After they complete their dish I give my students an objective critic on their flavor, doneness of cooking and plating of the items
Emma,
Indeed, students often know what they have done wrong before the instructor says a word. If the students know what they will do different next time they embark upon a task, this is a huge part of the learning process.
Jae Gruber
Ron,
If a student understands where they went wrong and what they could have done differently, this in itself is an excellent learning process.
Jae Gruber
I will often tell them to tell me what they would do differently next time. When making an item, they have already seen an instructor example of what they are looking for. I find there is a lot of value in having the student be able to accurately evaluate their own work and how they could improve for the next time.
I spend at least two minutes with each student individually and go over all areas of their production which include: Flavor, Timing, Organization, Sanitation, Presentation, and teamwork.
Before I give any feedback, they are required to critique, then I give mine. They are usually much harder than I am. We discuss the positive and where improvements can be made. We also then discuss together if the improvements are technical, flavor or mise en place related.
Brenda,
That is a great idea: to have the student look at items from a customer's point of view. Sometimes asking what they would pay for those items is an eye opener as well!
Jae Gruber
For my baking classes I have the students to layout all of their products so we can compare and I have them to take the perpective of a buyer and choose the ones they would buy if they were in a bakeshop.
Guy,
I agree. It is good for students to give consideration to their work and discuss what they thought they did well and what they would do different the next time. This is true not only of their production, but their work habits as well.
Jae Gruber
I make them taste it with me and often make them give me what they think before I tell them. In the early classes that I teach many students have no idea what a lot of things are supposed to taste like. It is not possible to crush a student like Gordon Ramsay as they make the first attempt at a recipe. I believe that by allowing them to critique and confirming what they think softens the blow and prevents ego from being squashed especially in the early classes. However I do honestly tell them what I taste and then recommend what they can do to make it better or how to fix.
Joshua,
I think it is important to see if a student can replicate a dish as this is what the industry demands - consistency. As you mentioned, it is helpful to have the student provide feedback before you provide your own. Many times they already know what they have done wrong or what they may do different in the future.
Jae Gruber
Monica,
It is an excellent practice to assess at the end of each day or the next day, as a review. Reflecting on what went well, what could be changed and what is possible is just as critical to learning as the initial task.
Jae Gruber
Warren,
Thank you for sharing this practice. I think this type of critique is very helpful to students. It does not embarrass anyone, increases student awareness and helps students realize what you are looking for when you are doing a critique/grading.
Jae Gruber
Brandon,
I believe it is extremely helpful to have chefs from the industry critique student dishes during a mid-term practical exam or even during the class where they are first preparing the dish. It offers the student a well rounded perspective and helps them to realize that the direction given by the instructor is what will be required in "the real world".
Jae Gruber
When I was teaching a Plated Dessert class, I would have all of the students do two plates and make sure they were identical to see if they understood that concept. I also had them taste their own food, especially when it was a
mystery box". This way they see and taste the same thing I am, and I seek their feedback before providing my own.
At the end of the shift, I would have all of the students line up their dishes on one table to see how they compare with one another. Not necessarily comparing them to each other, but rather look for different styles and techniques that their classmates presented, to spark their interest a little more. :)
Talk to the student when the feedback of a tasting section is not positive about their dishes. Some of them usually take situations like that in a negative way rather than learned from the experience and improve in the area that their were criticized the most.
I like at the end of a production day to sit with the class and go over the days production. At that time as a team we go over each plate and break it down to likes and dislikes. What can we do better next time? If we added this herb instead of the one it calls for how do you think it will taste?
i like that. I too have done the class round table...to give feedback but for them to look, compare & ingauge in what they see
With my baking classes I have the students place their finished product, usually just one assignment, on a piece of parchment paper, numbered according to the number of students in class, no names are used. I then as the class to critique each item. I also ask which they would definitely eat and which they wouldn't, it doesn't stop there, the students must then talk about what they liked or disliked. If they comment about what is wrong then they are asked to tell the class what they would have done to prevent the problem. After all is said and done I then will do a critique myself so they can see the good and the bad of their production.
I tend to ask other chefs in the industry to give me feedback on the students dish based upon the industry standard. I do ask the visiting chefs to critique a dish on the cooking methods more so than the flavoring of the dish to focus on the cooking method being graded that day.
