Posts Tagged ‘Work based learning’

AYES Model, Active Mentoring

February 17, 2014

        Spring is almost here and soon your hard work will pay off as students graduate or move into summer internships. The value of the work-based learning experience is the result of many hours, if not days, of preparation, beginning back last year when your introduced your students to the concept. The Automotive Youth Educational Systems (AYES) school-to-career model outlined in this blog is road-tested, known and widely supported by industry leaders. The AYES model is based on the European apprenticeship and was introduced by Jack Smith, then Chairman of General Motors, in 1995. Since then, AYES has evolved to be the industry-wide model for the automotive service industry.

Today, with the affiliation of the ASE Industry Education Alliance, any NATEF-accredited secondary program can employ the AYES model for their Collision, Truck and/or Automobile technology programs. See  Get Started

My colleague, Tom Richardson, one of the architects of the early AYES model, is fond of saying, “It’s all about relationships.” Remarkably simple in concept, those crucial relationships begin with the program’s advisory committee.  Invariably, in my experience, at the foundation of a good auto program is a strong program advisory committee. This is especially true when it comes to work-based learning programs; arranging job sites, career exploration and job shadowing activities, identifying mentors, interviews, and intern placement. For more on development of advisory committees,read  Advisory

    Read what NADA has to say about AYES  NADA ROI   If you are a employer reading this check out the intern value calculator on this NADA post.
Read Mentor Intern success stories
    

      Where does a quality program start? If you have a motivated instructor you are off to a good start. Good teachers always seek more ways to serve their students, improve their program and grow in their profession.  Read Remarkable Program, Remarkable Teacher
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Here is an AYES Mentor, an ASE Master Technician that is proud of his accomplishments displaying his ASE credentials along with his family pictures.  See Our Partners
 A good mentor, like a good teacher, is hard to describe. We are asking he/she to be amazing at times. You are a teacher and you have many students and a facility to keep up, but you also have support people that help you and provide structure. We are asking the mentor to teach and make their living at the same time. The mentor may have issues with their life at times also that affect them. You, the teacher, also need to be available to the mentor and intern for support when needed.
Your school may have a work-based learning teacher or coordinator assigned to work with student and employers. See How to work with your Work Based Learning Coach
        See Advisory for more on Advisory committee development.
        Let’s assume you have a good working Advisory Council that supports you and your students. If we look at a time line See link to calender we would see that the August, September meeting would be a good place to start the hunt for new mentors. These individuals are not hard to find, yet they can be difficult to develop and turn them into stakeholders. During your visits to the franchises and retail shops in your area of operation, get to know the technicians and managers. Discover the ones that have the attitude of a mentor candidate. Look for leadership and patience, someone who is a professional, that replicated/cloned would be an asset to the business, and the community. A role model so to speak. They come in all sizes and ages, but the defining attribute is they like people and want to give back to the community the best their craft has to offer. Good mentors are teachers, probably the best example of a teacher there is. All truly good teachers are mentors.  Selecting mentors is a challenge to match each one to the right intern. It takes a lot of time and is not something you do with form letters or phone calls. You have to study people, personalities and emotions.
         We hold classes each spring  called “Train the Trainer” for the purpose of training the teacher to work with student interns and mentors. To learn more about T3 and sign up for the classes. Go to  Train the Trainer
         AYES model gives you access to the documents, forms and manuals that cover every aspect of the school to career process with proven methods that work. No reason to roll your own or reinvent the wheel. We know what you need and have a proven plan for success. We know you will have problems placing 17 year olds. We have best practices we can share for that. We know you will have problems getting the attention of the right people at the businesses. We can help with that also. 
      I feel this summer internship in the AYES model becomes the most important experiential learning experience the student will have in secondary education. It is learning at the Master’s elbow in a contextual environment that can’t easily be reproduced in an academic based education system. It gives the student the experience without the dangers associated with winging it on their own in a career that in my opinion is unlike any other.
      For the nuts and bolts of an internship I recommend you develop your paperwork to involve the business, the mentor, the intern and the parents in a clear legal chain of responsibility that covers all areas of the program. The resources on the NATEF/AYES website are time tested and very adaptable to your program. Why reinvent the wheel? You can call your ASE Alliance manager for assistance.  See Find my Field Manager
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Herb Hoffman, Service Manager of Infiniti and Subaru of Gwinnett is active with the local NATEF accredited program @ Maxwell High School of Technology. Herb is very positive that the AYES model is the way to “Grow your Own” for the dealerships he manages.   See Testimonials                               Herb is a big supporter of Job Shadowing.                Read more  Job Shadowing equals Internship Success
      Now some stories. I was at a dealership to talk with a potential mentor, I first went in to the service manager’s office to talk with him and get his support for the intern to be selected.  Read More
                                                                                                               Always be mindful of their time…..tpwu
       2013-11-13_12-27-01_602          These high school students are lined up to get their ASE Student Certification and patch from their instructor during an Advisory Committee meeting in 2013. Soon they will be going to interviews, job shadowing and looking forward to their future. The instructor, Marlo Miranda  at this NATEF program does a good job involving his advisory and places a lot of Juniors in industry using the AYES model. Marlo’s graduating Seniors are usually spoken for before they graduate. His Advisory Committee meetings are held at noon with a catered lunch and last one hour. They are well attended and focus on the students. Read more on Teenagers as Interns
Placements don’t always go as expected. Read more about a unique intern
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2008 L to R, Josh,  AYES Intern, Levon Tarver BMW Tech AYES Graduate,  in background Shane Brown, BMW Master Tech and AYES mentor to Levon and Josh. Josh is @ Butler BMW in Macon Georgia Levon is now the instructor of the automotive program @ Hutchings Career Center in Macon Georgia. Levon started as an intern with Butler BMW at the age of 16. Josh started at 17. The service manager and owners took the time to look past the chronological age and saw the value in these teenagers.  His story is remarkable. Read More About this young mans accomplishments.
Master GM Technician George  with former AYES intern Tim Jonesgeorge
George a GM Master Technician @ Walker Olds Cadillac GMC in Carrollton Georgia on right with Tim Jones who was one of the first placements out of a new AYES program. Tim is now a GM master and working with new students at the dealership. George mentored many students in his career. Not all worked out as Tim did. Read More
George explaining the GM service information to two job shadowing students. GM and many of our Alliance partners share service information with NATEF schools using the AYES model.George 2
T. K. McKinney at her internship @ O’Reilly’s. This student went to work at age 16 in her first internship Read her story here TK @ORielly's
        These stories are not unique to my experience. Instructors using the AYES model across the nation see success and sometimes problems. We welcome you to join with us to develop the next generation of students in the transportation industry.
        I hope you are interested in adding AYES model to your NATEF program. Or you are looking into NATEF accreditation for your school. Give the NATEF or the AYES office a call.  We are always ready to help the pursuit of excellence in Automotive education.  For more information on our Alliance,  Go To      The ASE Industry Education Alliance Family of Organizations
AYES model is open to any NATEF accredited Automotive Collision, M/HD Truck program in a secondary school.

