I ensure standards that are achievable, classroom practices which have been successfully tested and a minimum amount of personality into the course as it is required for further success.
I go over the syllabus with them, go over their uniform from head to toe, explain all the tools and supplies needed on a daily basis, when class begins and ends, when breaks begin and end. After going over each component I ask the class if they all understand whats expected of them and they respond with a "yes chef" If the response is quiet or I feel I want to drive home the importance that they heard and understood me I will say, "I did not hear you." A resounding yes chef ensues and I know that they heard me.
A clear understanding of my expectations and goals for the course will enable the class to be successful.
I give a clear over view at the begining of the corse. As well as covering my instrutional style and expectations of the class. Within reviwing the syilibus the expectations are clearly givin.
As a chef instructor, the element that I get most excited about is the build-up to service on the first day of class. At the start of a new block with a new course outline, the contemporary cuisine program that I have been working on for the last six weeks is going to be introduced this morning to my classes. The students will get their first impression of my service and teaching style and they have a chance to see me, the chef, in educational action. I approach teaching my class the same way I would run a restaurant. Information about technique, flavors and products are passed on to our guests, the students, through our menu, or syllabus. Although I am teaching rather than serving the students, I consider teaching and serving to be synonymous for exploring and educating about ingredients, techniques and flavors.
During my introduction to myself, the course and clinical introduction. I am very clear about my expectations of my students. In an adult learning enviorment I expect all of my students to conduct themselves as professionals. I also, let my students know that I also follow my own rules.
Hi Claudia,
Good way to get the class started and by having a little fun you are setting the social climate for the course. This really helps to get the students invested in the course.
Gary
I always start out the class with an icebreaker-funny story, etc., to put students at ease. I make it clear that this will be a win-win situation if we BOTH do our parts.
Hi Eric,
You are obviously doing something right to get students to enroll in your college to take a program that doesn't require licensing. This means they see the quality of the education they are receiving. This is a great compliment to you and your program. I wish you the best in all of your efforts.
Gary
Hi Wayne,
I like to use a grading rubric as well. The rubric guides me as I evaluate the work of the students and it gives them clarity on where they are earning and/or losing points on their work. Helps to make everything clear for everyone.
Gary
You know doctor, sometimes I ponder that same question, here's my take:
1. We are the ONLY vet tech college in Utah
2. We are turning out educated technicians in a
3. State that doesn't even require licensing
So I believe the local vet's are beginning to a younger group overall, so they appreciate an educated technician.
I like to use a grading rubric for case studies. This is especially helpful for the new student. This provides an outline and what standards the student must meet in order to receive the grade they desire.
Hi Eric,
Great news to hear about the high placement rate. What do you think is the biggest factor in achieving this high placement rate?
Gary
We're very lucky as we have a 95% placement rate for vet-tech's. Most in small animal.
Hi Scott,
You have a jump on other new instructors since you are going to use "common sense" in your teaching. That is what it is all about. We use common sense in our careers and teaching is no different. You are going to do well as an instructor because you are willing to listen and respond to your students.
Gary
Hi Eric,
Thanks for the information about where your graduates end up practicing their careers.
Gary
Since I am new to this, I have yet to step into my first classroom by myself, but from my instructors of the past I plan to try the firm but carrying approuch. My bottom line is to use "common sense", something that seems to be forgotten by many now days.
Scott
Dr. Meers A large percentage go into small animal, some go int lab animals or wildlife rehab, others go into equine or dairy cattle.
Hi Eric,
When you students complete their training will they be working with all animals or do they focus on one area, such as equines?
Gary
Well since my class is so different I really try to make sure all students have an understanding of what is expected of them and the way to achieve it.
Most of them are very excited to work with horses for the first time, however some are petrified, this presents a new dynamic of how to have them achieve their goals and be a success in my class.
