Many teachers would agree they hope to make an impact on their students--a lasting, memorable impact. To make this impact through agriculture, students should be given everything agricultural education has to offer—classroom education, practical experience, and leadership skills.
Agricultural education is often viewed as a rope with three intertwined strands—classroom instruction, supervised agricultural experience (SAE), and FFA—providing more strength than a single strand alone. If an agriculture teacher weakens or removes one of those strands, students are denied the full benefit of an agricultural education program. The FFA component is particularly integral to the educational process. As outlined in FFA’s mission, the program exists to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.
So, what does that mission truly mean? The answer can be found by examining the integral nature of FFA: how the program develops students’ potential to succeed and why it is worth a teachers’ investment of time.
FFA is Integral
Classroom education and agricultural work experience are essential, but without the FFA element, students and teachers are left without a well-rounded tool. When teachers of agriculture implement FFA they utilize an important educational tool that relates learning to students. As an intracurricular student program, FFA is part of the school day. As such it is positioned better than any other to educate, motivate, and involve students through agriculture.
In the classroom, students gain textbook knowledge and through an SAE they gain practical knowledge. Couple those with FFA activities and a living, working knowledge is brought to life. This process allows students to use their experiences and education to become productive, caring citizens with fulfilling careers. All components of the agricultural education model are essential. Take one away and a vital aspect has been removed.
Through all three "strands" of the agricultural education model students are able to see the connection of agriculture with other areas in education such as science, math, civics, journalism, economics, and political science. Once the connection is established, they are able to set goals, both personally and professionally, and begin planning for the workplace. The charge for the teacher, then, becomes providing direction for the students’ futures and helping them realize their full potential.
FFA Develops Students’ Potential
The FFA component has evolved during its 70-year history. The African-American students of the New Farmers of America (NFA) merged with the organization in 1965, and women were admitted in 1969. In 1988 the student delegates voted to change the official name from "Future Farmers of America" to the "National FFA Organization." This name change reflects the broad diversity of agricultural careers for which FFA prepares its members. Additionally, career development events (CDEs) and national competitions are refined each year to promote student growth.
Many students come to FFA in need of recognition; they need someone to believe in them, to motivate them. It is their involvement and accomplishments in FFA that gives them self-worth and self-confidence. FFA members first participate in a small public speaking event when they first recite the FFA Creed. They then begin to lead meetings, plan community service events, win awards, or participate in state and national conventions. What do these experiences lead members to do? Each activity plays a vital role in developing that student. Building confidence during public speaking events can lead to confidence in a job interview. Leading others when planning an event teaches planning, critical thinking, and effective leadership. Participating in community service yields citizens conscious of their civic environment. Winning an award promotes self-confidence and reinforces self-worth. Participating in large-scale events produces an open mind and a union with peers.
The FFA element offers activities and projects no other student organization does. For a modest investment in local, state, and national dues, members are able to experience agriculture through a multitude of activities, including proficiency awards and career development events. Members also participate in a degree program that advances from chapter to national level. To attain a degree—greenhand, chapter, state or national—members develop public speaking skills, demonstrate appropriate use of parliamentary procedure, enhance goal setting and planning skills, and work to invest time and money through a supervised agricultural experience. Through FFA, students see different types of agriculture and new cultures through international experiences. Students get involved in local communities through such activities such as Partners in Active Learning Support (PALS), a youth mentoring program. Networking, leadership development, practical training, career exploration, international awareness, community service, self-worth, achievement, and recognition make the FFA part of a total educational program for 449,814 members in 7,241 chapters across the nation.
FFA is Worth Teachers’ Investment
Those teachers that make the biggest impact are the ones who care about students. When the teacher is unenthusiastic about the educational process, students mirror that same nonchalant attitude. Conversely, when agriculture instructors put their hearts and their energies into their careers, students mirror that same synergy, vitality and enthusiasm.
Why, then, do some agriculture teachers leave FFA out of the curriculum for some students? Some say the scope is too large, that they cannot possibly do it all. They’re partly right—FFA does offer a wide array of programs and activities for students’ involvement. However, rather than trying to "do it all," teachers should assess local student and community needs to develop a tailored program that meets those specific desires. Don’t try to do it all; do what makes sense.
Other teachers point to a lack of support from their school or community for the FFA. But, instead of relying solely on themselves, teachers have an opportunity to partner with other vital entities—community members, local businesses, FFA alumni, other teachers, school boards, and parents. They are ready to assist-- teachers must only find an appropriate fit for the partner’s expertise and ask them to share knowledge and skills with students. Support can be gained from a variety of contributors. Additionally, when all three agricultural education components are present, the process of gaining support becomes easier. Through FFA, partners see students achieving in areas such as academics, community service, leadership, and career events. This constant flow of achievement allows people to see the success and value of the program.
Some teachers feel they are not adequately prepared to provide an exceptional FFA element. The Local Program Success (LPS) guide was developed to help instructors become more successful in six key areas—Instruction, SAE, FFA, Partnerships, Marketing, and Professional Growth. LPS was created through work groups of agriculture and education leaders (including 30 teachers from 18 states and representatives from The Council for Agricultural Education and FFA) which outlined steps to success and researched proven best practices used in the nation’s top programs.
Why would a teacher deny impacting a student utilizing the FFA aspect? The answer lies in why agriculture instructors teach. They teach to make a meaningful difference in the lives of students and to prepare these individuals for success in their careers and in their lives. Encourage students, regardless of their economic, academic, geographic, physical, or ethnic background, to make FFA a priority and to understand its value. FFA is an integral part of the development process. By participating in a wide spectrum of events, members are given skills to help prepare for successful careers. Uniquely, FFA is for all students, not just those who are exceptional. The program brings out the best in each member it touches. With the help of an agriculture instructor, a student feels the impact of FFA for a lifetime.
Dr. Larry Case is Coordinator of Agricultural and Rural Education, U.S. Department of Education, Washington, D.C.
B. Kathryn Whitaker is Communications Specialist of National FFA Organization in Indianapolis, Indiana.