Virtual Mentor Interview 3

As the third installment of virtual mentor interviews, I was tasked with asking my virtual mentor team advice on a very important topic regarding special population students. I asked the question, "What are the best tips or resources you would provide to new teachers regarding special needs accommodations?". 

Resource People 

The overall consensus from my virtual mentors was to utilize the case workers within your school. They are an invaluable resource when reading through IEP's or asking questions about accommodations that are needed for certain students. 

Tips

I received some awesome tips from all three of my mentors.

• Get advice from Special Education Teachers
• Talk to the student
• Talk with the parents
• Pay attention to each student and their needs
• Keep a binder with important information to stay organized
• It is okay to meet students half way
• Make everyone feel welcome in your classroom
• Follow all accommodations listed for a student
• Final Thoughts
  
• I was able to have great conversations with all three of my mentors regarding this tricky topic. As listed above I was given lots of great tips and advice on how to help every student that is in my program!

What is Effective Classroom Management?

Classroom management, something  I  know will be an area I need to focus on during student teaching. Thankfully, during our last week of classes, we will be discussing  classroom management strategies. Talking to other teachers during NAAE and learning from Mr. Seaman, I have compiled some helpful tips to promote positive behavior!

1. Start out firm.
This is a piece of advice I have heard a lot. You can always start off firm and loosen the reins down the road. This is much easier than trying to corral your students back once caous  has ensued.
2. Be prepared to teach well.
This piece of advice is very important to me. It reminds me of a saying that my professors always use, "what you lack in content knowledge, you can make up for with good planning". I think that it is extremely important to have well thought out plans before beginning to teach a lesson.

3. Have a definite routine by which each class is started. 
This is something I have given  a lot of thought to since I have be focusing on my classroom management posters. This statement especially rings true for the classroom procedures poster. What behaviors do I want to see from my students everyday?
4. Make generous use of praise. 
This is something I think often gets overlooked. I know that I am going to have to focus on giving praise regularly and making sure that it holds value to the student, not just a shallow compliment. 5. Set a good example.
I think this statement is my favorite piece of advice. It reminds me of one of my favorite sayings " Be the change you want to see happen". If you can't model the behaviors and expectations you have for your students, why should you expect them to follow rules?
6. Learn to forgive and forget. 
This is something I know I am going to struggle with. I tend to forgive easily but never forget. This is something I know I need to strive to overcome during my teaching career.
Final Thoughts
Overall, I know that I have a lot to work on and learn about classroom management. I plan to work on my weaknesses during student teaching by using these tips, gaining advice from Mr. Webreck, and asking other teachers for advice!

NAAE Convention

Last week, I was able to travel with my fellow cohort members to attend the National Association for Agriculture Educators (NAAE) Conference in San Antonio Texas. The week was filled with lots of networking and professional development opportunities. I was able to network with 84 other preservice teachers from Universities all across the country as well as seasoned teachers from all across the country. 

FAST Program
While we were in San Antonio, the we were accepted into the Future Agriscience Teacher Synopsis (FAST). This is an exciting program that is exclusively for preservice teachers. One of the workshops I attended was on Inquiry Based Instruction. This workshop gave us the tools to lead different labs integrated with science. I feel that this was an important  workshop to attend because it showed us the possibilities of inquiry based instruction and how we can implement these techniques in our own classroom. During FAST we also were able to have a discussion panel of agriculture teachers from across the U.S. and ask them any questions we had. This was an amazing opportunity to learn from seasoned teachers and hear their crazy stories and helpful advice. 
NAAE Convention
In conjunction with the FAST workshops, we were able participate in NAAE workshops. I was able to attended workshops that provided me with new knowledge, resources, and ideas that will benefit my classroom. To highlight a few, I attended one that was all about creating foldable and hands on notes for students. I can utilized what I learned many different ways and for all classes. Another workshop was on giving effective instructions to students. This workshop helped me out a lot since I feel like I struggle with giving clear detailed instructions during my lessons.
Final Thoughts
The connections I made with other preservice teachers as well as seasoned teachers were truly amazing. I was able to have conversations with agriculture teachers from all over and see how they run their programs as well as gain advice on various topics.

In conclusion, I had an amazing experience in San Antonio and I am so thankful that I was able to attend. I have walked away with new friends, mentors, resources, and amazement at how large and welcoming the Ag Educator family really is.  

