Third Lab: Demonstration

This is a lab that I went in to thinking it would be a challenge, and it kind of was. It required more preparation than the previous labs, and ag. mechanics isn't exactly my strongest facet of agriculture. I wanted to do something that did not require a lot of equipment after lugging around that blender and portable blender for my interest approach lab, so I chose electrical wiring. I wanted to demonstrate how to wire a single outlet -- pretty basic.

As I was demonstrating, I felt like the lab was going well. I just felt like there was a lot of time during when the students were wiring that could have been used better. Also when the first group of students was wiring during the passing exercise, the other students were sitting there not engaged. This is something that I should have considered before I planned that activity.

I keep forgetting to make my objectives visible. This is something that I WILL do during the technology lab. The feedback I got also said I was not enthusiastic, which from watching my video I can see now. At the time I didn't even think of it but I just disappointed myself.

Another thing I forgot was my job operation sheet. This was from a lack of preparation.

All in all, my skills need much improvement. I need to plan better, write better lesson plans, and eliminate the time that my students are not engaged. Hopefully these will come with practice. Feedback appreciated.

Second Lab: Interest Approach

This lab presented a good opportunity to do something fun, and I wanted to make sure I took advantage of it. I was hoping to actually teach my students something rather then give them a "cliff-hanger" lesson so to speak. Although I got some good feedback, there are definitely things that I can improve and practice.

I wanted to teach them about two things: emulsion and coagulation. I demonstrated these things in front of them, but once I started making the different items I kind of just got in the zone and forgot to say what I wanted to -- similar to my first lab only without the distraction of food. I think next time I will have a script of sorts so that I can remember to touch on key points.

On a positive notes, I had the sleepy student and chatty student during my presentation. Fortunately for me, they didn't sleep or talk. They told me that they were legitimately interested in what I was doing despite my lack of thoroughness. They were ENGAGED, and above all (for me), they enjoyed the food.

I think a significant take home point for me is organization. Have the key points I want to address listed in plain sight, and make sure to not lose momentum during my lesson from having to tend to each item. Sank made a good point that I should have the students run the demonstrations. This is something I will definitely do next time. Can't wait for Wednesday.

First Day Of School Lab

First of all, I just want to say that I am really excited for this section of the course. It actually gives a chance to hone our teaching skills, which is something we haven't had the chance to do much of. I liked the first week when we had to randomly teach a subject that we may not have even ever learned about (tiki gods). The element of surprise is pretty cool.

I was completely ready to destroy this lesson today as I prepared. But as soon as the students were about to come in from the hall, my thoughts became disorganized as if I was doubting what I had already planned. This feeling, combined with the "chatty" and "class-clown" students in my class aided in me forgetting a lot of key points I wanted to make. I was wondering what are the best ways that everyone is able to stay on task and keep their train of thought.

Another thing I didn't do so well on was presenting my expectations and consequences in a visual list form. I tried to keep it simple with my big rule of "No Meanness, All Respect", but I think the list method is a more effective way of getting people to remember rather than just talking through it.

I named my classroom the "Kingdom of Cognition" from the start and deemed the students AND MYSELF as knights, and said that it is both of our duties to uphold these principles. Dave Burgess in "Teach Like A Pirate" said it is important to equate yourself with the students from the start, so I tried to do that. Perhaps the college kids are a little too cool for this idea, but I think that it could spark excitement in the high school kids (Sank was a fan).

All in all, I learned from this lesson. I learned that preparation is so vital to success, and that minor speed bumps may surface throughout your lesson and that you just gotta keep on chugging along. I am excited for next week and appreciate any feedback.