Part 2: Reflection on Summer Reading

Part 2: Reflection on Summer Reading

My insight on the book Teaching Outside the Box: How to Grab Your Students By Their Brains by Louanne Johnson

I loved reading part 2 which encompasses chapters 5 through 8. The instruction and suggestions provided are areas in which I know I had many questions and I will definitely try to implement her ideas into my teaching. I will share a few highlights from part 2 below.

Start with a smile and greet at the door

This idea seems pretty standard to me (and for someone like myself who smiles a lot anyway, you wouldn't think this would be one of my highlights). BUT I smile because I think it's important, and I know a smile can go a long way. As I design my classroom to a place where I establish comfort and rapport, smiling is one of the small and free ways to do that. I believe this goes hand in hand with standing at the door and many other small gestures that show students you care. Being able to greet students as they enter the classroom is a goal I hope to do as much as I can, if not, every day.

Grab your students by their brains

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This is the title of the section for the second highlight I wish to share. The author explains the science behind a surprised brain and how if students are surprised, they are "more likely, biologically, to follow the suggestion". I thought this was really interesting. It reminds me of something I had learned from the session for National Teach Ag Day when Dave Burgess spoke at Penn State. He used an excellent example of a "gift" that had arrived in his classroom. He continued to unwrap it very slowly, not giving the students the immediate satisfaction of knowing what this object was. When he finally pulled it out of it's wrapping, it wasn't what the students expected at all. In fact, to them, it was very random and weird... It was a burned bra! He used this to speak about the women suffrage in history. Once he explained why he was showing it to them, the light bulb lit up. They understood this connection to the mystery object, and were most likely able to remember that lesson better than anything else that day because of how peculiar it was. 

Groups that laugh together, cooperate better

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Comedy is not one of my strong suits. Sure I generally have a good sense of humor and enjoy laughing a ton, but to make others laugh... that's where I fall short. However, Johnson says that "groups that laugh together develop a quick rapport, and they tend to cooperate more quickly and efficiently". I want to be able to provide an outlet for my students to enjoy themselves and laugh. However I recognize my specific skill set may not allow them to do this. Instead, I will try to incorporate videos, pictures, stories, and small group discussions where I can get them laughing with me instead of at my cheesy and most likely lame jokes. I mean, if there are some students that like lame jokes then I'd be perfect for the job. But I'll let the professionals do the talking and the students do the laughing. 

Minding your manners

In my book, I specifically circled this section about gratitude. Johnson says to always say thank you to your students. It might sound a little over done, but I think students need to hear that they are appreciated. More than this, she assures readers that by thanking good behavior, students have an example of what they need to do to earn respect and receive a "thank you" as well. It's not tricking your students. It's showing that good behavior does not go unnoticed. 

Discipline and Rules

Johnson brought up some really good tips for one of my most dreaded responsibilities--disciplining students that are misbehaving. I hope and pray that I will never have to ever do it, but I'm realistic enough to know that it's inevitable. I'll simplify her philosophy on discipline. Basically, she believes that instead of yelling, embarrassing, blatantly ignoring, or whisking students away when they misbehave, a teacher must be firm but show care. She suggests pulling students aside and 

• Make the student accept responsibility
• Allow the student to back down gracefully (don't put them in a hard place where they are forced to fight back to save face)
• Seek solutions instead of assigning consequences
• State your expectations for future behavior
• Don't hesitate to give positive feedback when behavior improves
• Wipe the student's slate clean (if the problem is resolved, don't hold it against them. Show them that you believe they can change and they will)

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When all else fails, she says that teachers should step out of their room to cool off and have another teacher or staff come and watch the classroom. Alternatively, have the student sit outside the classroom to cool off and think. Johnson says that as a last resort, send them to the principals office. But it's better to resolve the problem within the classroom unless it's something serious that needs administration attention. Even if you don't send the student to the office, though, you can still talk to the administration to seek help if you are struggling. 

One final note on discipline that caught my attention. She also mentioned to call the student directly, as in by telephone. A story she shared was her intent to call the parents about the behavior but when the student picked up the phone, Johnson spoke directly to her student. From then on, she noticed a change in that student's behavior. She senses that it is because the student doesn't have an audience and the teacher and the student can have a private conversation about the issue as adults. I may have to try this!