Life Knowledge Lesson

For my last lab experience for AEE 412 I was tasked with teaching a Life Knowledge lesson from the FFA curriculum at my cooperating. I chose to implement the "Defining Career Success" lesson as I was teaching it to a class of juniors and seniors.

Teaching Pros

Everyone seemed excited for the topic of the lesson and for the most part everyone stayed engaged throughout the entire lesson. I enjoyed the variety of activities that the lesson had to offer which I feel helped the students to stay engaged for the entire lesson.

Teaching Opps

I definitely need to work on my timing and pacing of content. I ended up running straight up to the bell and was not able to finish the last half of the lesson. I also want to work on keeping myself on track during the lesson without relying on a PowerPoint or trying to flick through my lesson plan to see what is next.

Final Thoughts

Overall I think my lesson was a positive experience that just needs a few tweaks for the future. Mr. Webreck also agreed with me for the areas of improvement but assured me that the lesson went well for my first time teaching to that group of students. 

Agricultural Mechanics Demonstration

One really cool lab I got to teach was an Ag mechanics demonstration as part of AEE 412. I could choose whichever topic within Ag mechanics that I wanted to showcase. 

Demo

I chose to demonstrate how to rip an electrical cable. I utilized the electrical wiring equipment that was available for me to use.

In my demo, I explained vocab and tool identification. I then walked through the steps, had a student tell the class the steps, and finally had a student demonstrate the correct process.

Final Thoughts

Overall I think my demonstration went really well. I focused on explaining every step clearly which enabled the class to follow along and demonstrate the correct procedures. I plan on using these strategies in the spring during my student teaching internship as part of my electrical wiring unit.

Microteaching

Last week, I embarked on my microteaching adventure at Bellefonte High School. We were tasked with creating a 3-day unit taught during one period for three days with two fellow cohort members. This assignment is to give us practice teaching to current high school students before student teaching in the spring. Mrs. Poorman was kind enough to welcome my group and I with open arms into three of her Ag classes.

I was tasked with teaching during Mrs. Poorman's Ag Mechanics class. When I first received this information, I was excited but nervous. I wasn't sure where to start when creating my lessons for only three days. After some time to mull over my options, I decided that I would not use Mrs. Poorman's shop during my lessons as I was not familiar enough with the equipment available and the shop set up. This left me with doing lecture type lessons with some hands-on activities in the classroom that would not require the use of any equipment. After making this decision, I decided to seek advice from Penn State faculty member John Seaman on what fun hands-on activities I could do that did not require the use of machinery. He was able to direct me to many resources and ideas that I took and adapted to work in the environment I would be teaching in.

On the first day, I chose to teach about safety and some equipment identification. I geared my lesson towards welding as the students had just started into this unit with Mrs. Poorman. Overall I think my lesson went very well. Students stayed engaged and asked questions throughout the lesson. One student even said he would recommend me as a teacher! I was glad that my first day was a success! While everything went smooth, there are a few tweaks and minor changes that I plan on making to lesson in order for me to use it in the spring for my student teaching internship.

With the first day being a success, I was pumped for the two remaining days. Unfortunately, the weather had other plans. A terrible snowstorm swept through the State College area which forced schools to close both Thursday and Friday.

I had a great time microteaching even though it was only for one day. Mrs. Poorman offered me feedback which I plan to use when tweaking my lesson that I taught.

Project Design Elements: How Do They Work In Real Time?

According to the Buck Institute Books,  Project-Based Learning enhances instructional units showcased in the photo above. I really enjoy Project-Based Learning and I am looking forward to  implementing Project-Based Learning during student teaching.

I hope to incorporate several different Project-Based Learning opportunities during my student teaching internship. I plan to incorporate projects to some extent in all of my units for the spring. 

I am planning on incorporating problem solving into my wildlife units and my ag mechanics units. I feel that problem-solving will work best within these units. I plan on using inquiry to some extent for all of my units but right now I know it will be incorporated into my greenhouse management unit.

These methods of project based learning will facilitate student learning through the project rather than teaching them first and asking them to apply the knowledge later. This allows for deeper learning and understanding by the students. 

RTL Lab Reflection Week 5

This week, we were tasked with teaching an inquiry-based lesson for 30 minutes. I was really excited to teach this lab after seeing examples of inquiry-based instruction in action!