TEFGA is All About Student Success in Transportation Careers

February 1, 2013

Transportation Education Foundation of Georgia organizes the Career Expo for the Georgia State SkillsUSA Conference to be held March 21, 22 @ the Georgia International Convention Center. This is one of our best kept secrets in Career Education. You and your company need to be involved in this awesome gathering of career focused young people.

Here is a report from the TEFGA .org site on last year’s Expo:

The 2012 SkillsUSA Career Expo and Championships was a huge success with over 7,000 participants. TEFGA   _2013TEFGA Fact Sheet    helped to organize the largest student focused career expo in the state, in which for two exciting days students are able to explore different career opportunities within the transportation fields, network with industry representatives and discover the options available for post-secondary education. The best students from across the state competed in competitions to test their transportation knowledge. These contests ranged from Automotive Service Technology and Collision Repair to Diesel Equipment Technology to Fight Operations and Aviation Service. Other contests tested student’s knowledge of small engines and marine and motorcycle service. The results were students realizing their goals and being rewarded for their hard work, through prizes, recognition and often scholarships for additional education.

To see the top teams in the nation compete  http://www.hotroddersoftomorrow.com/ Georgia has three of the top five teams for 2012.

The Georgia SkillsUSA Conference  http://www.skillsusageorgia.org/

To volunteer to work with the expo, To have your company showcased at the expo,  To meet some of the best young people focused on technical careers contact Erin.

For more information on how you can get involved in TEFGA’s activities to build Georgia’s future workforce in the transportation industries, please contact Erin Studstill:

Visit our Facebook Page Follow us on Twitter

Email: erinstudstill@tefga.org

Click on the links for more information.

SkillsUSA_CareerExpo_Flyer

Video from 2011 Expo and Skills Conference,  http://tefga.org/Videos.htm

http://tinyurl.com/2013-SkillsUSA-CareerExpo

TEFGA Expo and Skills Sponsorship Form

2013TEFGA General Donation Form

AYES, Automotive Yes! Why should I have an AYES program?

August 23, 2011

Automotive Youth Educational Systems and School to Career Opportunities.

When we go to purchase something like a automobile we look for the features and benefits. If the car does not have the features I want or require, then I may not buy the car. Here is a story tellers view of the question “Why should I have an AYES program ?”

A new dealership had opened and I wanted to meet the owner to let him know about my AYES program www.ayes.org; so I called for an appointment after school so I could stop by on my way home. The new dealership was expansive,  high tech, and geared for sales and service with all operations in one location.   The old one he had bought out was small and family owned. The new dealership was a GM franchise. I have students at another GM dealership nearby in another city. The day of the appointment I arrived fifteen minutes early, presented my card and asked the receptionist to tell Mr. Dealer I was there for our 4:30 appointment.

see https://autoteachersonny.wordpress.com/2009/11/ for this  story on Advisory Committee building.

I wandered around the showroom and when the sales people found out I was not buying they immediately ignored me. After about an hour a person came out and handed me a check for $50.00 made out to the school. I said “What’s this?” and was told that was the amount they gave to schools as they assumed I was here about the Yearbook. I quickly explained this was not my purpose, as I handed back the check and began explaining my AYES program to the owner. He, then, introduced me to all the key staff. The dealership and I began a long and mutually beneficial relationship where we placed many students through the years. Eventually all the dealerships in that small county were on the Advisory Committee. Did the owners show up at all the meetings? No. Did some one from the dealership attend? Not always, but enough came to where I always had enough to do business. Would they have attended if all I had done was call on the phone or write a letter? No.

This is one the major benefits of an AYES program. The development of a active Business and Education Advisory Committee is so much easier with the power of AYES. While NATEF accreditation validates your program, AYES gives you the relationships to open doors at the dealerships. When I first attended an AYES conference Don Gray was speaking on the value of relationships and I being new to AYES followed his plan to build relationships so that my students would benefit.  “It is all about relationships” Don Gray

I can make a call or an email to the key people at our OEM partners of AYES and have someone that knows me, has a interest in our interns and possibly help with the hiring of the intern by a reluctant dealership. The relationships we build at our conferences and meetings is priceless in today’s employment market.