Reading and Lighting

The final two chapters in part 2 talk specifically about reading and lighting problems. To summarize, these two seeming small things can cause huge issues for students. 

Students who struggle to read usually do not like to read in front of other students and will avoid doing so at all costs. Johnson stresses that instead of forcing this student to read, let them volunteer when they are ready, if at all. Like a turtle coming out of it's shell, let them do so when they feel most comfortable and feel they will not be judged. Instead of having them worry the entire class knowing they have to read only to not retain anything from the reading, let them just listen and give them that opportunity to absorb. Letting them do this at their own pace doesn't make them lazy or bad students. It just means they may take a little longer to understand or feel ready to participate in readings.

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Additionally, poor lighting can cause issues. Not even poor lighting, necessarily but florescent lighting can be irritating to some student's eyes. Johnson suggests allowing students to read by natural light. Some students also cannot read on the harsh contrast of black and white paper because it makes the words seem unclear. Although they may be tested and have 20/20 vision, those students may have a condition called Irlen syndrome. I can't articulate the exact science behind it, but Johnson speaks about it and explains that having a colored transparency to place over the page can do wonders for students eyes. Purple, blue, green, whichever color specific to that student's needs can mean the difference of reading at their grade-level pace or not. 

One final note on time

Several times throughout the book, Johnson mentions slowing things down for the students. Some students are slow processors and know the answer but just need more time. I've often noticed this in myself growing up. I couldn't understand how students read a packet so quickly or how certain answers to open ended or complex questions came to them so quickly. Sometimes the answer was on the tip of my tongue. And if I wasn't confident in the subject area then jeopardy was a tough game for me. I get so anxious about getting to the answer quickly that I don't actually think about the question logically and often only skim the surface of the answer. If I had only had a few more seconds where I could think, I'm sure I would have gotten more things right. If I had had more time to take tests, I think I would have done better. If I had more time to read assigned readings, I think I would have saved myself the frustrations and struggles of comparing myself to other readers. 

timeanddate.com

I'm not diagnosed with anything that would suggest an issue. I don't say that to save face. I say that because if I never needed a diagnosis but still had minor struggles, I can't imagine how many students are like me that don't need the diagnosis but yearn for more time. Even harder for me to imagine, then, are the students that are diagnosed and fight every day for a few more seconds to grasp concepts. 

Time is such as valuable resource, and sometimes, teachers need to spend a little more on their student's brains, for the students' sake, instead of rushing through to accommodate the teacher's own agenda. I hope that I will be able to do this for my students and recognize when they just need a little extra help and time. 

Leaving Thought

"Everybody is a genius. But if you judge a fish on it's ability to climb a tree, it will live its whole life believing that it is stupid"--Albert Einstein 

^p.s. this is my favorite quote so it will probably reappear many times ;) 

Part 1: Reflection on Summer Reading

Part 1: Reflection on Summer Reading

My insight on the book Teaching Outside the Box: How to Grab Your Students By Their Brains by Louanne Johnson

Overview

Louanne Johnson is a teacher with many years of teaching different age levels, backgrounds, skills, and subject areas under her belt. In her third edition of the book Teaching Outside the Box: How to Grab Your Students By Their Brains, Johnson provides teachers of all levels and disciplines a colorful insight into the lives of teachers and how to make best use of your time, resources, and skills to give students the best education they can receive. Johnson uses a mix of her own stories, other's stories, research, and more to prepare teachers. She caters to the needs of new teachers while also exploring new methods to experienced teachers. In every explanation she gives, the reader can clearly see the dedication she has to giving teachers the ability to inspire students and truly grab them by their brains--sometimes without them even knowing it. Johnson wants students to be jumping at the chance to learn, and not because of how "interesting" a subject area is. She recognizes that the subtlest changes in the classroom can mean big differences in student's motivation and encouragement.

The following are my observations and thoughts to the first part of the book. I will share my thoughts from the chapters and how I hope to relate it or use it for my student teaching opportunity.