Gems

I think some gems that I had for this experience was having multiple layers to the inquiry activity. For the interest approach, I read a story prompt that had students engaged before the activity started. I also had students analyze sticky cards on their own and then discuss their findings with each other. Finally, I had students analyze an article in order to justify their conclusions. During this activity, I had students utilize a data sheet which they found very helpful for the activity.

Opps

I think some opportunities I had for this lab are to pose deeper thinking questions to the students either verbally or on the data sheet. Another opportunity that I noticed would be to fix the prompt so that is does not come off as childish but rather a more serious case that the students are supposed to figure out. Finally, the last opportunity that I saw would be to slow down my directions and the activity to include checks for understanding. 

Final Thoughts

Overall I think my first inquiry-based instruction lesson went well. I plan to incorporate the opportunities I listed above in order to make the lesson better for my student teaching internship.

Literacy Strategies

How can we demonstrate inquiry-based instruction?

 Last week, we were tasked with doing our own research on inquiry-based instruction that ended with an amazing lesson taught by Mrs. Pontius. This week is a continuation on inquiry-based instruction by taking it one step further by looking at literacy strategies.

Literacy Strategies

Literacy strategies can be used for any school subject. They are useful tools that enable students to make connections between concepts, organize their thoughts, and retain important information. There are many literacy strategies to pick from. A few that I found during my research are:

1. Paragraph Highlighting
2. Chapter Tours
3. Prediction Pairs
4. Double Entry Diary
5. Think-Write-Pair Share

Why are Literacy Strategies important?

Literacy strategies are very helpful in all situations. They are especially important for inquiry-based instruction. Students will need literacy skills in order to be successful with inquiry-based projects. By implementing different literacy strategies before inquiry-based instruction, you are setting your students up for success!

Implementation 

I think that all the strategies I listed above would be very useful in the classroom. The one strategy I plan to implement during my student teaching internship is the paragraph highlighting. This strategy can be used with news articles where students first read the article individually while highlighting important passages as they see fit. The next step is to have students work in pairs to see which passages are highlighted differently or the same. Finally, students talk about why the chose the sections they did to highlight. This strategy allows students to look at the same piece of information three times and in three different ways. By utilizing this strategy, I believe that students will be able to contextualize the information and allow them to generate their own thoughts on the material in an organized fashion.

Virtual Mentor Interview 2

For the second virtual mentor interview, I was tasked with asking how my virtual mentors encourage cultural diversity in the classroom and what strategies they use for English Language learners. I was able to have empowering conversions with each of my virtual mentors regarding these important questions.

Global Perspective

I found through my discussions that one popular strategy was to provide global perspectives to different agriculture issues. This opens students up to different cultures and allows them to see the similarities or differences between their own culture and other cultures around the world.

Leading By Example

Another strategy that I found quite useful is to lead by example. By not tolerating exclusion-like behavior in the classroom, students will adopt appropriate behaviors when discussing sensitive topics such as religion, race, language, and culture.

FFA Involvement

Paying attention to FFA involvement is very important. It is important to recognize that all students involved in the agriculture classroom have the opportunity to be involved in FFA. Another way students can interact with different cultures is to participate in a chapter exchange.

English-Language Learners

There were a few very exciting strategies shared regarding this topic. One is to utilize Google translator for difficult questions. Another strategy is to encourage students to ask questions when something is confusing. Finally, there is a really cool program offered at Ms. Kane's school where they have a "Spanish in CTE" program. Once a month, a Spanish teacher will come in and provide vocabulary and content that is the same as what is being taught, except in Spanish. This is a very unique program that allows students to become familiar with Spanish in agriculture.

Conclusion

I am very thankful for Mr. Faber, Ms. Slates, and Ms. Kane to take time out of their busy schedules to answer these questions. I greatly enjoyed the conversations we had and the strategies and resources that were shared. Stay tuned for our final interview recap!

RTL Lab Reflection Week 4

This week, we were tasked with making a "substitute worthy" lesson plan on a standard that we randomly selected. After we created our plans, we were met with a surprise when we entered our lab. Instead of teaching our own lesson, we had to swap with one of our classmates and teach their lesson instead!

Excitement 

I had a lot of participating in this lab. It was fun to see the differences and similarities in the lesson plans that were written. It was also fun to see if you could think on your feet and really bring the content to life even though we didn't write the lesson plan we were teaching from.

