Raised in a rural community in Mid-Michigan, I was quick to take part in agricultural youth experiences such as 4-H and FFA. These programs continue to shape my passion for supporting learning through agriscience, and I strive to provide similar opportunities for those who will lead the future of agriculture. Working alongside secondary education students as their agriculture, food, and natural resources teacher and FFA Advisor would grant me the space to accomplish these ambitions.
Promoting student growth through experiences within agriculture is at the root of my motivation to educate. Each learner is equipped with their own interests and abilities. I believe there is great benefit in optimizing the individual needs of each student; allowing me to craft unique experiences to help guide their passions. This learner-centered ideology supports students in discovering their own goals, socially and professionally. It is important to me to facilitate a learning environment where students are empowered to follow their interests inside and outside of the agriculture industry. With confidence in their passions, I believe these future leaders will find their place to advance society.
Learning within agriculture, food, and natural resources can encompass many ways of knowing. Experiential learning has been an impactful way of knowing, and learning style, that I see great benefit addressing. Taking a kinesthetic and visual approach to teaching provides physical experiences students can reflect upon and utilize in the classroom and beyond. By providing experiences for my students, I intend to not only contribute to their knowledge but their knowing. The sense of knowing, or the ability to do something, is achieved by taking part in experiences. As an agriculture teacher, I strive to focus on guiding my students to bridge their knowledge and knowing through the facilitation of experiential learning.
As my educational motives lie within promoting the goals of my students, I align with the learning theories of humanism and connectionism. Through a lens of humanism, I find that factoring in the goals of the learners fosters a more impactful sense of achievement, for the students and the educators. Achieving the learning objectives while promoting personal growth for the students can create a foundation that allows for individualized instruction, which promotes students’ personal goals while achieving their academic goals. The theory of connectionism also outlines a support system for students. While providing an environment for students to achieve their personal objectives, I find great importance in providing them with a network of information to assist them in their learning. I feel strongly that a supported student can accomplish any goal they set to conquer.
I believe in the future of agriculture, and the future of my students. As an agriculture, food, and natural resources educator, an ag teacher, an FFA advisor, I aspire to foster a passion for learning through agriculture. By connecting the individual goals of students to unique experiential learning opportunities, I find that I can make an impact in their lives. An impact that provides an outlet for each learner to explore their strengths and passions, so they can make a positive difference the world around them.