SAE is one of the most unique educational tools at our
disposal as agriscience educators. SAEs have long standing impact on the lives
of students. SAEs are not optional.
Story #17 – Arizona
Special Ed student living in inner-city
Tucson(Freshman). She was placed in our Ag program(Dumped), because after
all we are not academic at all and most students usually succeed. Student
was mentally and physically Handicapped do to physical abuse inflicted by
her “drunk” father. He picked her up and threw her
against the wall because she was crying; when she was 9 months old.
Anyhow, this student had a little “Chihuahua “ dog and this was to be her
SAE. Mind you, this student had never been asked to do anything at all,
because no one expected her to succeed at anything. Well let me share
with you the power of SAE, FFA, and inclusion. This student
was a 7 year student of our program raised 6 market lambs and sold at our
county fair, learned and recited the creed at our parent-member banquet her
senior year, and is now self sufficient and has a job-lives alone
nonetheless!!!
Submitting Teacher: Mr. Jose
Bernal
SAE Theorem #15
(Moore, 2003, The Agricultural Education Magazine)
Teachers should think outside of the box in regards to what
constitutes a SAE program. In the early days of SAE, the federal official
determined what constituted a valid SAE. Most of us are familiar with the
“traditional” types of SAE such as entrepreneurship and placement. However, we
should be open to other types of experiential learning activities. Conducting
agricultural research or carrying out an in-depth investigation of an
agricultural issues and preparing a series of newspaper articles or a video
about the issue may be just as educational, if not more, than raising as show
lamb.
You are a developing positive agent of change who will one
day help students explore and grow into their unlimited potential through agricultural
education!
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