for linguistic learners. What happened while teaching was some confusion I needed to make sure that the students knew exactly what type of things they needed to pull from the story. The directions defiantly could have been clearer. I actually has to repeat them to make sure that the students got it. I think that since I was teaching college that they understood what I ment, rather than a student who would hear them and maybe be lost.  I know that it is important to conduct activities that everyone at any level can do. If I where to actually utilize this interest approach I would first need to make sure that I knew what type of learners I had in my class. Also, I would need to make sure that it would be simple enough that children with IEPs and ESl kids could participate, understand, and succeed. This activity has the potential to make some students feel like they don't understand. That is a feeling that as a teacher we want to avoid. I think as an ag teacher we have the special opportunity to really help students obtain a well rounded education. We have so many venues for learning no matter what level our students are at and no matter where they are from. Agriculture if full of special vocabulary and  all the material links together in various ways. It is important to show kids this and make learning fun and engaging. I think stories have a place in agriculture under the right circumstances and in the right class. I know that evaluating my audience is something that I have to work on as a future teacher. I think I settle into the fact that I am teaching college.

Questions to ask if this is right for the class :
 What do my students already know?
Do they have any prior knowledge?
What types of learners do I have?
Can students with special needs participate effectively?
Is this engaging?
Is it content appropriate?

Roots interest approach!

Story time

               There once was a witch name Meris tem, she had a very narrow witch like face , and was a beautiful greenish brown, which was pretty good considering see never saw daylight. She was considered the primary witch. Now Meris was nearing her zone of maturation, . As every witch at this point does, she wished very hard not be your typical ugly witch. She wanted to be the anchor, and the strength to some tall jolly green giant. But no such luck for Meris, she had little hairs sprouting out all over her face. Poor poor Meris, could it get any worse? She even had to put a cap on her tips, (witch term  for toes )because she didn’t want anyone to see her area of elongation that made tips very tiny. Good thing meris never has to  be in light!

lab reflection from wednesday

 Overall, I think my first lab went ok. I have gone over the review sheets and the comments seem to be all in step with each other. I know I need to work on enthusiasm. this will be a challenge for me since I cant show inflection in my voice currently. I know I need to give more of an introduction as to what will be happening that day. I think was aware of the behavior issues that I had and worked with them pretty well. I did noticed that I tend to loose track of what I am saying so I need to be cognitively engaged just as my students need to be.

As my first lab I think I learned a lot. I noticed that though I may write lesson plans and have everything thought out in my mind, I don't follow it. Once I start rolling I find myself just trying to create a flow and get done. This leaves space for awkward pauses, and blank stares at my plan.
I know I need to really need to focus because kids can sense when your flustered. If I take the time to Write a lesson plan I need to use it. I need practice sticking to the plan as much as possible tpo make a conducive classroom to learning.

teaching revelation

So, when it comes to teaching there is much more than meets the eye. As a new batch of teachers prepare to go out into the work force, they find themselves floundering like fish trying to grasp material as if it were the very form of air they needed to survive. As on of those new teachers I recently find myself gasping. I see the light at the end of the tunnel, I know it is in me to get there, but boy does it seem tough. I guess some comfort can be gathered from the fact that I am not the only one flopping around the deck gasping.