We could look at the tangible features of AYES like the resources of OEM service and training. Online we have the latest service information and finest training from the partners of AYES. Our partners also open their training centers doors for AYES instructors each summer on a space available basis so that we can obtain our 40 hours of Service Training. Honda has for several years set aside a week for instructors to train at their Southeast Training Center. I used the Honda curriculum materials to train a class for one semester. I told the students they were special and this was Honda training developed for them, only this class was privileged to use the training and they respected that by applying themselves to the tasks. Now a few years later those same students that were trained as entry level “Express Service Techs” are at the same dealerships they were interned at and now enjoying gainful employment in their chosen career.

I do feel that the benefit that is worth the most is “intangible” and this benefit relates back to the development and maintenance of the Business and Industry Council. It is through those relationships we build every day as an instructor of an AYES program that our programs grow! Our students are introduced to the world of work, interviewed, job shadow and intern with their mentor at the businesses in our communities. This why we say that AYES is the premier “School to Work Career Model” in the USA.

To learn more about AYES visit http://www.ayes.org   To learn more about NATEF visit http://www.natef.org

Remarkable Program….Remarkable Teacher….

July 1, 2011

We recently held our Georgia chapter of NACAT (http://www.nacat.org) conference and training session at Savannah Tech. (http://www.savannahtech.edu/ ) Our chapter meeting was held at Effingham Career Academy, (http://tinyurl.com/3ndcqs8) where Keith Cornell is the AYES (www.ayes.org) automotive instructor. Keith gave us a tour of his new lab and classroom, showing us many of the innovative ideas he has put in place. With one year of teaching at this new facility Keith has road tested and improved many of his designs for improving student learning in a school to work environment. As busy as Keith was wrapping up his school year he took the time to share with all the teachers at our meeting. Thanks Keith!

Fig #1. Keith uses single roll a round tool boxes for each task area. This one contains the special tools needed for brake service. The inventory control and ease of use by adopting this method of tool use will pay off in increased time on task for the students engaged in brake service in the lab.

Fig #1. Keith uses single roll a round tool boxes for each task area. This one contains the special tools needed for brake service. The inventory control and ease of use by adopting this method of tool use will pay off in increased time on task for the students engaged in brake service in the lab.

Fig #2. Keith designed the tool set inventory control for all the tool sets. Color coded general tool sets for each student team. Lots of time invested to do this but the pay off is worth the effort when student learning is increased.

Fig #2. Keith designed the tool set inventory control for all the tool sets. Color coded general tool sets for each student team. Lots of time invested to do this but the pay off is worth the effort when student learning is increased.

Fig #3. Clean and well organized lab will insure students will know how the 21st century work place is supposed to look and be kept with housekeeping skills learned here.

Fig #3. A  clean and well organized lab will insure students will know how the 21st century work place is supposed to look and be kept with housekeeping skills learned here.

Fig #4. Keith modified and designed this cabinet with each class a drawer for safety glasses for each student. The importance of safety with our students can not be compromised or neglected by the instructor.

Fig #5. We did note one fire extinguisher that may have been out of date? Routine safety inspections by the Business and Education Advisory Committee will insure compliance with all Federal, State and local safety regulations.

Fig #6. Cover over emergency power cut prevents accidental interruption of service.

Fig#7 The lab at Effingham Career Academy is bright, clean and well organized. The students learn work ethics as they operate the shop to reflect the best example of the modern dealership and service center.

Fig #8. The lab is well planned so that everything has a place and a place for everything. When things are organized from the start then students will learn the habits that employers will want.

Here is link to video of Keith sharing his stadium seating classroom with the Georgia Auto Teachers.

http://youtu.be/gCRj7NWEv0o

As I toured the lab and classroom of this remarkable automotive program I was impressed with many of the innovative and creative ideas put into practice of the learning environment. I did not see anything that could not be replicated or adopted by anyone’s program. Even in programs with no or low budget some of the ideas would use existing items to create or replicate the idea. I visit a lot of schools around the US and meet a lot of teachers. I visit schools that have limited resources, disadvantaged students and students with more problems than I will mention today. The defining truth is this; The teacher makes the difference in the learning environment. Several years ago I attended a conference when I first started teaching and the presenter had this handout. I can not recall him today or I would give credit to that presenter.

He told stories and spoke of teachers he knew and students he had taught. He made a lasting impression on me and my teaching. I will share a copy of the handout he gave us.

Characteristics of remarkable Teachers

  • They are lifelong learners
  • They seek excellence
  • They have gifts to share
  • They are encouragers
  • They are called out to teach
  • They are positive people
  • They are life changers

  • They love their craft

  • They see the gifts of others

  • They mix stories and humor to connect

  • They champion their students

  • They teach from the heart and the mind

Create! Share! Enjoy!  http://www.autoteacher.net

http://www.linkedin.com/in/autoteachersonny

NATEF Certified, To be or Not to be………. August 2010

August 14, 2010

The average auto teacher is overworked and under paid. Got your attention! We could spend the rest of the week complaining and debating this statement. I recently toured European schools and the teacher’s number one complaint is the lack of time. (Note: see Dec Blog about time management) Same as here, we do not have time to shift gears or implement new ideas until the summer, winter, or spring break, if we are not completing personal courses of study, working on personal improvement or family experiences during those short times. Our classes are overwhelming in these times of bad economy when everyone that can’t find a job or seeks retraining wants to be a technician of some sort at the Technical College and in our High Schools the rigorous requirements of NCLB impact us in painful ways. It would be a lot easier if no one ever brought up the notion of being industry certified, would it not? What are some of the reasons your program is certified? What are the reasons it is not certified or the certification has lapsed? Let’s look at both sides here and try to be positive, open and realistic in our examination of this controversial subject.