Gems & Opps

For my gems, I think I did a good job with maintaining enthusiasm during the lesson. I also think I did a good job of reprimanding students that got out of hand during the lesson. For my opps, I think if I had had more time to review the lesson before I taught it, I wouldn't have needed to rely so heavily on reading the lesson plan I was given.

Final Thoughts

Over-all I think this lab was very successful and very fun! Stay tuned for my next teaching lab reflection!

Is Our Toolbox Full?

Is our toolbox full?

Differentiated Instruction

This type of instruction refers to considering and selecting from a variety of instructional approaches to meet the different needs of every student. Differentiated instruction is Not individualized instruction rather, it is a way to appeal to multiple intelligences.

Three Stages of Differentiated Instruction

Readiness- refers to the students' starting point for learning the concept being studied.

Student interests- attention to students' interests enhances the relevancy of content to learning by linking the content to students' experience and enthusiasm.

Learning preferences- these are the many different ways in which learners prefer to acquire, process and work through information.

How I Will Implement Differentiated Instruction

I really like the concept of differentiated instruction as I believe no two learners are alike. Some strategies I plan to use during student teaching are:

1. Provide students a quiz to see what their intelligences are and use that information to formulate a plan of action.

2. Use a variety of e-moments to engage multiple intelligences.

3. Use group work activities.

4. Be flexible during planning to accommodate different learning strategies.

Additional Resource

https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/

Making the Grade

How do we assess and evaluate?

This week, we were tasked with reading articles that tackled the importance of assessments, evaluations, and grading scales.

Grading Exceptional Learners

The first article I found interesting gave advice on how to assess exceptional learners. The article made some very valid points on what would be considered "fair" vs. "accurate" grading. Is it best to doc a student points because they have a learning disability? Is it best to just pass them even though the grade given is not reflective of the student's performance? The article stated that there are two characteristics needed for a grading system to be both accurate and fair. The first one was to set clearly articulated standards for student learning. The second one was to distinguish three types of learning criteria which are product criteria, process criteria, and progress criteria. While this may seem very complex to implement as a grading system, it is easier in the long-run to use the three types of criteria to assign a grade than it is to try and lump them all together. I plan on using the three types of criteria when I student teach to evaluate students. I find that this approach makes more sense to me than having an unorganized approach to grading.

Creating Rubrics

The second article that I found interesting discussed elements of effective rubrics and how to create your own. There are two types of rubrics, generic and task oriented. Within these two categories there are two subcategories, analytic and holistic. The article went on to list the steps to take in order to create your own rubric. I plan to take this information and use it to create a rubric for my unit assessment on agriculture ecology.

Finding Clarity

I found an outside source by Edutopia.org that shared nine questions to guide you when looking for clarity in assessment. I found this article quite interesting because I was able to think back on past experiences where I was confused with a teacher's grading system. It can be extremely frustrating if clear instructions and standards are not given at the beginning of a course or class. As I continue to plan out my grading system, I will keep this article in mind to ensure I remember the importance of clarity when grading.

Key Take-Aways

• Clarity is the number one priority to any grading system
• Identify the purpose of your rubric before constructing it
• Remember process, product, and progress criteria for fair and accurate grading

RTL Lab Week 4

This week we were tasked with demonstrating a type of problem to the rest of our peers for them to work through. I chose to present an effect-cause problem on the topic of small gas engines. I gave the students a scenario where a customer brought in a snow blower that was not running properly. Students then used white boards to write out their hypotheses as to what the cause was for the snow blower to run incorrectly. We then discussed the different hypotheses to see which was the most plausible cause. I thought that my idea worked really well and was easy for my peers to work through. Some things I would change for the future would be to pair students up to work more efficiently and add on another scenario instead of just working through one problem. I also want to ensure that I provide clear instructions when I present the scenario and through the problem solving approach.

Why are Problem Solving Skills Important in the Classroom?

What is the problem solving approach?

Connecting with last week's topic of questions, this week was all about problem solving techniques. Included with the topic of problem solving was project based learning in the classroom.

Problem Solving

Teaching problem-solving skills in the classroom will prepare students for the world beyond the classroom. I think problem solving techniques should be integrated into the curriculum whenever possible to give students the opportunity to use higher-order cognitive skills. 

