5 step how to catfish farm

1. Decide whether you will start out with a small operation or a large farm

A large amount of start-up capital is necessary to launch a commercial catfish farm, potentially an amount in the neighborhood of a half-million dollars. Experts recommend at least 80 to 100 acres of ponds be established to increase the probability that a catfish farm will be successful. The upside to having a larger operation is that you can produce fish for less money per pound. This is because larger producers are able to buy supplies such as catfish feed in bulk, which leads to savings.

Determine whether or not catfish will thrive in the water you will be using. You will need to purchase an aerator; an electric aerator seems to work best for large farms, but if electricity is not available at your location, you may also use a gasoline or diesel powered aerator. If you are using an existing pond, it will likely require modification. For the best harvesting, the bottoms of catfish ponds should be smooth, clean and have gradual slopes.

Check to see if your ponds have spillways. Spillways must be kept free of debris. To keep fish in the pond in the event of excess water runoff, the spillway should allow for no more than 1 to 2 inches (2.5 to 5.1 cm) of water to run over at one time.

Experts recommend catfish ponds have soil that is 20 to 30 percent clay by weight. This helps to decrease seepage.

Water depth in catfish ponds should be no less than 3 feet (0.9 m) at the shallow end and no more than 8 feet (2.4 m) at the deep end. Water that is too shallow can lead to the growth of nuisance aquatic weeds.

2. Determine what types of sales you will focus on so you can get a marketing plan in place

Larger producers should consider selling their product to fish processing plants. Many times, farmers are able to purchase shares of the plants to which they sell, and although the actual profit per pound is smaller, it can be made up for in volume.

There are also benefits to keeping your catfish operation smaller and doing direct sales to customers. Because fish spoils easily, consumers are often more likely to buy fresh fish instead of fish that have been frozen.

3. Construct a detailed budget

Be sure to include line items for catfish production essentials you will need each year: feed, fingerlings, work force, fuel, electricity, equipment, supplies, and repairs. If you have secured financing for your catfish farm venture, don't forget to include the interest you will be paying on the borrowed funds.

Also make a list of estimated costs for items such as construction of additional ponds, pumps, wells, vehicles, feed bins, tractors, and buildings.

4. Research what permits you will need to launch your catfish farm

Check into building, retail, tax, drainage and other types of permits that may be required. Remember to check the zoning of the land on which the farm will be located; even if it isn't zoned properly, you may be able to take your case to the local board of zoning appeals and get the zoning changed.

In some states, you may also need propagation and transportation permits.


5. Know the signs of fish disease, what actions you can take to prevent it, and what chemicals are safe to use to treat disease that does occur.

Look for open sores, yellowish, eroded areas on the bodies, fins, gills or mouths of the fish, swollen gills or bloody fins.

One way to decrease the incidence of disease is to not overcrowd ponds. Put no more than 2 pounds of eggs in an 8-inch hatching basket.

Check for dead eggs daily and make sure they are removed. Dead eggs can spread disease.

Several chemicals are FDA-approved for treating disease in catfish ponds. These are Formalin, hydrogen peroxide, povidone-iodine, and copper sulfate.

HAPPY FARMING AND GOOD LUCK

Modeling Student Behavior

Modeling Student Behavior

Whether you as a teacher realize it or not, you are the best model of behavior in your classroom. A large part of your proactive behavior plans should include your own behavior you demonstrate to the students every day.

You must set expectations for your students, demonstrate the behaviors, and be vigilant to correct the kids. Don’t waver on your expectations; inconsistencies will only confuse the students and cause you more problems.

If you stay calm, collected, and in control, your students will exhibit the same behaviors. The same is true about enthusiasm; if you are excited about your lesson and truly believe in its importance, the kids will respond in kind. Conversely, the kids will know when you are tired, bored, don’t want to be there, or are ‘winging it.’

If you are late to class, or don’t start on time, the kids will pick up on it and be more likely to do the same. The same is true about the way you dress, the way you act, the language you use, and your ‘body language’.

If you want your students working from ‘coast to coast’, or from bell to bell, you need to set the expectation of activity all hour. Start with a warm up, and ensure the kids are doing it. Keep them busy on activities with transitions between each. Don’t let there be any down time. Work them to the end of the period, and have them pack up when you say so, not whenever they want to.

If you want your students to quietly read in class, but you are spending that time working on other things, it sends the message that you don’t value the activity personally. Modeling the skill for the kids reinforces your belief that it is important. It shows you as a lifelong learner who values the skills you’re teaching them.

The same is true for writing, or labs, or math problems. Students rarely have the chance to see real people performing schoolwork – for many, the only examples (and role models) are their classmates. Work along with your students.

Now this doesn’t mean you have to do this the entire time. You must also supervise, coach, monitor, and actively support their learning. But you can spend at least a few minutes ‘at their level’.

Be a positive role model for your students. Don’t just explain and show the behavior; be the example day in and day out.

Inspiring Story "Would You Rather Fly Or Be Invisible"

Would You Rather Fly Or Be Invisible

Recently one of my son’s favorite TV stations conducted a survey of children. They asked kids which superpower they would rather have: the ability to fly or to be invisible?

To me it seemed to be a no-brainer–to fly most definitely!

First of all, I think the ability to fly offers a lot more opportunity for fun, adventure, and freedom. Just think about being able to go anywhere, anytime you want, without worrying about traffic, road conditions, or gas money!

While being invisible offers a range of opportunities as well it just seems so sneaky to me that I feel uncomfortable even thinking about it.

My son agreed with me. He thought flying would be a lot more fun. No surpise there as he is a physical child who enjoys being on the go.

Then I really started to think about the question. What does our choice say about us? I think I would really want to know why a child would choose invisibility over flying. I would fear that a child who chose that option either already felt invisible or wished they were. I would worry about their self-esteem and security in social interactions.

Of course, on the other hand, there are certain practical considerations. There are a number of instances where invisibility could serve many purposes for good on a small or large scale.

Apparently this question has been around for some time. A public radio station did a program on superheroes some time ago and took a survey asking which power their audience would prefer, the power to fly or to be invisible.

Men overall, voted that they wanted to fly and women that they wanted to be invisible. Why? So that the men could fly their kids to school and soccer instead of fighting traffic and women wanted to be invisible so that they could sit in on conversations and hear what was being said about them. No one wanted to use the super power to help others.

I find that survey even more disappointing than the one for kids. But not surprising. I am not a cynical person (except when it comes to my students’ excuses for not doing their homework) in general but more often when I hear some act of courageous good I am surprised rather than affirmed.

So while this could certainly appear to be a superficial question, something like the Barbara Walter’s “If you could be an animal, what would you be” type, but I think it could lead to a much deeper discussion. What do you think?

Which would you rather be? Which superpower would you rather your child have?