Many times I have presented workshops for teachers to learn the NATEF process only to discover later that nothing changed at their school. Why? Lack of support is often blamed but why would the administration send the teacher to a workshop and then not support them for certification? One of the many items we covered in the workshop was how to apply for the industry certification grants the state provides. I discovered in some cases schools got the grant, spent it and did nothing else. A few never bothered to write the grant. When asked why they admitted procrastination or blamed someone who is now gone. Sometimes Administration would blame the teacher and while in some cases the teacher may be the problem, the teacher says otherwise.

Let’s look objectively at several possible scenarios and examine the cause and effect of the different paths we can take. If we take a positive look at the NATEF process we will discover all the items we see as being negative are a positive improvement for our programs overall health. I can show you that each of the standards used properly will benefit your students, the auto program and make the teachers job easier in the long run. If you have not read the standards I would advise you do so soon. They are located here http://www.natef.org/program.cfm I will be referencing them in this essay.

We can begin our process by developing our advisory or Business and Education Council. I know of no really great program that does not have a viable, dynamic and focused advisory. Sure, it is a pain and a lot of work to develop the relationships, and hours are spent going from place to place meeting new people, organizing and planning the events. See https://autoteacher.net/AYES_Page.php for helps and tips on developing and maintaining the B&E council.

Once you have a working advisory in place then you can share the promotion of your students. You have a source of donations and help when you have needs. Some advisory councils have developed Education Foundations for the program. This gives non-profit status and allows a free flow of donations without the entanglement of school/college rules that hinder fund-raising. After initial start-up two programs I developed were fully funded by donations from the Advisory. A warning sign of a poor advisory is more educators than industry on the council. The worst thing you can do is invite a dealership/owner/service manager to an evening of “Ed speak Presentations.”

See https://autoteachersonny.wordpress.com/2009/11/ for more on Advisory Committees

What does the Advisory do in a well run program? What NATEF Standards do they have input and direction? Std. 2.3 T&E, 6.5, 6.14, 7. 7.5, 8.11 If you allow the stakeholders to work with you on these you will share the burden of implementing the standards.

If we need new tools and equipment and who does not? We can plan a list based on the standards.

NATEF does have a list of hand tools, equipment and special tools that are considered necessary for training. http://www.natef.org/program_standards/auto.cfm I will not bore you with repeating what is written in the document. I will share with you this true story. A career center was planned by a school system. A well-meaning administration got a copy of the tool list and found some tool dealers and sent them the list. The bids were looked at and the lowest bidder picked. The building was built by the system. All the labs were designed alike. The tool bid winner asked for the number of students in a class and sold the school system 24 sets of every hand tool. Can you imagine 24 police grade Mag lights? The lab got offshore brand equipment, can you say not certified safe lifts and substandard special tools? Can you imagine dial indicators that fall apart when used or micrometers that don’t mike? Can you see a multimeter that burns out in a week of student use? Textbooks were ordered off the list from the state without review to see if content was relevant. Trainers that are not transitional trainers are bought at high prices that student learn nothing on except to operate the games. The money ran out before the alignment lift could be ordered. Several key big-ticket items were not purchased. The well-meaning administrator then looked for a teacher via the DOE channels. The teacher they hired had failed as a technician and the system he had worked as a teacher before was glad he moved on. Three years later the program is closed for lack of students. What could have been done different? Could the NATEF standards have prevented this expensive mistake? Consider this scenario.

An administrator is assigned to develop the new auto program. He/She forms a team of teachers, counselors, work based learning coordinators and interested parties. The community auto businesses are surveyed by the team by calling on the dealer principals and shop owners for interviews with them face to face. Community Civic Organizations, Std 2.6 are presented with preliminary plans that ask for local input. The State program specialists are contacted and teacher position is placed on the state and local site. An advisory committee is formed from the survey of local businesses, Std 2.5. By this time the team has set up a chain of command of the interested stakeholders Std 2.2. Std 1.1 and Std 1.2 are being formed by the committee. Std 2.3 has been presented to the system leadership and Std 2.6 and 4.2, 5.6 are on the table for the leadership to act upon. The advisory has formed a team to plan the shop/lab layout with a focus on safety and learning as in Std 2.4. Another team is developing Std. 6.1 with an eye to emerging technology, DOE curriculum and incorporation of Science, Math and Language Arts. The advisory council’s next agenda item is Std 7.2 the selection and recommendations for tool and equipment needs for the program. The safety, Std 7.1 of the learning environment is foremost in all these proceedings. As soon as the building/renovation is complete the teams inspect and report on the new lab and classroom, Std 8.6 should have been addressed in the early plans of the site. During this walk through Std 8.11 is addressed. During this time the selection of an instructor is being done with interviews being held for qualified applicants. Std 9.1 requires ASE certification be current and the instructor continuing with industry recognized update training. Careful consideration with as many stakeholders in the program having input in the selection of a teacher for he/she is the key to an excellent program. After selection the  teacher is enrolled in a  Teacher Training to prepare a person out of industry for the rigors of the  classroom.  Now that we are at this point we see that the NATEF standards while minimum, their requirements are the framework a great program can be built upon. Once this basic work outlined here is done we can continue to build upon this foundation and have a truly great program ready for site evaluation in a few school years. All of these suggestions should be considered a continuous process and not a one time agenda item. See for more information    A guide to program certification 

Now what are your objections? Here are a few common ones. I would love to hear your story if I do not cover it here.

“I don’t have enough time in my school year for the required hours.”

