Teach Like A Pirate - Reflection #3

This is my final blog of reflection for my summer reading. I have finished the book Teach Like A Pirate and finalized discussions with my cooperating teacher - Mr. Roy Campbell of Derry Area High School.

Previously our discussions have been centered on the core messages presented throughout the book that was divided into chapters for each letter of the word PIRATE:

P - Passion

I - Immersion

R - Rapport

A - Ask and Analyze

T – Transformation

E – Enthusiasm

In June, Mr. Campbell and I were able to reflect on the first third of the book. Then, in July we were able to reflect on the second half of the book. These reflections allowed us to discuss the chapters centered on the meanings of Passion, Immersion, Rapport, Ask and Analyze, Transformation and Enthusiasm. Overall, building on what it means to teach like a pirate. As we concluded our reading and discussions, Mr. Campbell and I have focused our attention to how to become a better pirate.

To become a better Pirate we found ourselves pondering the “awkward question” presented by Burgess of “Do you want to be great?”  Of course we want to be great, but as pointed out by Burgess we often feel selfish and under judgment when we answer ‘yes’ with such confidence. However, what happens if we are not striving for greatness? Are we striving for mediocrity? Personally, Mr. Campbell and I have no problem wanting to be great because being mediocre does not incentivize us to create goals and strive to achieve them. We want to teach with a purpose, and to achieve that purpose we have be great. This is easily summarized through a quote from the book below:

 “When you have a high enough calling, it is much easier to commit yourself to doing whatever it takes to accomplish your life’s purpose.  You have to decide if what you’re doing is worth your complete effort and full attention.  If it is, don’t let anything stop you.”

In short, Burgess also compares the purpose of greatness by connecting it to The Little Drummer Boy. After reading this, it was a moment of thoughtful thinking about how cool it would be for us as agricultural educators to go out into the world each day and play our “drum” the best we can as a gift we can give to others.

The next question presented to us was “Where do I start?” To be great, we have to start somewhere, but knowing what to begin with is always difficult. Burgess suggested that we allow ‘roadblocks’ to get in our way of our intentions of doing great things. These roadblocks can simply be the following:

1. The fear of failure
2. Believing you have to figure it all out before you begin
3. Perfectionism
4. Lack of focus
5. Fear of criticism or ridicule

I openly admit that the fear of failure and perfectionism are huge roadblocks for me. Knowing that, helps me breakthrough them. I cannot let these roadblocks get in the way of me reaching greatness. However, I also know that I am not in this alone. I have an amazing ‘crew’ of mentors that will help me achieve greatness throughout my journey of teaching agriculture. Therefore, I confidently can say that I want to be great and can achieve greatness. 

Overall, this book built my confidence and creativity that I plan to execute in my future classroom. In addition, it also provided great reasoning and discussion about the significance of teaching like a pirate. Thank you for staying connected throughout my summer reading reflections with Mr. Campbell.

Implementation of Experimental Learning through SAE

When you walk through the halls and classrooms of Derry Area High School’s Agriculture – Horticulture Building the three circle model is visibly seen on multiple bulletin boards. These act as a firm reminder to the students and faculty about the opportunities that can presented in an agriculture education program. These opportunities can be obtained through implementation of classroom/laboratory instruction, experimental learning (SAE), and leadership development (FFA).

As I begin my teach AG journey at Derry Area High School, I have had the opportunity to share in experience with the agriculture educators in implementation of the three circle model.  Throughout my summer visits, Mr. Campbell and Ms. Schaffer never hesitated to share details and allowed me to experience what a ‘typical’ day was for a high school agriculture educator. Honestly, from these visits I came to the conclusion that there is no such thing as a typical day for an agricultural educator. From course planning to FFA activities and faculty meetings to farm bills, there are multiple task that need confronted and completed throughout the day. It is evident that an agricultural educator puts forth time and effort to ensure opportunities are offered to students with the three circle model in mind.

During my first two visits, I was able to experience implementation of classroom instruction and leadership development. Throughout my visit on August 1st, I was taken on a journey throughout Westmoreland County to learn implementation of experimental learning. To begin the day, Mr. Campbell and I were able to sit down with two students housing animals at the school farm. We went over inputs and outputs of the project, and help students implement data and information in the AET.  After two hours, the students each had a solid record book to print and present for weigh-ins at fair. In the afternoon, Mr. Campbell and I were able to explore and visit 3 students’ exploratory SAE projects. We weighed the students’ project animals and provided guidance in filling out fair applications. Although this day was busy and a little overwhelming, I realized the importance of SAE visits with students. Below I have highlighted three takeaways that I found essential when conducting SAE visits:

Be helpful –

During each visit Mr. Campbell and I were presented with many questions from animal care to record book requirements. Some questions tasked us to brainstorm solutions, especially when we came to the realization that a student’s project had the possibility of not making weight for the Westmoreland Fair.

Be positive –

To be helpful it requires a positive attitude. Although there is a chance that the student’s project animal may not make weight for fair, we were able to remind the student that they could still participate in the showmanship contest and carcass/ultrasound judging.

Be inclusive –

Although the student is responsible for their project animal, parents want to be involved. It is important to share with the parents about the progress of the student’s project and areas that can be improved upon. It was evident that parents are vital in encouraging implementation of the learning process outside of the classroom.

Overall, this experience provided many takeaways to help me realize the value of SAE visits.