Connections

Have you ever had one of those experiences where you memorize, study, analyze, and get assessed on a particular subject or skill in the classroom but then hear someone talking about that very topic in the most random scenes? Maybe you over hear the conversation in a coffee shop, pick up on the terminology in a comedy skit, or read about it in a magazine? Maybe it's just me, but I always get a little excited when that happens because not only do I know what they are talking about, but it makes what my teachers have taught me a reality. I'm reminded that these things we do in school are supposed to be carried with us as we pursue our careers and other life achievements. That other people around the world are on the same page as me, and that it's not just something my teacher made up. 

Reading this book does just that for me. In past classes, I have learned about theories and practices, but reading what Johnson has to say about those theories shows me that they will be useful and I can implement them in my classroom too. 

Maslow's Hierarchy of Needs
studiousguy.com

In part 1, which I designated as chapter 1 to chapter 4, Johnson mentions a few things that I have been able to make connections to. This includes philosophy statements, Maslow's Hierarchy of Needs, Do Now's, and pedagogy. Each of these things I believe is equally important in establishing myself as a teacher and being able to manage my classroom. Seeing an example of a teacher that has done this and swears by it emphasizes it's value and how I can use it for my students. 

Perspective

Though I made many connections, I learned much more. I couldn't stop reading, and there were moments when I would just sit and ponder for a few minutes on what the author wrote. Do I agree? How would I do that? How can I personalize this? Would students actually do this?  Has there been a teacher in my life that has used this method? Other times I was writing notes and little things I want to do when I teach. It didn't matter how small it was, I wanted to record my thoughts in case I ever needed to remind myself of what my goals and ideas were.

One of the first things that struck me was the idea of a "Super", "Excellent", and "Good" teacher. Naturally, a Super teacher sounds like the best so that's automatically what I wanted to be. And funny enough, when I saw the word Good teacher and Super teacher together, I assumed that Good wasn't really a good teacher at all. 

koolbadges.co.uk

But what Johnson said of the three styles changed my perspective. She said that Super teachers might be labeled as those super star teachers that always makes time and go above and beyond. Okay perfect, right? However, she warned that these teachers tend to burn out quickly and have the potential of becoming tired of teaching because of the amount of work they place on themselves.

Next, she talked about Excellent teachers. These teachers still do a lot for their students but they recognize that they have limits and needs to attend to. Excellent teachers also have to be on the look out for burn out, though, because they too may tend to do a lot, and you'll often see them staying after school, or taking some work home with them. As I reflect, I believe a lot of ag teachers fall into this category because of the amount of work they do in and out of the classroom, but also because of the commitment they have for students over holiday breaks and vacations. 

Finally, she explained what her interpretation of a Good teacher was. She said it was a teacher who expended less energy but was still able to accomplish many of the tasks needed for a strong classroom. This teacher might not always come in super early or stay super late, but tries to help many students when they can. These teachers make time for their personal lives and are able to separate work life and home life. 

positivepsychologynews.com

When I read this about Good teachers, I asked myself if this was a role model teacher to which I quickly thought "not really". But Johnson brought up some really great points supporting all three teaching styles equally. About Good teachers she said that they are the ones that have the long successful teaching careers because they enjoy what they do and don't get burned out. She also brought up a great point that if every teacher was a Super teacher, students would be overwhelmed. Let's face it, if every single teacher did complex activities every day or if they were extremely passionate about the subject material every day, students might be even more drained by the end of the day. Having that balance of more calm teachers can actually comfort the students and give them the appropriate balance of personalities. Not to say that a Good teacher is easy while a Super teacher is challenging; just that some students learn better when the subject matter is presented in different ways and intensities. Every teacher's personality is different and doesn't always need to be a Super or Excellent teacher. 

Needless to say, I gained an appreciation for those teachers who are able to do a wonderful job teaching no matter what style. As I gauge my own personality and abilities, I hope to fall in the Excellent category. I don't want to burn out and I'm usually very good at knowing my limit. But teaching agriculture and running an FFA chapter can present challenges which won't always allow me to leave right after school or having free weekends. I'm interested to see whether this will remain true as I teach or if there are a mix of all three depending on time of year, class subject, or students. 