This is a structure problem with a lot of high schools. Consider articulation with a post secondary and only certify your program in two areas. Consider a work based learning co-op program with local businesses for after school mentored training. Consider the General Service Technician Training Program, GST Certification which is according to the instructors I have talked with that are using the GST model works very well for Secondary schools. Consider adding a summer internship class or summer class to add more contact hours. Explore the new Std 11 and step into the 21st Century with your students. If done carefully learning can become constant and time the variable. You can place 25% of your instructional time into the e learning category if you follow the standard.

“I don’t have enough time in the school class period”

Some schools only have 50 minute classes. While this may work in a History class and is fine for teaching Spanish it will not allow for safe and proper delivery of a lab class.  A shop/lab teacher with requirements to teach hands on subject matter with a performance based assessment (std 6) can not safely and efficiently do the tasks in a 50 or 45 minute period. Clean up/ Lab set up time eat up effective instructional time. Present a plan to combine periods for your students in these short periods. A 100 minute class will give the organized teacher time to teach and the students can perform in a safe learning environment. The schedule and/or registering requirements of students should not place them in unsafe labs.

“I don’t have enough time (personal) “

If you are in this position and can not find a watch with more than 24 hours on the face then take a step back and examine your day. If you can not organize, plan and develop procedures to do your job with relative comfort, safety and deliver quality instruction then “What is wrong with this picture?”  I suggest you join NACAT and create, share and enjoy the fellowship. The networking with the very best auto teachers on the planet will be worth the time and expense of membership. Many times I have needed something for my class an a fellow teacher in another state I would have never met outside of NACAT will share the “Wheel” so I don’t have to reinvent the “Wheel”  See www.nacat.org

see for more on this https://autoteachersonny.wordpress.com/2010/01/

“I have no funds/money/budget”

Currently there are several grants out there for auto teachers. Are they going to call you up and deliver the cash? No, are they going to write themselves? No, Do you have to be a skilled grant writer? No, I obtained many grants by asking many more than I got. Were they hard to write? No, some were fill in the blank online and easy, some were difficult and required a team to develop. In a recent work shop I presented at NACAT 2010, an instructor from California shared how she had a grant from a source I quote http://www.grants.gov/ Her school will get $2 million for Hybrid, Alt vehicle study. Another source is to take a Skills USA student to the local civic clubs and have them speak, a 3-5 minute speech on why they are in Skills, or auto and then you talk for a few  minutes on your program and the benefits to the community. Then ask for donations! I do know this if you don’t ask you won’t get.

Is the NATEF process perfect? No, nothing with us humans is. We can work together to make a better NATEF. The NATEF staff are certainly focused on helping you. The NATEF President knows what you face each day having been an auto teacher and a technician. No one likes change but wet babies but our industry is changing so fast; only by staying on top can you deliver the technical instruction the new market place requires.

Bottom line is that you can leverage every NATEF Standard to have the type of program that students will demand to be in. Business will support the program because they will see the  market place value in the program. Your leaders and school boards can be proud of because of the excellence of the graduates. I have visited many good programs. I have visited many great programs. All the excellent programs were NATEF Certified. The choice is yours. Email me if I can be of service. See for more information https://autoteacher.net/

Sonny Reeves

http://www.linkedin.com/in/autoteachersonny

Work Smart Not Hard!

January 18, 2010

Work Smart Not Hard!       January Auto Teacher Newsletter

We spoke of time and the lack there of in our frantic pace the education system demands of us last month. How do you manage time? Family first and that means how many hours? Sleep? Normal things we do to fulfill Maslow’s hierarchy of needs. That leaves little time for our students. At this point we have more roads to take in our journey. Do we give the school/students more of our time than we are not paid for? Or do we clock in and out like a factory worker? I assume you are more of the former than the latter as most all teachers I visit and meet with are dedicated to the excellence of their teaching. Some consider their teaching a calling from God and it shows in their programs success in spite of all the difficult times we all face.  All that being said let’s move on to finding ways to do more without working harder but working smarter. Here are some questions for you.

Do you have file drawers full of papers you don’t need?  Can’t find what you need when you need it a week/month/year later? Consider placing your documents in an online folder by scanner or using a camera to take pictures of each document. Several free sites will give you space in the cloud to store your pictures, files and other documents. Example: Windows Skydrive, Google’s Gmail resources.

Taking notes in meetings and then don’t remember what was important? Or in my case can’t read my notes or remember what was said. Consider recording the meeting on an audio file, or video and audio example: Flip HD Camera or Sony audio recorder. I videoed my entire Business and Education Advisory Committee meeting last time we met because the person who was to take notes was absent.

See: Advisory Meeting

“Reinventing the Wheel.” This is the big one in MHO. I made my first NACAT meeting in 1999. We met in Charleston at Dan Perrin’s school Trident Technical College. I still maintain the relationships I gained at that first meeting. Many times I have needed a document, test, multimedia or rubric that has been quickly supplied by my sustaining resources in the NACAT organization. Many good teachers become so bogged down by details and requirements of the day they wind up doing many tasks to prepare their classrooms the hard way instead of the smart way. They remind me of the wood sawer that never had time to sharpen the saw.  Many good teachers do not go to conferences, network or develop relationships with veteran teachers even though this could be the most valuable time spent.

Several times I have been called by CTAE Directors to work with the Auto Teacher and find that they are struggling with several issues; classroom control, academic requirements, maintenance of the lab, equipment, live work, and a host of daily details. Some have been genuinely surprised when they are introduced to other auto teachers in my workshops, on IATN (www.iatn.net) and at conferences. The surprise comes when the discovery is made that we all endure the same problems and can achieve the same successes by networking.

