Fifty Minute Classroom

Sep 24, 2020, 5:35

50-Minute Classroom: Capitalize on Boards, Commissions and Associations

Tuesday, 02 October 2012 19:53

weinerMyriad resources for training DVDs, posters, booklets and even free guest lecturers are there for the taking.

By Adam Weiner, CFSE

“Knowledge is knowing a tomato is a fruit.
Wisdom is knowing to keep it out of a fruit salad.”

Texted to me by my daughter at college on October 25, 2011.

It’s been a year since my daughter texted me that quote, and it still amazes me how often the difference between knowledge and wisdom hits me between the eyes. One recent example was at CAFÉ’s Leadership Conference this past June in San Antonio, while I was leading a roundtable discussion on the 50-Minute Classroom. One member of the group posed the question of what outside resources were available (for free) that she could use in her classroom. Two members of our group were representatives of the Idaho Potato Commission. They said that they would be happy to provide her with booklets, charts, displays for her classroom all about potatoes, and would even arrange a guest speaker.

50-Minute Classroom: Salt

Tuesday, 11 September 2012 19:33

weinerWhen are all salts created equal, and when do they have distinct culinary uses? Here’s a primer on teaching the qualities and characteristics of the world’s most common seasoning.

By Adam Weiner, CFSE

I was recently asked to give a presentation at the San Francisco Exploratorium (a hands-on science museum) about salt. During three hours, I had more than 400 people stop at my display and taste salt, discuss different types of salt and question the difference between cooking with salt and finishing food with salt.

The next day, I was reading the March 2012 National Culinary Review, and on page nine it listed 12 food trends for 2012. Number 10 was: “Salt: premium finishing varieties and artisanal presentation.” Something was telling me to write about teaching SALT. 

50 Minute Classroom: Teaching Your Students How to Find a Job, Part II

Tuesday, 24 July 2012 15:14

fifty_july12Here are the remaining five of 10 critical things you must teach your students if you want them to earn meaningful jobs, plus some sound advice on how to interact with potential employers.

By Adam Weiner, CFSE

Last issue I explained that it is critical to not only teach your students technical skills, but also the soft skills needed to get a job, keep a job and prosper in life. I suggested that you spend the summer revising and updating your curriculum to add job-searching skills. I published the first five things to teach, and now here are the remaining five:

50 Minute Classroom: Teaching Students How to Get a Job, Part I of 2

Sunday, 03 June 2012 11:32

weinerHere are the first five of 10 critical things you must teach your students if you truly want them to earn gainful employment.

By Adam Weiner, CFSE

I am a firm believer that we must not only teach our students technical skills, but we must also teach them jobs skills and life skills. If they can’t get a job, can’t keep a job or can’t manage their lives, then they will be doomed to failure even if they have the cooking skills of Escoffier. This month and next month I am writing about how to teach your students to find a job.

I realize that it might seem an odd time to be publishing this article since for many of you the academic year just ended. However, for most of us, teaching our students how to find a job needs to be worked into our curriculum on a weekly, if not daily, basis. Below are five points to be included in your curriculum. The remaining five will be published next month.

50-Minute Classroom: Assessment

Tuesday, 01 May 2012 00:00

weinerStudents want to be assessed. It appeals to their emotions and egos. Find ways to assess them beyond merely awarding a letter grade.

By Adam Weiner, CFSE

There is a Jimmy Buffet song called “Fruitcakes” that contains the line, “We all got ‘em, we all want ‘em. Now what do we do with them?” We might not want assessments, but we all got them, and the question becomes: “What do we do with them?” I submit that creative assessments can be used to inspire your students to levels they (and you) thought they could never reach.

Whether you teach in a rich suburb, an inner-city school, a nonprofit vocational center or the top culinary academies in the world, you will always have less-than-ideal students in your class. Because of physical, emotional or mental problems, because of upbringing, because of poverty or substance abuse, or because of a myriad other factors, you will have students who need extra motivation, who need extra inspiration. The purpose of this article is to show how assessments can be used to accomplish these two goals.