Private Cooking Analysis

754 Words 4 Pages
I have started offering private cooking classes, and although I am not a manager, per say, this is my first experience in managing people. In all my other jobs I have been in technical positions, responsible solely for my performance and sometimes the performance of a team. As a teacher though, my goal at the end of a lesson is not that product has been put out the door; I am concerned with the development of my students. It was a terrifying realization for me that my capabilities are not what count here. It matters not how well I do, what matters is if I can properly communicate my knowledge to my students, and that I am able to help them find confidence in the kitchen. Those interpersonal skills which are so imperative to good management are what I need to develop.
This is week four for me as a teacher, and so far the biggest adjustment has been the mental switch from production to instruction. In a professional kitchen, it is imperative to get food out promptly. The clock is king. I habitually bring that mentality to my classes. This results in brusque communication on my part, and I end up taking over too much of the cooking in order to expedite the process. I should instead allow my students to
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The fact that I have been very ready to except feedback and have taken it seriously enough to institute change is positive. I bring some bad habits and insecurities to teaching that I need to work through. I also have already had mini successes with the improvements I have made. In my lesson planning I reflect on my students as individuals, referring to the notes I keep on their progress both technically and emotionally. I have experienced small successes in the accomplished smile I see when they proudly pull their first pie out of the oven, or perfectly execute a crepe-flip. Small successes, big smiles of pride and accomplishment tell me that I am on the right

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