I will assume some of this goes back to our competitive nature we learned on the shop floor as flat raters or shop owners competing for customers. One of the worst fights I ever saw in the U. S. was at a GM dealership I worked at years ago (all the cars had fins!) Two mechanics (that is Technicians nowadays) were on flat rate and both had the same qualities of experience and skills. They were good friends and joked with each other, went hunting together and of course played jokes on everybody. The fuss started like any other day at the shop with a joke here and a joke there. Neither of the men locked their toolboxes when they went to lunch or test drove. Al put dog food in the Bill’s tool box because he said “Bill is getting all the gravy so here is some gravy train!” The next day Bill greased Al’s lock on his tool box and it went downhill from there. Both were locking their tools up and everyone was acting grumpy. Al took a few more jokes from Bill and then when Bill was gone on a test drive he drilled a hole in the side of Bill’s tool box and inserted a grease fitting. Using the shop’s high pressure grease gun it pumped chassis lube until it ran out the edges of the locked box. Well, Bill and Al fought and were fired on the spot. I sure am glad that I don’t have to work in conditions like that anymore. We would call it “Horseplay” in our labs and quickly put a stop to it.

I hope all of you are ready for this New Year and have a good start so far. I know budgets are tight and furloughs are occurring in many systems. Try to go to as many conferences and workshops as you can, join NACAT www.nacat.org, network with as many teachers as you can, call any new teacher in your area and offer a hand of fellowship to them. I hope to meet and see all of you in Orlando this July at the NACAT national conference. If your state does not have a NACAT get a few teachers together, call NACAT national and see how to set up your own state chapter.

Enjoy, Share, Create!

Sonnyjreeves@hotmail.com

Last month’s

https://autoteachersonny.wordpress.com/

Developing a 21st Century Shop Class

August 9, 2009

Pictures from class/lab using Performance based online learning in an automotive program

Students work in teamsFigure from Chassis Class. Students work together in teams of two to four to accomplish tasks in the lab. Practice of tasks and instructor feed back results in ability to master the tasks.
to practice the tasks. The teacher facilitates the learning process.
Teams work with multimedia to create and explore.
Levon went from success at SkillsUSA to a rewarding Career with BMW
Peer Teachers are encouraged

Students use LCD to challange the team to diagnose the vehicle in the classroom

Levon is now at BMW of Macon living his dream of being a certified BMW Technician and not yet 21yrs old.
Students have 24/7 access to Elearning

Students practice the tasks on live vehicles

Figure from Electrical Class. Students use LCD to diagnose the problem of the virtual vehicle simulation online.

These students have ten minutes to fix the problem. Another team can challenge them with the same or similar problem winning the right to be excused from clean up or other spiff. They have already worked this problem on their own as individuals.

Shop/lab time is used to practice, practice and more practice.
The online Argo is true interactive e learning. Not just watching a video or reading a text on a PC.

The virtual car is interactive and can be diagnosed, repaired just like a real vehicle

Figure from Argo Screen shot of virtual DMM used to test the vehicle’s electrical measurements. This virtual meter saves wear and destruction of the real meters and vehicles student will use later in lab
The use of the EDT allows student mistakes without damage to valuable test equipment and vehicles. Students move to live work after practice on the trainer online

This is the goal of the program. To develop life long learners that can have rewarding careers.
.

Micheal Alford became a Honda Certified Technician during his Junior-Senior Summer AYES Internship. He is now a Honda Technician at Walsh Honda Macon Georgia
Developing a Shop Class for the 21st Century

“You can do the work of the mind without the hand, but not that of the hand without the mind.” Danish Proverb

This is the way I teach automotive service technology in a Georgia High School secondary program. The program is NATEF Certified and AYES affiliated with good industry support. Currently Georgia requires four areas of NATEF task list to be presented to the student. Most secondary programs do not have the contact hours for more course work. I have four 135 hour semesters and one150 hour summer internship to do this in. If you are post secondary the method will work for you as well. I have taught at the post secondary also using these same methods. This is not the only way or may not be the best way, or it may not meet your teaching style but it works for me. The freedom I have as an instructor, this way of delivering instruction, gives me time to meet more of each student’s learning style is awesome. I like for the students to work and I have fun. If this is practiced in your class/lab and adjusted for your student’s needs then you will become the facilitator instead of the sole fount of all knowledge. Your students will become learners of their own right and you will have fun teaching.

After years of being a shop owner and not knowing a better way, I developed my Automotive class as I would a shop or service center with lots of employees. My class/lab reflects the world of work more than the average academic classroom. As in the workplace assessment is in the finished product. I use a hands-on performance test to prove mastery of the individual student of the task. I feel that the use of this style of rubric empowers the student to become a self learner with critical thinking skills instead of a recorder of facts for memorization and preparing for a pen and paper test.

I begin the class with a demonstration from the class site provided by the online course Argo in the course area of my lesson plan for the week. See https://autoteacher.net/E_Learning.html for examples. All of my lesson plans are on the Georgia Dept of Education Peach State Pathways here: http://www.gactaern.org/curriculum_transsup.html

For example, I may use a web site as a “Spark Plug” for the student to visit while I get the day going. I use a lot of the web sites on the links at:  www.autoteacher.net

I think I could teach for years and not exhaust all the resources in these sites. Our main resource is an online interactive learning management system with courses and modules based on learning by doing instead of reading, watching and listening. The students are assigned interactive modules using virtual vehicle components and engaging course work that requires active movement to progress through the course from beginner level to master level.  Each student has access to our web site and a 24/7 sign in to our custom set up Argo learning management system. Each student can have a separate learning plan or be in a class of students online. The course modules are easy to assign and they will not run out of modules to do online.  Students have access to all classroom resources and all the routine paperwork on the web site or I can download and print out for them the required paperwork for class; examples, Class Handbook, Home work assignments, Shop Rules, etc. See https://autoteacher.net/Class_Papers.html . Even if they don’t have a computer at home they have access to one in the Media Center and of course each student has a computer in the automotive classroom. I burn the syllabus, course description, handbook, homework assignments, and all required papers for the class onto a CD or flash drive for them if they want. Each student has a notebook to keep all class work, research paper work, documentation of lab work and performance tests.

