what are ten skills an agrigulture teacher needs??
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As the agricultural education profession works to expand its research base regarding teacher capacity to deliver scientific concepts effectively, the work completed in this area by our colleagues in science education should be examined.\nBasic Skills\nObserving Noting the properties of objects and situations using the five senses Classifying Relating objects and events according to their properties or attributes\nSpace/time relations Visualizing and manipulating objects and events, dealing with shapes, time, distance, and speed\nUsing numbers Using quantitative relationships Measuring Expressing the amount of an object or substance in quantitative terms Inferring Giving an explanation for a particular object or event Predicting Forecasting a future occurrence based on past observation or theextension of data\nIntegrated Skills\nDefining\noperationally\nDeveloping statements that present concrete descriptions of an object or event by telling one what to do or observe\nFormulating models Constructing images, objects, or mathematical formulas to explain ideas\nControlling variables Manipulating and controlling properties that relate to situations or events for the purpose of determining causation Interpreting data Arriving at explanations, inferences, or hypotheses from data that\nhave been graphed or placed in a table Hypothesizing Stating a tentative generalization of observations or inferences that\nmay be used to explain a relatively larger number of events but\nthat is subject to immediate or eventual testing by one or more experiments\nExperimenting Testing a hypothesis through the manipulation and control of independent variables and noting the effects on a dependent variable; interpreting and presenting results in the form of a report that others can follow to replicate the experiment science concept knowledge and performance of agriculture teachers. If not\nalready being done, effective science instruction methods should be infused into agriculture\nteaching methods courses as a way to bolster the scientific rigor of future agriculture teachers\nand simply to enhance their effectiveness.
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DIfferentiate your instruction.  Check out the books by Carol Tomlinson on the subject.  You need to design lessons that allow for the content, format and assessment to be adapted to the needs of individual students.  Specific strategies depend a lot on which subjects you're teaching.\n\nBe sure to avoid seperating students by ability level.
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HEY CAN U PLZ TELL ME IN A BIT DETAIL WAT U NEED FOR UR PROJECT . I HAVE GOT A BIT INTREST IN AGRICULTURE . IF U CAN TELL ME WAT U MAINLY NEED THEN I CAN HELP U . I M ONLINE NOW U CAN ALSO CHAT WITH ME .OK
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Critical thinking skills, communication skills (interacting/socialization), reading and writing, and movement. All of these things need to be covered in the context of the topics covered and at the level of the student. \n\nAll states have standards that have been defined by stake-holders as to what is suppose to be covered in each grade.
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PRIVATE TEACHER,\n\nSCHOOL TYEACHER,\n\nTUTION / COACHING CENTRE'S COUNCILING.
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Have enough picture/word cards of animals/plants in a food chain for each student to have one.  You need a big ball of yarn or string.  Put the students in a circle.  The lowest person on the food chain starts.  They hold the string and throw the ball to the next highest person on the chain (preferably, they are not sitting in order).  That person holds on to the string and tosses the ball to the next person.  \n\nAt the end, you've formed a web of interconnected species.  To simulate environmental changes, have a few students drop their part of the web.  It will fall and dissinigrate showing how a healthy ecosystem is dependant on all of its occupants.\n\nHope that helps.
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To work with animals you probably should have an affinity of them. (caring)\n\nA good memory, you will need to remember a lot of health conditions and remedies and recipes\n\nObservational skills to help diagnose problems\n\nA forth I can't think of one :(
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1. Teacher must understand the mendality,capability of student.\n2. Teacher must follow the Discipline will effect the student also.\n3. Teacher must treat the student as like her/his child.\n4. Teacher must Speak true make the student as this that way.
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Child care\nMusic or Art (or any) Lessons\nWoodworking
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teaching or the food industry
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please also include stuff we can use in a real life threatening situation and how to use surroundings to an advantage, i think you could include these into your flyers good luck with the classes I know its the best thing i did for myself even though I hope i never have to use it. you could also include discipline, pride and self satisfaction, strength, flexibility, self belief, i could go on and on
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I would focus on the skills you use as a substitute teacher: following lesson plans, communicating and working with other staff, managing students, working independently to solve problems, leaving detailed documentation, etc.
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Practice, practice, practice. get a good teacher.
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Do you live in the DC area?  Then the USDA Graduate School is for you.  They teach a ton of classes in this area.  Anyone can sign up.  Reasonably priced as well.\nhttp://www.grad.usda.gov/\nClick on Search Catalog for Courses and then put in "Contract"
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I would try local farmers, ask them as they all usually ride very well. My daughter never had any professional lessons but rode at the farm and we also rode horse several times in Egypt. Finally she had one professional lesson and the teacher was amazed and said she learned more in half an hour than some of her students had in a year.
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What necessarily are you trying to teach???
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feed , water, clean areas where they are kept, bedding, let them in and out, inspect them for sores or parasites, feet trimmed, medical, land management ,records-breeding, sales, costs, buying(including things for the barn-hay,straw,tools,\n The list is endless from those things than-milking,testing,production, vendors,equipment,ect ect. \n\nA book would help you a lot.\n\nIt can be done-start small.