Project Based Learning

One of the articles I read this week was by Lamar and Mergendoller titled The Main Course, Not Dessert. This article really spoke to me about showing the differences is shallow projects and project based learning. There were facets listed that need to be included in order for a project to be considered a learning based experience. After reading this article, I am determined to craft a project based learning experience for one of the units I will teach during the spring. I am not sure of what unit I will pick as of now, but I truly feel that giving students the opportunity to learn and implement problem solving skills through project based learning is a valuable opportunity. 

Project Based Learning Toolkit

As a continuation of the article mentioned above, I have been reading the Project Based Learning Toolkit which has been produced by the Buck Institute For Education. This book gives step-by-step advice on how to implement effective projects that drive student learning. I intend to continue to use this resource as inspiration for the project based learning experience I will implement in the spring.

Key Take-Aways

• Project based learning should be the main course meal, not dessert.
• Project based learning is intended to teach significant content.
• There are three types of problems: well-structured, moderately-structured, and ill-structured.

Unit Plan Reflection

One of many assignments for AEE 412 is to create a model unit plan. At first, I was excited to embark on this challenge. As I sat down to write, I had a terrible case of writers block. I could not think about the topics I wanted to include in  my agriculture ecology unit plan. I was stuck for awhile, not even grandpa Google was helpful. 

After receiving feedback from two of my peers, I finally saw the light at the end of the tunnel. Not only did they critique my unit plan, they also gave me several ideas on how to make it better and resources that I could use for my unit.

I am truly appreciative of the peer review feedback I received. I have chosen to implement the suggestions given to me and I now feel ready to write the rest of my units that I will be teaching in the spring!

Asking The Right Questions

How do we transition between techniques, utilizing effective questions?

This week, I had the opportunity to read four very interesting articles on the importance of asking the right questions. The article that stuck out to me the most was titled Pursue Passion: Demand Google 20% Time at schools. This article talked about how companies (such as Google) employ a 20% time mandate where employees are encouraged to work on personal passion driven projects 20% of their work tie every week. Results have shown that this is a much better strategy to see breakthroughs than forcing creativity the old-fashioned way. The author of the article tied this in with modern school structures. Students do not have a say in what they study, they are expected to know certain things in a defined amount of time to get good grades to move on to the next task where everything is repeated. I did not grow up with this structure, I was allowed to pursue my passions while in school. I feel that giving students the choice to pursue their passions academically is extremely important. Asking students what they would like to learn would help them build autonomy and ignite their passion for something that interests them. These reasons are why I decided to pursue agriculture education. Agriculture education programs allow us the flexibility to tap into students personal interests through SAE projects or CDE teams. Imagine the amazing things students could learn or create if we ask the right questions!

Photo curtesy of Google images  

RTL Lab Reflecton Week 3

This week was all about interest approaches. We were tasked with teaching an interest approach on any topic we wanted. I chose to create an interest approach to be used in my agriculture ecology unit in the spring. At first, I had a difficult time coming up with an idea. I wanted to do an activity that would have students move around rather than just playing a video clip. Finally, after much brain storming, I decided to create a role-playing type activity where students would be given a specific organism to act as and interact with each other around the classroom. While this activity may seem silly, it forces students to get out of their comfort zone while still learning important information. Overall I think that my interest approach went really well. One thing that I would be cautious of in the future is that the activity would work best with a medium to large size group of students. Stay tuned for my next reflection!

The Importance of Objectives

This week I found one article quite interesting that was apart of our weekly investment readings. The article was written by M. S. Whittington and featured in the Agriculture Education Magazine. Whittington's article talked about the importance of objectives in the classroom. It is important to provide students with a "road map" of what they will learn and what is expected of them. Her article goes on talk about the importance of writing objectives for the different levels of cognitive learning. She uses Bloom's Taxonomy to achieve this. Most important advice I took away from her article was that in order to provide clarity, objectives written for higher order cognitive ability or lower level must also be taught and evaluated at the same level. This allows the student to see the entire picture of how everything flows together. I will keep this advice in mind as I continue to write my unit plans and lesson plans!