After about 20 minutes of learning using a “Smart Board Sympodium”, LCD projector,  with an online Argo module of my choice (I require notes each day for daily grade) I see eyes are getting sleepy, then I shift gears for the day’s assignment. A set of tasks for each week are assigned to the class which was divided into teams during the first week of school. Tasks are “Performance Tests” and these are NATEF tasks required for the course.  This is “Beginning with the end in mind” by assigning the task to be mastered at the start of the lesson. Students have access to all their Performance Tests online for instruction on their computer. They will be challenged to compete as teams to solve the failure in the virtual vehicle in the online module using the classroom’s LCD and Smart Board. See video at https://autoteacher.net/E_Learning.html

After preparation and practice with the virtual modules online, I will have students in the lab on actual vehicles with failures and problems to solve in their teams. Peer teaching and student sign off of each other’s performance test keeps all active and engaged.  The real world training modules and technical explanations can be absorbed by each learner at their pace. The tests are used as guides for learning, and an Assessment much like a job sheets.  The students print off the Performance Tests/Tasks sheets as needed and keep them in their notebook which remains in the classroom/lab. I have a HP 9015 B&W printer that is cheaper to run than a copier. All class papers and performance tests are on the class server with hard copy files for back up in file cabinet. A quick look at the Argo LMS and I know who needs instructor attention. I can see where all students are at any time during the course on their online course work. I can even see which module is being used and how the student is doing in all of Bloom’s taxonomy. Online assignments can be quickly shifted as some students race ahead while others lag behind.

Teams of students practice the tasks online after a thorough study of theory; then they can practice the tasks in the lab or challenge the other teams in performance of the tasks. Students use video to film their practice and videos are created to demonstrate mastery of the tasks. Creating a video of their work or developing a training module in the lab is very uplifting for students and is the highest learning order for Bloom’s Taxonomy.

I use a simple Performance Evaluation rubric to evaluate the task or set of tasks. I give these Performance Tests to each student during the first week of the semester so they know what they are expected to do. This is the “Beginning with the End in Mind’ way of teaching. The desired outcome is the mastery of the tasks on the Performance Test.  It is important to walk them through the NATEF task list, how to print and use the Job sheets to practice.  The simple assessment form is an adaptable word document, and covers the Job/Tasks similar to how you would actually do the service in a real shop. Example: To service a disc brake I combine the tasks for: Writing a brake repair order, service of the caliper, rotor, wheel bearings and checking pedal height. You need to combine the related tasks into a sequential order to suit your lab and resources. Ask your self how you would do the service on a customer vehicle. Make it real! I like for each student to practice the tasks three times if possible. Each must have a team member sign off that they practiced the task properly with the other student. Then if that student can not meet the performance objective for the teacher’s observation of the task both students are redirected and must practice the tasks until they are successful. The use of a hands-on Performance test meets the requirements of Standard 6 of NATEF Industry Certification. Some students do the tasks very well after much practice. Attitude defines the outcome and student progress is monitored in the lab by teacher observation. Being a facilitator of the learning environment provides you more one-on-one time some of our students need. You have the time to “Differentiate Instruction” and meet all those different learning styles of your students. I feel more learn this way than not. Furthermore, I can prove they know what they are doing when they are done because of the hands on mastery recorded on the Rubric.

Each student keeps up with their tests, supporting documents and records the completion in their notebooks. You sign off after the observation of the student’s final practice. Security is maintained by knowing your students, and having the notebooks to back up what they say they did with Job Sheets signed by you. You will know who is working because now you have time to observe.  I give very few written tests other than practice for the NATEF end of course test and then only to evaluate what I teach in theory.

Do all students complete? Do all learn? Are all engaged? Yes!

You and your administration have to decide. Do you really want it to work or do you just want to pass the time?

Positive comments welcome. E mail or call for more information.

HTH,
Sonny Reeves
sonnyjreeves@hotmail.com
Sonny is an Automotive Educator, Consultant to DOE, Schools, Colleges and Teachers
Sonny has co-owned and managed a Nissan Dealership; owned a NAPA Auto Care Service Center, and has been teaching Automotive Service Technology for fifteen years at the secondary level and two years post secondary. Sonny is currently an AYES instructor at his second Career Center in a NATEF certified program. He is ASE Master Certified (1975) and a NATEF ETL since 2000. In 2001 Sonny became an AYES instructor and was selected school system Teacher of the Year in 2003 and 2008 by two different school systems. His program was recognized by AIPC and ASE in 2003.

December 2008 Auto teacher News

July 30, 2009

Auto teachers news letter Dec 12, 2008

One of the things I do is visit all of my business advisers each month. I would like to visit some of them more often but I don’t always have time. Some of them save up electrical parts for me and I carry a plastic parts storage box around as I visit to leave and pick up the full one. You can never have enough electrical parts to show and tell your students.

Monday I visited the *** dealer that employs several of my students. The service manager greeted me with this line. “We had to let a technician go this week because we are low on work”.

My face fell because I knew what was coming. Then he said “ We would not let one your students go they are to valuable!” I was relived to see that all three of my students have secure positions with the dealership.

What makes the difference in my students vs a technician that graduated from one of the highly advertised national private technical schools?

I teach work ethics from the first day. I use the model after the seven habits of highly successful people.
I teach attitude is everything and use the “Evaluation“ form for 30% of the students grade.