Preparation

Much of the rest of part 1 focused on some form of preparation. Johnson expressed how valuable it was to sit down and think about how a teacher was to go about performing tasks such as grading, explaining rules, seating arrangements, bathroom procedures, etc. These are things that I assumed would just fall into place when I arrived. But I quickly learned that if I want to be on my A game all the time, to be an Excellent teacher as I expressed, I need to be intentional in everything that I have my students do. Therefore, even something as trivial as hall passes needs to have plan of sorts.

I will briefly touch on a few of the things that really jumped out to me as I prepare to stand in front of students and teach. The first thing that jumped out at me was her section titled Control your classroom, not your students. She said that you can't control students' behavior, but you can control your own behavior and you can manage your classroom. If you let students influence your emotions and behavior, they will continue to walk all over you or have discipline problems. But if you don't lose your temper or get upset every time a student causes a disruption, and instead, as she suggests, hold a private conversation with the student and give the student the opportunity to change their behavior, you begin to gain control of your class and show students a good example to follow. 

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I worry that being on the smaller side and not usually one to have my voice carry over loud noises, that I might not get that control I'm looking for in my students. But I realize now that it's not about how I can change them, it's about how I carry myself in my classroom and address those issues without bringing emotion or temper into it. Of course, students should see that you care about them and know that you feel upset that they are not behaving. But the difference is that you are not expressing those emotions in such a way that gives the student the idea that they are in control or that they have the ability to direct the show. They must respect your rules. 

kattebloggmin.blogspot.com

The next thing I thought was really interesting was Johnson's take on the bathroom dilemma. While schools have rules on bathroom procedures, she urges teachers to not be so strict on bathroom rules. It is a physiological need, not a right or a privilege to be able to use the bathroom. Further, if students are concerned about their need to use the restrooms, then they are not concentrated on learning and may act out or may feel "shamed by their need to go". When they are given responsibility and flexibility within reason to use the bathroom they are more likely to be more comfortable and ready to learn, and feel they are fairly given a sense of responsibility as opposed to being treated like children.  

Part 1 Wrap-Up

I could go on about the little tidbits that I gained from Johnson's stories and research, but for now, I feel this will suffice. I hope to make connections as I go through my year, articulate my perspective on the type of teacher I want to be, and prepare as much as I can on the most minute things so that I can be ready for the first day of school and focus on the more challenging things. I am thoroughly enjoying this book and hope to apply much of it to my own teaching when I get in front of my students. 

Leaving Thoughts

"Learning ignites curiosity we never even knew we had"--Unknown 

When I grow up... A Continuous Journey of Self-Discovery

When I grow up... A Continuous Journey of Self-Discovery

Blog #1

Introduction

In introducing myself as an Agricultural and Extension Education major studying at the Pennsylvania State University, I get asked by many "non-aggies" (non-agricultural majors) what in the world that is. When I describe that I get the unique opportunity to teach students about agricultural production, specifically topics of plant and animal sciences, they still have a slightly puzzled look upon their faces. I finally break it down and simply say I want to teach agriculture in a high school and leave it at that.

This is not to diminish those that have never heard of agricultural education in any way. In fact, it energizes me to be able to explain what I am spending four years and an accumulation of school loans on. 

And how could I hold not knowing what ag ed is against them? A quick Google search tells me that there are somewhere around 500 public schools and thousands of private schools or other types of schools in Pennsylvania alone. Out of those, there are only somewhere around 160 schools that have an agricultural education program. So it's not surprising in the least that many people are unaware of its existence.

Many times, my explanation gets followed by this amazed comment of: "Wait... you can do that? And there's a major that is centered solely on ag education?" to which I reply yes! and then continue to tell them about how I got interested in it and why I am so excited about student teaching. Students and adults alike are always intrigued. 

My beginnings

However as much as I am inspired and motivated to teach agriculture one day, I was not always on the path to education. In fact, ask junior and maybe even senior high school Miranda what she thinks she wants to do and she'll tell you that ag education is secondary to what she wants to go. Rewind any time before then and she'll tell you that education let alone that of the agricultural variety was not on her list of potential careers to have. 

Never having been raised on a farm, I recall wanting to enter into cosmetology which was the profession my mother worked. But my heart wasn't in it and even in 7th grade when I had made this decision I felt that it wasn't right. I didn't know what was "right" for me but looking back, I realize that was the first time I mentally decided what I didn't want to do. 

