September 24, 2013 – 9 hours
Sibley East High School, “A” day
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Block 1: Vet Science
o Course curriculum is “CASE”, for the most part. Uhle laid out his typical
“lesson plan” for me: 5-10 minutes settle in/attendance, lecture for 20-30
min, 30 minutes “project” or otherwise, 10-15 min presentation/etc. Today,
students went through a lecture and used their iPads (1-to-1) to research
beef cattle breeds. Uhle is really good at relating his own experience (dairy)
to whatever he is teaching, without confusing students. Students took extra
time researching, so Uhlenkamp said there would be additional time
Thursday to wrap up and present.
Block 2: Prep
o Uhle usually takes his prep on the go, especially during garden season. Sibley
East has a ~5 acre CSA garden that they operate, as well as a sizeable “Crop
Plot”. Planted several grape vines this year for a vineyard just off as school
grounds, as well as an “apple orchard” (~20 trees). Uhle does a lot of the
community engagement stuff while Eppen does more of the school stuff.
Sometimes, during his prep, Uhle will hop in the combine with a local farmer
to hear about how things are going/how FFA can help/what the FFA or the
program is doing that the farmer might be able to help with. Super cool!
Lunch/AO
o “You are never too busy to have lunch in the teacher’s lounge.” I honestly
think this is the best advice I could get. I easily get wrapped up in my own
little world, but it’s important to build relationships with your colleagues –
what better place than the lounge? SE teachers do the Star Trib “Super Quiz”
every day together.
Block 3: Metals
o “All right, let’s go to the shop!” Students have their own projects and
complete them. I really wonder what prep work went into this/how long
they were in the classroom prior to this. This class very obviously has prereqs (small engines, welding).
Block 4: Small Engines
o Class crossed the street to a local home and started leveling a small area in
the backyard for a shed that they, in addition to B-day Welding class, will be
building. Uhle gets shovel and works with them, but does quite a bit of
supervision. Class is 100% male, freshmen and sophomores. This project was
solicited by the resident, and Uhle says they do things like this often
(whenever asked). Gets the program name out in the community, teaches
skills in practical, applicable ways.
After-school, chatted with Uhle about classroom dynamics, relationships with
students, and two-person department. Tyler arrived, we left for the day.
Elizabeth Rabbe
AFEE 5697
Reflective Journals
November 11, 2013 – 8 hours
Sibley East High School, “B” day
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Block 1: Natural Resources
o I arrived mid-unit, Uhle is lecturing on Fish Breeds. Students take this
information and apply it to a worksheet, utilize iPads for research. 1-to-1 is
great, makes everything very researched based. I worry, though, if it
sometimes becomes just the “easy thing to do”? Are all students really
learning like this?
Block 2: Prep
o Decided what I would be teaching next week for Ag Business class: Taxes.
Began working with the Farm Business Management Practicum to prep, Uhle
got Fruit Ordering information in order. Fruit is a HUGE revenue maker for
Sibley East FFA/ag program.
VETERAN’S DAY PROGRAM
o This one wowed me. MCW holds a Veteran’s Day program every year, but
kids here were respectful. The school district is small, certainly, but 50% of
the people filling the gym were community members. 30+ VFW and
Legion/Auxiliary members were present. Uhlenkamp told me on the first day
I visited that almost 25% of students who graduate from Sibley East spend
some period of time in the military immediately after high school (which was
evident!). Another thing that shocked me: the program mentioned God on
numerous occasions. I guess you could call MCW’s program “secular” because
we talk more about country than mention God. But “One Nation Under God”
was a key phrase on many occasions. Uhle says that flies, “Just look at the
community!” There are probably 10 kids in that whole school who would not
be considered Christian. Boys and Girls State reps emceed the program, a
female vet (the only female vet in the building) gave the keynote speech. She
was neat – 3 kids in the district, 20+ year career Marine, Hispanic decent. I
saw the only other Marine in the room (an 80-year old white male) salute her
after her speech…I nearly cried.
Lunch/AO
o Lunch in the teacher’s lounge, heard more about the students in the school
from other teachers. This is where you find out what’s going on with your
kids that day: “What’s Ebony’s deal?” – “Well, something didn’t go well in soand-so’s class…” Officers met in Uhle’s advisory over lunch and told me more
about their program.
Block 3: Agribusiness
o Watched this class for the first time before I taught it. Seriously, poor time to
come in – kids have been working with the FBM practicum for 2 weeks (4-5
class periods). Given a worksheet of key terms, define on own using iPads.
Block 4: Welding 1
o Footings laid on concrete for building that they were constructing at
community member’s house.