Each week of the course I teach a ten minutes on the ten qualities of work ethics employers value most.

I use a handout to give each student a opportunity to evaluate their own attitude each day. The handout gives the student a visual reminder of the seven habits. The students attitude and their ability to improve on their attitude is affected by what they know of my expectations. Most improve, some don’t but remember we can’t save them all.

More next news letter.

Feb-March Auto Teacher News

July 30, 2009

Got any spare change? How do you raise funds for your lab if the budget is zero$$?

My supervisor recently for the third year in arrow informed me my budget was zero. I said at least that is a number. I openly solicit donations of any kind form the public, parents, dealerships and club/civic groups. I ask for time to present about my program at Rotary, Lions and Exchange club meetings. Take a few students and BEG! Sometimes I don’t get anything, sometimes I do. We get the cars and what ever, fix it up learn from it, change the title to the school and sell it. All the money goes into my automotive/SkillsUSA fund. We charge for oil changes and other service work we do for teachers and staff.

This year we need to do a recruitment drive for our program. We want to do a summer camp for non traditional student to explore our career fields. We needed lots of money to do this. You know it is a part of Perkins? Yet it is not funded?????
I went online to www.grants.gov and saw a grant for the exact thing we wanted to do.

Garrett A. Morgan Technology and Transportation Education Program (GAMTTEP) Grant.

Well after we wrote it and submitted we are looking at getting $100K to fund our recruitment effort with our summer camp. We will meet Perkins and STEM objectives of NCLB.

We are now looking at another grant that is part of the presidents stimulus package.
Here is the location http://www1.eere.energy.gov/cleancities/index.html

If you have a local Clean Cities Coalition then I would encourage you to go for it!
Here a copy of part of my proposal. Be sure to see the links.

/////////////////////////////////Copy of Email//////////////////////////////////////////////////////////////

Greetings,
Does any one have course on electric vehicles? I know Georgia does not. I have permission from Georgia DOE to develop a course. I now need a team to work with me on this. I am asking for support and donations. If you have advice, contacts I need to connect with, or anything I will appreciate all you can do for our students. My vision is that each school that has a transportation program will add this course to their catalog.I have some contacts but would appreciate what you have. I want to develop a course and curriculum for this new technology. If you are interested in collaborating contact me direct. Note that while Hybrids will be a major part and of course fuel cells the main part of the course is electric vehicles. There seems to be a lot going on with this but nothing all in one place.Look at this list of ten new cars. Some were not even in the mind of the designer two years ago. http://www.egmcartech.com/2008/11/12/top-10-new-ca… [egmcartech.com] The Aptera appeared in Wired Mag a while back and now is in production. http://www.wired.com/cars/futuretransport/magazine… [wired.com]
Share, create and share! Thank you,
////////////////////////////////////////end of copy///////////////////////////////////////////////////

If you are interested in this or have resources we can use then I ask you to share.

I was so busy with writing the grants and the meeting involved I did not get this out on time. If you have stories or best practices please share.

Seeya,
Sonny Reeves http://www.autoteacher.net

April Auto teacher News

July 30, 2009

April 6, 2009 Teacher News

A vocational supervisor asked me about online curriculum last week during an Industry Certification site visit. We were in a new auto lab with nothing as of yet purchased in the way of curriculum. Now just so we are all on the same page what do you call curriculum? If all it is for the teacher and student to have a textbook then I feel pain for your students in this fast paced, ever changing technology world we train for the future in. Curriculum to me is everything from all your resources; textbooks, lesson plans for the course and each day, web based resources, online modules, transitional trainers, assessments and rubrics you use to judge your delivery and student mastery. I also include the LCD, digital cameras and video equipment, smart boards and student computers.
In the conversation we had he also asked how I taught automotive. I replied that lecturing more than 20 minutes is a waste of time; few people can hold or give attention longer than 20 minutes. I described how I teach. Each day of course varies along with each class is different. Sometimes I demonstrate with real car parts how the system works beginning with the simple science or physics first. I then describe how the system relates to something they know, like how vacuum is used to fill their lungs in the same way a combustion cylinder is filled with fuel/air mix. I may have already assigned an online resource for the students to watch online, or I may project it on the smart board and use the video or graphics to demo the system. The online resources I use are from the very latest virtual reality programs using the latest technology. See
http://www.teachertube.com/view_video.php?viewkey=b2b198b5bb5ba7961a95

The student may have homework to learn or introduce the system before the class. We then go with our teams to the lab for a practical demonstration of the system either on a real vehicle or a transitional trainer. What is a transitional trainer? A Transitional Trainer is one that uses real parts and/or cutaways to give the student something they can see in operation, touch, and demo just like the component or system was in a live vehicle. It may be a set of lights or cooling fans on a board that allows students to hook up and operate just as it would on a vehicle. The trainers can be made to order by a company or created by students in your lab. See
http://www.teachertube.com/view_video.php?viewkey=82054fbac07cd4a8ba2b

http://www.teachertube.com/view_video.php?viewkey=061806a5f4b358e1d5fc

http://www.teachertube.com/view_video.php?viewkey=16d496f4d48b6d5e513b

I tell all my students that this is a fun, working class; they work and I have fun.
Seriously I become the facilitator of learning instead of the fount of all knowledge and professor in charge of a lock step lesson. Automotive technology is dynamic and evolving as we speak. The methods of the 60s will not meet the needs of today’s digital native “Why” generation student. If you were to check most of your students have learned to memorize for the test. They are masters of using short term memory to meet the academic requirements of NCLB testing. We have to challenge them to stop using short term memory to meet long term goals. Learning to learn is our biggest challenge. Next month “Performance Testing!

Sonny Reeves www.autoteacher.net