When I think back over two years ago when I was struggling to find a major in agriculture that really gave me passion and purpose, I honestly did not see myself here, as a soon-to-be agriculture teacher. I say that because I lacked confidence; I lacked confidence in one, small, tiny, part of me that I was afraid would make me a horrible teacher.
Do you want to know what is was and what it still is? I stutter.
Sometimes it is worse than others. And other times people have no idea that this is even an issue for me. But, the matter-of-fact is that I cannot help it, it is just the way I am. But as I was thinking about changing my major to agricultural education I thought, how in the world am I supposed to be a teacher if I come upon some word that I just cannot get out or if I stutter sometimes.
But here I am, week 4 is completed and week 5 of my student-teaching internship has begun and guess what? There have been times that I have stuttered and there have been times where I get in a groove and no one has a clue. Point being, it doesn't matter. I am here for one reason and one reason only, my students. Whether that is providing them with the world-class education they deserve, taking students to an FFA conference, or helping to coach students in the Public Speaking Career Development Event, I am here for my students. And I believe because of that, it does not matter if sometimes my words jumble. They forgive me of this flaw because I am giving so much.
So moving past some deep reflection, what was week 4 like? It was a great learning experience and honestly a really great week. I feel that I laid out my expectations, classroom procedures, and discipline policy just as I wanted to, so I really have not had a lot of behavior issues. But here are a few nuggets of knowledge that I did take away.
1. Homework is okay.
This one has sometimes been a struggle for me because agriculture is an elective and students who take these courses (for the most part) do it freely. Thus, can I expect them to do homework? Can I expect them to put in extra time for me? The answer is yes, as long as it is meaningful. Just because you are an elective class does not mean you can't challenge students or ask them to come to class prepared with something. This is not asking too much. Students do need to know to some degree that just because it is an agriculture class does not mean it is labeled "easy" or a "push-over" class, it can still be rigorous. However, there is a fine line between asking to finish something that wasn't completed in class or to come to class prepared with something completed, and bombarding students with too much student-centered work.
So I have learned that there is a fine line to dance on that makes both the students and me successful in the short and long-term, as long as it is meaningful.
2. You cannot save every student.
This one is SO HARD. As a teacher who would like to breathe life into all her students and put them on a path to success, not every student wants that. I know, isn't that hard to believe? That a student would not necessarily want guidance and help as they navigate high school and look towards post-secondary education, trade school, the military, or workforce? However, it is true. Thus, I am learning to care from a distance. This does not mean that I give up on a student, that is the LAST thing that I would EVER do. But, I am learning that you can still care from a distance, know that you are doing everything you can, but understand that "you can lead a horse to water, but you can't make him drink." A really tough thing to do, but ultimately more healthy for you in the end.
3. Compromise.
Compromise has a lot of different meanings in a whole host of different contexts. So what am I talking about? Compromise with students, compromise on lessons, compromise on assignments. Here is what I mean.
I am learning that some days, exceptions can be made for the benefit of the student and teacher. For example, I was in the middle of a lesson last week and there was an in-class assignment that needed to be completed. As I was going through what I expected, I realized that something I was doing just didn't make sense, and so I changed it right there on the spot. It was in the best interest of the students, myself, and class time to make this compromise. Another example occurred in my CASE NRE classes. We are currently working on a biome project that takes quite a significant amount of research, group collaboration, and effort from all parties. I had two students ask if the point value on the rubric was how much this project was worth and I said yes. They asked if I could make it more points because of how involved it was and I said yes. I compromised because if putting some more point value with this project will give them motivation to complete it and do it well, that is something I am willing to do for them. I believe this attitude and philosophy has helped thus far with respect from the students, getting them to know that I am there to help them, but also receiving higher quality work.
So here is to week 5, that it improves from week 4 and leads to a great weekend at ACES.