Photo curtesy of Google images

Virtual Mentor Interview 1

I was tasked with conducting interviews with my virtual mentor team to hear their thoughts on their personal teaching philosophies and core values as in agriculture educator.
I conducted the first interview with Jesse Faber. The key points that I took away from our conversation are: it is natural for your teaching philosophy to change over time, all students should be successful, as an educator, it is important to provide multiple pathways of success to students, inclusion is vital, and a hard work ethic  is important instill in students.
The second interview I conducted was with Miranda Kane. Some key points that I took away from our conversation are: Students should be involved in all three aspects of the three-circle model, students should be able to express themselves creatively, it is important to stay current with teaching practices and culture.
My last interview was with Meagan Slates. Some key takeaways I had were: it is the teacher's role to better students and encourage them to reach their goals, the three-circle model supports students with valuable knowledge, and FFA engagement is vital.
I really enjoyed my conversations with everyone. I gained some essential advice and an insider view on core values and teaching philosophies. I think that each interview had one important focus in common which was that each philosophy was focused on students. As I reflect on my own teaching philosophy, I will keep these points in mind to remind my self of the great that has been shared with me.
Photo curtesy of Google images

RTL Lab Reflection Week 2

This week I filmed my first lab for AEE 412. We were tasked with teaching a snippet of a lesson we created to show case our classroom procedures, expectations, and consequences.

Overall, I was really happy with how my lesson went. It was a challenge at first to engage with my cohort audience as they were asked to portray different types of personalities that could be present in the classroom. I definitely need more practice with thinking quickly on my feet to address undesired student behaviors. On a more positive note, I think that I was well prepared, had good enthusiasm, and was clear with my instruction. I can't wait to apply the feedback I have been given on my first lab to my future labs!

Photo curtesy of Google images

Bellwood Antis Cooperating Center Video psuaged19

Check out my cooperating center video for Bellwood Antis High School where I will be student teaching in the spring!

Age is Only A Number

What is engaging instruction?

As part of the readings for week four, we were asked to watch a TED Talk by Katie Simonds. Her message was about urging adults to listen to students' ideas and thoughts on important issues in society. During her talk, she points out several instances where adults have looked down upon her for being young. She also points out that students have lost confidence in their own ideas due to lack of respect. This TED Talk really spoke to me as I had a different experience with my education. Because I was homeschooled, I had the freedom to choose what I wanted to study. I had the freedom to think of creative ideas and very rarely, if ever, were my ideas made fun of. I had a voice in my education. After hearing this TED Talk, I realized that having your opinions matter as a teenager can be hard to come by. This makes me want to fight for students to have a say in their education. The idea of listening to new ideas from students ties into the topic of engagement. If we can give students the freedom to speak their minds, we can use their thoughts and opinions to get them engaged in their education. I am looking forward to exploring this topic further as the week goes on!

References

I'm 17 | Kate Sihttps://www.youtube.com/watch?v=0OkOQhXhsIE
monds | 

Photo curtesy of Google Images

I'm 17 | Kate Simonds | 

The Wild Card: Part 3

All great things must come to an end. I am sad that the journey of reading The Wild Card has come to an end. This book is full of teaching advice and creative ideas. I would highly recommend this book to teachers of all levels of experience. Below are the final thoughts on the book.

Identify your go-to thing and start there.

Chapter eight was all about authenticity. This chapter discussed the importance of being authentic with your students. I asked my mentor team what their go-to thing was. MK: I feel most confident when teaching leadership or doing leadership activities so I would say that is my go-to thing. This topic connected to the next point which discussed authentic creativity. It is okay to be inspired by someone else's creative ideas or methods of teaching. What is not okay is trying to be a carbon copy of another person. This will cause you to lose your authenticity with your students.

Push through barriers and overcome obstacles.

Chapter nine talked about the concept of grit. As an educator, it is important to have grit. This enables you to push through administrative obstacles, creativity obstacles, and many more. 

Persist with and build on your creative efforts.

Chapter 10 discussed the importance of always being a student, never a master. It is essential as educators to always being moving forward and building on our skills. The book specifically talked about building on your creative abilities beyond your go-to thing. The common thread throughout the book has been to not be afraid of stepping outside your comfort zone. One section in this chapter talked about starting an after school program for students. This reminded me of FFA and I asked my mentor team if they noticed the similarity.MS: I think the after school programs talked about in the book have a similar goal of FFA, which is to get kids involved in the community and leadership.

Overall I have really enjoyed this book! I have so many notes throughout my copy, that I look forward to re-reading the book during times of need for advice or creative ideas.

Resources

Photos Curtesy of Google Images