One of the most powerful techniques to help students remember what they have learned and apply it to a range of situations is the assignment to write letters to themselves.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed helping students take charge of their lives by using journals. This month, we will examine the power of personal letter writing as a way to encourage recognition of what students have learned and motivate them to apply it.

Writing
Almost any kind of writing helps students improve their writing and, usually, the clarity of their thinking. Students—and professionals—who cannot write something clear are typically not able to think clearly about the topic or think about it in an organized manner. Therefore, any writing assignment that asks for careful structure and logic will make a difference in a student’s education. Simply regurgitating definitions does not make a difference. Writing research papers, creating project reports, answering essay questions on a test, preparing reaction papers and developing reflection papers all help students organize their thoughts as well as build connection among ideas. Writing assignments also improve students’ recall of information.

Writing Letters to Myself
One of the most powerful techniques to help students and trainees remember what they have learned and apply it to a range of situations outside of the classroom is the assignment to write a letter to self. At the end of a course or specific topic, ask them to write themselves a letter describing what they have learned and how they plan to use it in the near future. When they get the letter some time later, it reminds them of what they learned and what they intended to do with their newly acquired information or skills.

Delivering cooking demonstrations to the public and select groups not only benefits others by sharing your and your students’ expertise and talent. More importantly, it also builds and promotes your program’s unique brand. And the strongest advice from Chef Weiner? Keep it simple.

By Adam Weiner, CFSE

Last month I wrote about giving back to the community. One of the things I mentioned is giving cooking demonstrations. Besides being altruistic, another reason to have you or your students give demos is to promote your program.

When I went to obtain my California Teaching Credential, one of the first things I was taught by my instructors and mentors, Lee and Susan Clark, was that it was critically important to promote your own class. If you don’t—they made emphatically clear—you will be unemployed very soon because of a lack of students. I took their words to heart. When I started teaching the program there were seven students and I was told the program was to be shut down in six months. I brought the enrollment up to 20 people, and 10 years later I am still teaching the same program. I continue to promote, and there is now a several-month waiting list.

So giving demos is a good idea for a variety of reasons. Now, you just have to learn, yourself, and teach your students how to do demos. Like everything else in cooking, the key to success rests with three issues: planning, preparation and practice.

Does your program meet the needs of the industry it serves and adequately prepare your students to shine?

By Paul Sorgule, MS, AAC

I just finished re-reading Bill Buford’s book, Heat: An Amateur's Adventures as Kitchen Slave, Line Cook, Pasta-Maker, and Apprentice to a Dante-Quoting Butcher in Tuscany,about his hands-on experiences on the line in Mario Batali’s restaurant and subsequent time working with arguably the finest butcher in all of Italy.

As I finished this great depiction of the learning process in kitchens I was again inspired to look at how we prepare students for the rigors of the kitchen. What came through very clearly in Buford’s story (and from my own experiences as a chef) was the intensity of the kitchen and the realization that a strong culinary program must be able to recreate this intensity if students are truly destined to “learn.”

There is a difference between teaching and training, and both must be present in a curriculum if the end result is a graduate who is “kitchen ready” today and “career ready” tomorrow. What operational chefs are looking for in culinary graduates is a strong foundational knowledge of cooking, positive attitude, willingness to learn, the ability to work with others as a team, efficiency, stamina and the ability to multi-task under pressure.

To me, it only makes sense that this should be the starting point in building a modern culinary curriculum. Every course built, every lesson plan designed, every facility built and every faculty training session should reflect back on these expectations. Does this design meet the needs of the industry it serves and adequately prepare our students to shine?

As U.S. fisheries rebound under strict federal management, more species earn Seafood Watch “green” and “yellow” rankings. Meanwhile, shrimp caught in Louisiana waters remains on the “Avoid” list.

U.S. fisheries are rebuilding under tough management regulations required under federal law. One sign of success: the growing number of seafood items that have earned a “Best Choice” or “Good Alternative” recommendation from the Monterey Bay Aquarium Seafood Watch program.

In 2013 alone, red snapper from the Gulf of Mexico, monkfish and trap-caught black sea bass from the East Coast, and many Atlantic flatfishes have been upgraded, based on new data in the peer-reviewed science reports that underpin all Seafood Watch recommendations.

Today, 95% of the 242 most commercially important U.S. fishery species assessed by Seafood Watch are rated either green (Best Choice) or yellow (Good Alternative). The percentage is based on total landings in ports on the West Coast, Gulf Coast, Atlantic seaboard and in the Great Lakes.

Seafood Watch recently upgraded U.S.-caught red snapper in the Gulf of Mexico to a “Good Alternative” recommendation because sound management has helped once-depleted populations recover. Trap-caught black sea bass from the South Atlantic was also upgraded to a “Best Choice” recommendation.

Why culinary teachers should consider operating a personal-chef business as an adjunct career. It’s not only for the additional income.

By Candy Wallace

These days in foodservice we hear a lot of talk about the future, because the industry is constantly changing. The personal-chef career path might have started out as a fad in the early 1990s, but with the hard work of a small group of committed individuals, it has grown into a legitimate culinary career acknowledged by the largest organization of professional cooks in the Western Hemisphere, the American Culinary Federation. Since 2002, when I signed a partnering agreement with the ACF on behalf of the American Personal & Private Chef Association (APPCA), the ACF has certified personal chefs.

I am the founder and executive director of the largest professional personal- and private-chef trade association in the United States—and a working personal chef. Twenty years ago, many of my colleagues went on record that personal chefs were merely a fad and would never last as a legitimate culinary-career choice. Some went so far as to say that personal chefs are not “real” chefs.

Today, however, successful personal chefs are making comfortable, satisfying livings, and the vocation continues to become more mainstream each year. Personal chefs are here to stay, and this career choice will continue to flourish as more culinary and hospitality students and career-changers choose to follow their dreams of entrepreneurship doing what they love most: cooking wholesome, palate-specific food for others.