Voices of Experience

“As a teacher in the construction trades, I find that students don’t always make the connection between their academic classes and their work in the shop. For example, we teach rise over run which uses the Pythagorean theorem. Even though they have studied the Pythagorean theorem in math class, when they see it in the shop it’s like new information. My job as their teacher is to help them make the connections between the theory and the application.”

“As a cosmetology teacher, I find my students all learn differently. Sometimes I slow the pace of instruction to make sure students are understanding it. Sometimes I work one-on-one with students so that I can understand their struggles. I often use repetition and segment skills so that everyone has a chance to be successful. I expect all of my students will leave the program with a state license so it’s important that I teach them what they need to know.”

“Students who are interested in the cosmetology trade and want to learn the skills are easy to engage. Their energy keeps me on my toes. For students who didn’t pick the program as their first choice, I need to make it meaningful to them so that they will engage and learn. For example, I point out that everyone has hair on their head so who wouldn’t benefit from knowing these skills? I maintain enthusiasm and differentiate my instruction. All students benefit from an overview of services, hands-on practice, examples, samples, and models. Allowing students to partner and work with each other is always engaging.”

“The most effective strategies are the ones that work for each student. Depending on the skill I’m teaching, different strategies work for different kids. In the electrical program, we have all different kinds of learners, but most of the students are hands-on kids so they really benefit from an overview, then a demonstration, then an explanation with a model or diagram, doing it themselves.”

“For me, focusing on employability skills is as important as focusing on technical skills. Students can have great technical skills, but if they aren’t willing to show up on time, ready to go, work hard, and do what they’re asked to do, they won’t keep a job in the electrical field for very long. It is important for my students to understand that employability skills are as important as technical skills if they are planning to stay employed.”

“Maslow before Bloom. I get to know my students as much as possible so that I can understand what it’s like to be them. My shop is science-based and most of my students do not become confident until they are comfortable with the expectations, the curriculum, with their peers, and with their teacher. By their junior year, most students start to look ahead. Each student is different. As a teacher, you need a big toolbox to carry all of the learning tools required for students to be successful.”

“It is important to individualize my approach. I work with students one-on-one. If students are struggling, I try to find out what is getting in the way and instruct each student so that everyone is learning. I differentiate. I build relationships with the kids and with their families and communicate both good and bad to the students and their families. I keep the lines of communication open so that everyone knows we are all on the same team.”

“As a horticulture teacher, I find all students benefit from guided notes. They give my students structure, help them with vocabulary development, and can be used as a study guide. I provide differentiated instructional options for all students. Every student works at their own pace which allows every student to feel a sense of accomplishment before moving on to something new, and it does not hold students back who work quickly.”

“All of my plumbing students are encouraged to work at their own pace and in their own space. When they need assistance, they get it. If they can do something independently, they are encouraged to do it. I am interested in students showing progress, from wherever they start. I am not interested in fast; I am interested in right. Students with learning issues work well in this structure because they are not in competition with other students, just with themselves. Projects are differentiated to meet the needs of students. If they need accommodations, they get them. If they need help, all they have to do is ask. Visual cues, directions, diagrams, checklists, and rubrics are all built into the projects. I am looking for effort. I am looking for on-task behavior. I am looking for interest. The skills will come if those things are in place.”

“In the plumbing shop, I love to use strategies with students to help them to engage. Think-pair-share has never failed to engage everyone in the group. I use cooperative pairs, visual cues, project sheets, chunking information, and regular check-ins. Students have formative assessments all the time, at different points in their projects, so they always know how they are doing and where they stand. All of the projects start with a basic skill and build to a summative assessment so there is always an opportunity for success.”

"How do we positively impact student learning as a vocational-technical teacher? My opinion is to be passionate and energetic and stay current with my industry. When the students see the passion shown about our technical areas and see the accomplishments and goals reached by me as their role model and teacher, it makes them stay motivated and want to succeed. As a young teacher just completing my fourth year, I am still regularly active in the plumbing industry. I bring back pictures and stories of what kind of jobs I had accomplished over school vacations and weekends. I related these jobs to the projects that my students are doing. At the end of each week, my students ask me what my plans are for the weekend, and they are eager to know what kind of jobs I will be on. One quote I think of daily from one of my current students is, "You really love doing plumbing; that's all you talk about even when you aren't in school teaching." I hope all my students see this passion and become successful plumbers in our industry."

"As an educator of over 20+ years, primarily working in Special Education classes, I have developed a routine that fits my students' learning modalities and allows them to feel comfortable in my classroom. When I plan my lessons, I plan how to best present material to my students so they can access the curriculum. One of the techniques used is to create visual and accessible materials for the students to follow. When creating visual supports like Google Slides, I also create guided notes, allowing students to create neat and organized notes to use as a reference. Another support I provide my students is to share my notes or slides with them, allowing them to engage in the instruction while giving them time to complete the notes at their speed. In this way, they feel free to keep up if the pace of instruction moves faster than they can manage. With various reading and writing abilities in a class, reading aloud and checking in with students during reading and writing produce a more robust and well-rounded understanding of the material."

"In my experience as a special education teacher, I have learned many things when it comes to educating my students each year. The most important lesson I have learned is that my students need me to be consistent in their instruction in my class. With consistency, students' anxieties seem to diminish, and performance in class tends to rise. The one thing I have realized with my students is that I need to continue with my positive reinforcement to the students, even if they are struggling with materials. Just telling a student “great job” or “way to work hard” tends to go a long way with them. When I offer even small praises for their work, many feel they can do it and succeed in the learning process.”