Mayo's Clinics

Oct 19, 2017, 23:43

Mayo’s Clinic: Helping Students Take Charge—Using Journals

Through culinary and reflective journaling, students can become empowered to consider broadly and deeply what they are learning and what they need to do in the future. Your role is simply to encourage them to write.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed helping students take charge of their lives by using peer coaching. This month’s column is about using journals, a powerful strategy to assist students in taking charge of their education and their lives.

Journaling
The use of journals has a long and productive history in education. They have been used at all levels of education for a wide range of purposes. They have been used to foster creative-writing skills, research interests, interpersonal skills, intellectual reflection, personal rumination and critical thinking. Inviting—or requiring—students to keep journals in a way to encourage them to write, and writing is one of the most effective a ways to clarify thinking and improve writing, something we want to promote in all our students.

Culinary Journals
Many successful chefs have kept journals of good recipes, ingredient combinations, plate presentations, food events and menu ideas. They become repositories of good ideas to which the chefs can refer when needing to come up with new ideas or new practices. They are also very helpful in reviewing the progress and development of a chef’s thinking and career growth.

Some culinary faculty members encourage students to keep culinary journals while they are in school, as well, so that the students develop the habit of collecting and reviewing information. It builds good habits of note-taking for the future. In some schools, faculty members collect and read the journals, but most just encourage students to keep journals and use other techniques—tests, papers, cooking assignments and observation of performance—for evaluative purposes.

Mayo’s Clinic: Helping Students Take Charge—Peer Coaching

The advantages of peer coaching include helping people realize they can solve their own problems while helping others. It also broadens their awareness of how many people they can call on for assistance.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed helping students take charge of their lives by using a technique called the three-legged conference. This month’s column is about peer coaching, and the rest of the fall will focus on other strategies for helping students learn to take charge of their education and their lives.

Coaching Explained
Coaching is the process of one person helping another person to clarify the coachee’s goals, jointly determining strategies to attain those goals, and providing support for reaching the goals. It differs from consulting since consultants provide advice based on their background knowledge and experience; coaches commit to help their coachees do what is important to the coachees. Coaching differs from therapy since therapists are interested in why, and they focus on the present and the past; coaches are interested in what and how, and they focus on the present and the future.

The challenge in coaching is really listening to the other person and not providing advice or judging what the other person says or wants to do. It is a full commitment to helping the other person in the areas where the other person wants to focus. Many teachers find coaching hard to do since it differs so radically from their normal work as teachers, dispensers of knowledge and evaluators. It is even hard to shift from facilitating learning to coaching; these functions draw on different sets of skills.

Mayo’s Clinic: Helping Students Take Charge—the Three-Legged Conference

The value of a three-legged conversation is that you can make some statements or ask questions that prompt students to think about the topic they are raising, and you do not have to completely answer the question in one meeting.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed ways to begin a semester by making our students feel special; this month and for the rest of the fall, we will talk about ways to help them learn to take charge of their education and their lives. This month will focus on the strategy of the three legged conference.

Students Taking Charge of Themselves
One of the important goals of any teaching situation is promoting creative and critical thinking. However, we often apply it only to the subject matters that we formally teach and not very often to helping students become better industry professionals and better persons for several reasons: There is not enough time in class, these subjects are not part of the curriculum, and most of us never learned how to teach about professional and personal development.

When you stop to think about it, helping our students to build their decision-making skills is a great goal, and one that many of us in culinary and hospitality education have adopted, even if only on the edges of our teaching. After all, helping our students to become better professionals is an important part of our commitment to them and a unique aspect of culinary and hospitality education; other fields do not care so much about that aspect of their students’ lives. If you want to commit to this goal, there are several strategies; the easiest is using the three-legged conference to promote their thinking about themselves.

Mayo’s Clinic: Starting a Semester and Making It Special for Students

Following the recommendations identified by the acronym, WARM, you can inspire students to reach for ultimate success from the moment they return to or begin their training.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed honoring and celebrating differences; this month, we will talk about ways to begin a semester by making our students feel special—not always something we think about it, given all the other tasks that face us in September, the time most U.S. colleges begin the year again. There are four major strategies: welcoming, asking, reminding and mixing it up, or WARM. Now might be a good time to consider adopting one or all of them.

Welcoming
Welcoming people has always been a fundamental principle of hospitality. As chefs, we welcome people by feeding them or otherwise offering them food. As teachers, we think about the first class of the term, and we do it well.

This year might be a useful time to think about welcoming them back to the institution, however. As your students come back to the campus after a summer break or an internship/coop/apprentice/work experience, how do you greet them? Do you look for ways to welcome them back to school? Do you invite them to notice all the changes that have been made over the summer? Do you focus on providing each of them with a compliment? Or ask about accomplishments?  Have you reviewed the organization of your office and considered rearranging it to be more welcoming to new and returning students? These and other questions will help you think about how to welcome your new and returning students to the campus.

Mayo’s Clinic: Honoring Differences in Our Classrooms

Recognizing and respecting differences among people is characteristic of our industry, and a reality in most workplaces. In the classroom, honoring differences also creates a positive environment where everyone is welcome and feels safe and included.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed ways to promote diversity in our classrooms, a continuing challenge for many of us, especially when it involves more than just focus on different foods, in itself a great activity. This month, we will discuss honoring and celebrating differences—moving beyond recognizing diversity to making special notice of ways in which people are distinguished, one from another.

Reasons for Honoring
There are many reasons to honor individual differences, not the least of which is making the classroom a positive environment where everyone is welcome, everyone feels safe, and everyone feels included. In addition, honoring differences is characteristic of this industry, and a reality in most kitchens, restaurants and hotels. And as a way of contributing to the growth of the profession, we need to role model accepting and honoring differences.

Several Strategies
In trying to honor differences, I practice three of four different strategies: learning and using students’ correct names, remembering and mentioning particular details of their lives, publically recognizing aspects of their lives, and organizing groups that recognize the range of differences.