Introduction. Throughout My Field Experience, I Was Able

One of the main concerns surrounding agriculture today is how agricultural influences will affect the society of tomorrow, including the effect of agriculture on adolescents, in addition to the agricultural workforce and its ability to sustain the needs of the global population. The most effective way to study this is through the impact of involvement in the Future Farmers of America (FFA) and agricultural environments and education on students, which Chelsea Rose et al. successfully highlight in their article “The Benefits of FFA Membership as Part of Agricultural Education.” Both Erin and Kayla added to this discussion with valid points brought up in their class presentations, reporting on whether agricultural

Field experience has shown me many things and has given me pointers on what to do and what not to do in my teaching career. It has shown me the natural talents I have for teaching. Teaching is my dream career and having this experience has only shown me the

The California Future Farmers of America (FFA) is an organization “committed to the individual student, [by] providing a path to achievement in premier leadership, personal growth and career success through agricultural education (“National FFA Organization, 2016). These goals are the driving force behind the California FFA as they reveal their most important assets: people and relationships. The structure of the California FFA is extremely organized, operating like an efficient machine, the key components of this student-run organization are their complex combination of vertical and lateral structuring, as well as their philosophy to create a positive difference in the lives of students by developing their leadership skills.

For me, the decision to become a teacher is more of a way of life than a career. I have always loved school, practicing at being school marm from a young age, and voraciously devouring every shred of education offered me in my career as a student. If it were possible, I would be a student for the rest of my life. And then I still would not have learned enough. As a teacher, I hope to instill this appetite for knowledge in secondary students. They are, after all, the future leaders of the world, and what better place to expand the minds of the generations to come than here in Appalachia where education programs, especially the sciences, which I plan to teach, are poorly funded and children’s dreams

In one research study in Tennessee researchers had elementary grade students attended the same size class for four years. The one class had more then twenty students while the other class had only fifteen students. After each year of the study the students took the Stanford Achievement Test battery and received separate scores for reading, word-study skills, and mathematics. At the end of the test they found out that the students in the smaller class of fifteen students were 0.5 months ahead of the other students by the end of kindergarten, 1.9 months ahead of the other students at the end of 1st grade, 5.6 months ahead of

Teaching was very natural for me. I felt comfortable and confident working in all my classrooms. I was fortunate to have the support from all supervising teachers and they provided me guidance and knowledge as I continued to grow in the classroom. I couldn’t wait to go to college so I could focus on teaching every day and officially start my journey as a future

For a long time I didn’t know what I would like to pursue as a career but when I reflected on my life I realized some of my favorite times in life were when I was teaching someone something and when I was learning. In my future career as a high school teacher I will able to do both of those things. Seeing peoples’ eyes light up with interest because they

I feel the information presented in this article is accurate, and cited many experiments/studies to back up information presented within the article. One of the most useful items I found in this article was the last point which is structuring collaboration for motivation. This section of the article was very helpful as it points out how the relationship between the teacher and student is a great factor when increasing motivation. I have seen this first hand with my younger sister, and I completely believe teacher-student relationships are very important, especially when aiming for motivation as the child has to be able to connect with the

On the contrary, some studies have shown that schools who have a large pool of low-scoring students take the issue very seriously. In his research, Deming concluded that, school officials who find themselves in this position respond by hiring additional teachers to work with students and also by investing more time into disadvantaged students. In effect, these students were more likely to pass future exams, and enroll in college (Deming

In a classroom setting, it may be clear that most students are more extrinsically motivated to undertake their academic work, even though for some, it could be inherent extrinsic motivation, an example being, a student who understands that studying hard and doing assignments has a bigger reward in the long-term, as they will pass exams and attain good grades. In the same class could be another student who does assignments to avoid sanctions by teachers or parents (Lepper, Corpus and Iyengar, 2005). Both of these examples showcase students who are extrinsically motivated to study even though one appears to be more inherently thoughtful of their own benefit, while the other is doing it just to avoid punishment and is more dependent on the teacher’s or parent’s reaction. Children mostly do things that are

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

I have chosen to go into this field because I want to be one of those early childhood teacher that get children ready for important part of life. Having little cousins to watch growing up as well my own children and see them grow in their early education has shown me that I want to be part of that. I love the thought of being the first person to get the children started with their education by helping them along the way with fun filled classroom activities and games.

In my 24 years of experience employed with the Department of Education I have found that working with children watching as they grow is inspiring as much as it is rewarding. Teaching helps one to sharpen their skills on all levels for the curriculum is forever changing. Being an educator has its challenging moments but its something I want to accomplish. To be successful at educating others I must continue to grow, increase and improve within.

Knowledge is a very powerful thing, and to be able to deliver this to today’s youth has been a dream of mine for a long time. There are many advantages to teaching. I feel that is a very fulfilling profession. I have seen my sister in the classroom, and it greatly inspired me to want to make a difference in some ones life. Through watching my sister in action I was inspired to follow in her footsteps.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.