Elizabeth Rabbe
AFEE 5697
Reflective Journals
November 15, 2013 – 4 hours
Region VII CDE Contests
Drove to South Central College in Mankato with Megan Thurk to assist with Region VII FFA
Contests. Today, Dairy Foods, Soils, and Poultry contests were held in addition to a “Fall
Leadership Rally” which I had spoken at as a State Officer. It feels really weird to be on “this
side” of the table. I enjoy the camaraderie of the region ag teachers – like a big family
reunion, and lots of business gets done.
I, ironically, taught my cooperating teacher something today. Helped score Soils Scorecards
(my favorite) and taught Uhle how to do so. Learned that each ag teacher has their “thing”
when it comes to CDEs. USC does Soils, Medford does Poultry, Tri-City has a decent Dairy
Foods team. Uhlenkamp says Sibley East is known for their Farm Business Management
teams, although he is currently rebuilding. It was really fun to see scores come across the
table, especially knowing how much/little SE had prepped for the soils contest. The boys
who had participated last year and “knew it” didn’t have a clue compared to the girl who
started studying the week before. Kids amaze me.
Once scores were done, we left and had lunch with Watertown-Mayer (Megan’s school).
That’s another dynamic that is difficult for me. I have my standards of how I want kids to
act, especially in public places. I don’t know when it is/isn’t my place to say something,
because some of these kids were being obnoxious. I was also reminded of “those students”
who will drive me crazy: entitled teenage boys. They might be genuinely interested, but
they sure have a screwy way of showing it. Those are the kids I want to shake, so I need to
work through that.
Elizabeth Rabbe
AFEE 5697
Reflective Journals
November 19, 2013 – 8 hours
Sibley East High School, “B” day
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Block 1: Natural Resources
o More lecture on fish breeds (more of a quiz this time). Students had another
worksheet, this time doing specific research on one fish breed. I’m surprised
this keeps kids actively engaged for 80 minutes – I would go crazy doing this.
Block 2: Prep
o Studied my material for Agribusiness class that day. Made copies. Went
through lesson with Uhlenkamp. Everything seemed set and ready to go!
Lunch/AO
o Ate lunch in the teacher’s lounge, took part in the Super Quiz. I’ve become a
fixture there, but apparently all observing teacher’s do – Sibley East sees tons
of them from UMN, UW-RF, Gustavus, MSU, etc. Sort of a hub!
Block 3: Agribusiness
o Taught day 1 of my unit today (will attach lesson plan)
o Classroom management things: Uhle set me up for success here, “Ms. Rabbe
will be teaching today. I appreciate you giving her your undivided attention
and respect.” Kids were spot on, didn’t screw off in obnoxious ways. They
listened and paid attention, but you could definitely tell when the zoning out
was happening (when things were difficult, they didn’t understand a concept,
when I moved too quickly through muddy material).
o My layout: Interest approach, lecture, mini-project (types of taxes break
outs), more lecture, practice problem. This ate up just about the entire 83
minutes.
o Things that went well: Explaining the concepts; I got more comfortable as I
went; I loved my content because it was relevant, so that made it easy to
teach.
o Things that could have gone better: “Taxes are boring.”  really poor set-up
for my content…my bad; went through W-4 too quickly; lacked some
relevancy today (that will come on Thursday).
Block 4: Welding 1
o Went out to the shed across the street and put up sheeting (chip board) as
the framing was all up. Uhle and I processed my teaching experience, he gave
feedback (will attach it to this journal). Left school at 3pm.
Elizabeth Rabbe
AFEE 5697
Reflective Journals
November 21, 2013 – 3 hours
Sibley East High School, “B” day
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Block 2: Prep
o Arrived halfway through this prep to show Uhlenkamp my final lesson plan
(will attach) for the taxes portion of his FBM unit. Printed worksheets, talked
through logistics.
Lunch/AO
o Ate lunch in lounge for the last time (sad!).
Block 3: Agribusiness
o Co-taught second lesson on taxes with Uhle (will attach lesson plan).
o Classroom management things: This class was lecture for ~20 minutes and
work time for the rest. Work time is difficult to manage when there is only
one me! Need to move around to all groups, but have to give time to those
who REALLY don’t get it, so what is a good “pattern” to circle the classroom
and keep students on task?
o Things that went well: I won’t lie, the worksheet was awesome (will attach it).
Bob Roesler and Uhle both loved it and said they would use it in their own
teaching. I helped some kids “get it”, and they were the on-the-fence kids on
Tuesday.
o Things that could be improved: Classroom movement, most definitely.
Appropriate amount of time with each student (or group of students).
Explanations of tax brackets…instead of “How much is from here to here?”,
could have drawn a number line on the board to better show what I meant
(hindsight is 20/20).
o Overall, I was really happy with this unit. I had command of ~160 minutes of
instructional time and felt that I made taxes relevant (not quite as lofty as
some of the FBM concepts). Hopefully students walked away with an
understanding of taxes and their relevance to the U.S./their daily lives (key
learning objectives).
Elizabeth Rabbe
AFEE 5697
Reflective Journals