The First Steps

Joining ag sciences in 9th grade opened my eyes to the many facets and complexities of agriculture and more importantly deepened my understanding of leadership skills. But I didn't think much of it past my classroom doors--yet. I was interested in psychology and enjoyed the thought of working with students to help them through their problems or give them guidance. So my later high school years were geared towards that. But again I questioned over and over if this was my desire or my interest. Of that I wasn't sure.

National FFA Convention, Indianapolis, IN 2011

My own guidance counselor had suggested to me that in order to make myself more marketable as a counselor, I should also get my teaching certification. She suggested doing my undergrad as an education major and later return to get my degree in counseling. Wanting to do just that, my journey began to lead me towards education. 

I had done what we call in my high school Peer Tutoring. This is a class where we basically co-teach or teach under the supervision of a teacher for the entire semester. We learn how to adapt to different student learning styles and we sometimes help with making worksheets, teaching lessons, and going over materials as if we were the teacher. I had done this with my agricultural sciences teacher. I gained quite a bit from the experience and perhaps that ignited the small flame of desire to teach. I enjoyed it so much I did it again with my Spanish teacher the following semester!

A Well Oiled Machine

2012-2013 PA State FFA Officer Team

Upon high school graduation, I ran for State FFA Office and was elected to the position of Treasurer. I encountered many students who I was thrilled to work with and learned that I had a bit of a talent for getting into the front of the classroom and leading lessons, workshops, and activities. But I didn't think I was anything special until my one teammate turned to me at a chapter visit one day and said, "Miranda, you should do the reflection and wrap up. You're always so good at it and make good connections". Really? I thought. I mean I thought I was fine but I didn't think I was exceptional by any means. When my teammate said this, I began to really evaluate how I did reflections and then how I taught in general. I finally started recognizing my knack for teaching. 

I also crossed paths with many agricultural science teachers and saw the camaraderie between them all. I saw that they were constantly attending conferences, workshops, and performing challenging tasks as ag teachers or serving in local, state, or national roles. Never before had I seen teachers doing so much. They were so involved in ag education in and out of the classroom and not because they had to but because they wanted to. 

Conrad Weiser FFA members

I noticed my speech on what I wanted to do after I graduate changed from "I am pursuing a degree in agricultural education in hopes of acquiring a teaching certification, but following this I hope to pursue further education in counseling..." to: "I want to be like that... I want to teach agriculture and inspire students to develop leadership skills and career ready skills while also enlightening those like me who had never been raised on a farm or with agriculture". And my how my world had changed once I made that decision and fully engrossed myself in the idea of pursuing ag ed not as a stepping stone toward another career but as the career.

Today's Motivation; Tomorrow's Destination

As I learn more about ag education I become more and more motivated to teach. My brain itches at the idea of being able to teach lessons about things I truly believe in and enjoy. I get anxious and excited and nervous all at the same time when I think of myself in front of a classroom. 

2013 State FFA Convention
(Left to Right) Ag Ed teacher Mrs. Nicole Weaver, previous classmate and teammate Maris Wilson,
Miranda Kane, Ag Ed teacher Mr. Harold Dietrich

Some young children know what they want to do when they grow up and end up pursuing that career and I find that amazing, I really do. And in some ways, I'm jealous of them because they didn't have to go through the hassle and confusion of not knowing and being forced to choose something. But in other ways, I'm grateful that I had other paths in mind, some that my heart wasn't into because when I finally did land on what I truly want to do, agricultural education, I was able to recognize what it felt to have an interest, a desire, a motivation for my future career. 

Current Pathway

I am now on the track toward student teaching in the spring of 2017 at Greenwood High School under the supervision of Krista Pontius and Michael Clark, both of which will be wonderful mentors and perfect examples of the type of teacher I hope to one day become. 

My Future Blogs

Louanne Johnson, Author of Teaching Outside the Box: How to Grab Your Students By Their Brains

Check back in for my evaluation of my summer reading book: Teaching Outside the Box: How to Grab Your Students By Their Brains by: Louanne Johnson, and keep up with me as I journey this next year in pursuit of a degree in Agricultural Education!

Leaving Thoughts

"Don't struggle to be a better teacher than everybody else. Simply be a better teacher than you ever thought you could be." --Robert John Meehan