EDUCATOR profile
What do you think is most challenging for students working toward graduation, and how do you help them face that challenge? A lot of the students I get want to go out and work; they are ready to go get a job. Many of them are not interested in what they are learning in their academic classes, or they aren’t doing well on the tests they have to take. The emphasis placed on testing is stressful for students. We have an excellent counselor at our center and other staff members who help students work toward graduating. They work with these students on a daily or weekly basis to help them understand that if they don’t pass these tests, they aren’t going to walk in graduation. Sometimes I have an A student in the shop, but that student isn’t doing well in the other classes. We try to help them as much as possible—help them at least get a GED. Not every kid I teach is going on to college—that is a given fact. Some will. Some won’t. Some of them are going to work, and some think they can’t go to college. They don’t realize what they can do until someone helps them understand the options they have. How have you collaborated with other CTE or academic teachers over the years to develop lessons or projects for your students? In the past, we have worked with some of the biology and other science teachers. It’s good when we are able to teach the same lesson at the same time, so the students hear the material in two places. One teacher incorporated our milk project into her class, so the students got to use the skills they learned for FFA milk tasting in a science classroom. Have you ever considered moving into administration? I lack 18 hours from getting an administration degree. At one time, I intended to get that degree, but events in my life prevented it. At that point in time, I wanted the degree, but then I got busy and had two kids, and backed off of that path. It’s a lot more work than people realize it would be, but if I had gone that route, I would have wanted to be a CTE director. What is the benefit to the community of CTE in high school? CTE prepares students to be out in the workforce. We teach the students employability skills. I always try to help the students understand that when you get a job, you have to do what is expected of you in the job. Also, you have a semi-trained workforce that comes out of CTE programs. You have students who are going into welding or other fields, and they have that skill, but they have other skills that they learned in their CTE classes, too. In a single program, the students learn more than just one skill. They may do a little electrical work, or small-engine repair, maybe a little welding. These skills can be used in the community. Also, in FFA, we do a lot of community work. My second-year students went down to the fourth grade classes and led activities and workshops for a camp. We help with livestock shows as well, and have had several other community projects in town. Fall 2013 CONNECTIONS 11