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• One way to show how important following directions and a goal of mise en place is: I would give a basic biscuit recipe to two students per group and let them go to work. (This would be before we had really worked in the kitchen.) After the biscuits are all finished, I would have them pick the best one for display. Put them all in a line in front of class. Discuss the weight and texture and color of each biscuit. I would begin by saying, “We did all have the same recipe.” To complete the lesson, we would discuss how important proper procedures are when cooking to get all results the same. (LF)

• For the first day of class, we do a “culinary bingo.” We ask questions like “Whose family owns a restaurant?” along with other culinary questions. It ends up being a fun way for new students to find out more about each other. We also talk about chefs we admire along with chefs we do not like! (CS)

• A community service project that our students do is that they feed the homeless each Monday night during the school year. (KT)

• We work in partnership with the University on-site foodservice provider by rotating our students so that they can get more experience working with quantity output. The students are given a grade from the kitchen supervisory. (VH)

• Show the SuperSize Me Video! Go to www.supersizeme.com and download the sample monthly menus and group-sized recipes for healthier lunch choices at the school cafeteria. Conduct a taste test of three “healthy” recipes outside the school cafeteria and have students complete a survey. Present findings to the Board of Ed, Principal, Cafeteria Manager for possible changes to the lunch food. (JH)

• Eliminate the natural tendency to cheat on tests. Allow students to take tests together if only for a short time period, like 5 minutes at the end of class. (KP)