Crossing over from the industry to teaching has its own challanges besides the obvious. Doing and instructing are to different animals. While a Chef and/or Cook my know the short answer of why a technique is done the student will want to know all reasons behind the idea. So just having that short answer is not always enough to satisfy the students curiosity. Having background information and history to tie everything together makes for a more engaged student and better overall learning experience.

I didn't realize that some of the techniques of questioning in the class room could have such adramatic effect on my students. As I began to refine my practices, I saw immediate results in class participation.

As a culinary instructor, I found that culinary students retain information through their senses. They need to touch, feel, smell, and experience the product.

As a culinary instructor, a cooking demo is a visual for the students. It is necessary for culinary students to see how the product is made and to taste it in order to perform and gasp the concept.

I always use color markers to enhance the students learning experience. I separately my train of thought or subject with different colors.

As a new instructor, I have only been teaching for a year... I have had experiences with students that make comments and ask endless questions to try to make you look like you dont know anything. How would you deal this? I answer the questions to the best of my knowledge but its clear with the comments they are not pleased.

Effective teaching involves more than the normal power point presentations; it involves instructors being engaged in the classroom and providing students with real-world scenarios as effort to keep them engaged in their chose field of study.

This is a catch phrase from my culinary school and it not only is a mantra that serves chefs well, but also in the teaching world. Many students are very IN TUNE with what topics are being discussed and many like to challenge instructors if they are slack on info. With that being said the other students that are not in tune can also become more un-attached to the class if you are lost in the information your are trying to convey.

Early in the class I like to pre-test or dertermine the experience level of the students to better place them evenly into groups. Each group then is even in terms of ablilty and encourages everyone to contribute.

As culinary school goes - showing is the best. They can read it and see it on a computer, but doing it without seeing it is crazy...at least in cooking

Music can relax, pump up etc to students, but if one student is not working well with it then I would not use it. Selection also has a lot to do with it. When I was in undergrad, my music instrcutor told everyone to bring in one song to play and then critique. I heard everthing from rap to classical and stuff I had never heard. I took in Frosty the Snowman, but Berl Ives. It does not matter who likes what everyone like Frosty or has heard of it...Class loved it and laughed the professor - Not So Much!

i find it hard sometimes to refocus the group after, I get them excited about a topic. For instance, I am teaching Culinary History. I took over from an instrcutor that left that taught from the book. I use the book as a guide but have thrown dynamic powerpoints at them and have gotten them IN to it. I decided I was going to get specific with them and do "The Last Meal on the Titanic" since the anniversary is coming up. So i do the presentation, now they we are going to do a themed plating of desserts from the time period and TODAY. They asked me to get the culinary side involved to do a full fledged re inactment of the last meal all three classes of people on the ship - Great I did my job I got them all excited about a topic like we are supposed to do....well, as I was continuing on with the topic today I found the excitement still at such a HIGH level I got pulled back into the project and the lecture from the other day... So question getting TOO MUCH EXCITEMENT and pulling them back - any suggestions? I dedicated about 30 minutes to lecture of the course and just finally gave up and we started planning...help. Kithcens are easy lectures - hard for me to control

I have had several students with learning disabilities in my class who where not aware of their disabilities. I know understand we are not legally responsible to provide additional services. At what point do you make the determination of the students eligibility?

I have had negative expierences with group assignments. How do you handle a situation when the students refuse to report that others are not contributing to the group and they complete the task on their own?

How do you handle a situation when a student continues to disrupt the class even though you are using efective mointoring techniques?

How do you handle a situation when the tone of your voice is misintrepreted?

In an online classroom it is very hard which type of learner that is in your course. The main objective is to be able to deliver your lectures in different facets for the learners. For example: the lecture material can be consistent with audio, animation, and subtitles for the learner to become engage in the material that is being delivered.

First day of class is the most effective time in meeting students and discussing the course requirements. Student’s attendance is very crucial because you have the opportunity to meet and network with other students and are able to respond to their questions and concerns about the course. I enjoy the first day of class because it give me a better understanding on how to facilitate my classroom.

In preparation for a live lecture on first day of class, often times, I hear students discussing their concerns about online education. Their primary concern is the delivery of online content and would they be able to understand and grasp the learning curriculum. I would like to hold a live lecture to ensure students that online education can and will become a benefit in their learning experience as well as their learning environment.

i feel that some standardize testing can be graded on a scale which then leads me to think that they don't get a clear view of what your class has learned. how can these kinds of test grade the students taking them evenly?