Know your material and how to get it across to your student's

In the past i usually ask direct questions and have only had a few responses back. Today in lecture i used the example of "I'd like to answer some of your questions at this point and may i have the first one please" Wow what a difference as i had about half the class raise their hands about my expectations on their final cooking assessment menu. I like it and will use simalar senerios moving forward. This is a useful tool with todays younger generation and a great teaching tool of us old school teachers ^_^

I am not a huge fan of the T/F Test Questions. I think that lazy instructors construct these tests and it only gives the students a 50% chance of getting the answer right. I have gotten negative feedback from students regarding the tests that are worded heavily with t/f questions

Wow,I am blown away how this method works in the classroom. My culinary students were given a mystery box assignment to create a three course menu and to cook it in teams of two. Throughout the entire term I followed the guidelines suggested for positive reinforcement and the results were outstanding. They produced the most amazing food combinations today that were presented well. My phrase comment i said to my lab partner is "My job is done here" and he gave me a high five and a hug. Thanks for this insightful teaching tool ^_^

I think that acknowledgement of student performance is very important to not only motivate the student but also the other classmates

I am a huge fan of asking questions to get students involved and I am very excited to try some of these new techniques

I do not want foul or profane language in my classroom not only during class time, but before and after class, while any students are in the classroom. Is it appropriate for me to take on this level of control?

Is the best way to know your students and follow up them.

Eye contact is very important and powerful in order to get the student attention.

I use this a lot in my class. Most of it is just keeping the "Method" of the recipe going. Students sometimes get part or get something out of order. In anything you can't skip the middle part of a MOP - Method of Production. So I will question and do "What If" and "why this way" and it gets that student thinking as well as the rest of the class.

I am the first instructor that students see in the journey in culinary school. Some are right out of high school. Some are career changers. Everyone learns at different levels. When I was a kid I did not test well. I was lucky in the fact my mom was a teacher. She knew what needed to happen. I was tested and the psychologists basically said talk to him and ask him questions and he is brilliant. They said put the same test in writing and a little - no a lot lost. So I treat all students with dignity and respect and do whatever it takes to help get them through the issues they may have. I don't study for them, but I give them the opportunity to do well.

As a culinary instructor it is sometimes hard for students to understand why they are doing a particular thing. So telling them why sometimes is hard. BUt if you can relate the why with what you have done or seen in the "life of a kitchen" it helps put things in perspective it makes them want to do it. Culinary students hate baking. But if you explain why they are doing it, for instance the baker gets sick and you have to make the desserts it forces them to take another look at the why.

In Culinary School we pair students up and it helps bring the weaker students up to par. HOWEVER, it is a good thing to clue in the strong student in and give them a sense of confidence that you are placing in them and also alert them not to get frustrated by helping a fellow student.

I am always very specific on the class outlines. It not only helps the students, but helps me keep on track for the class time allocated.

Found the information on creating lesson plans to be very insightful. Was especially impressed with ways to focus on content and providing appropriate rationales for students.

From the readings and the course we saw that most students with learning difficulties usually have average or above intelligence. It is not that they cannot learn, its that the standard approach is not a good fit for "how" the student learns. A good instructor must be able to adapt to different learning styles to make the material fit the class. This happens regularly in some of my classes, and can often change week to week and subject to subject. We must adapt to teach to the abilities of the student and not necessarily the disabilities.

Language skills can be a little hurdle to the successful learning experience within a classroom. But there are many ways to teach that might put less emphasis on distinct language skills but more cognitive understanding methods. Sometimes it is a good philosophy to teak using example than trying to lecture your way out of it. What are your thoughts?

I believe group discussions and the randomness that bringing individuals that would otherwise not work together is an effective way of expanding the knowledge and way students can grow. It shows the students that there are many ways to work and solve a problem if they work together and use the combined skills of the group.

I will never forget the first time an instructor advised me that she learned from me. It was empowering. Not only do we need to be open to the possibility of learning from our students but we need to let our students know when we learn from them. It is not possible to know everything about a topic and we need to be willing to learn.

should always be professional and by the book with a caring approach but students need to also see that you are human and have a desire for them to learn