Matt Herron

Matt HerronCHEP

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My question/statement would be, Is it possible or ethical for that matter to utilize summative assessment data from a prior class as a diagnostic for their next class of the same field? It sounds like an arborous task because I would assume that you would have to generalize all the data/questions into categories, much like the SAT's results, e.g English, math, etc, since you cannot provide specifics to the next instructor. We used to do student summaries that we would pass along to the next instructor so they could get a little heads up on students that might need a… >>>

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This post is to get feedback on refining the grading matrix. Looking at competency objectives, what are good implementation strategies?
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How does one best instruct students on how to become more knowledgeable of local chefs and new up and coming chefs?
How does this perspective and teaching style affect disciplinary actions?

If an individual does not have a high EQ, is this a trainable trait or is it a nature that we are born with. Some studies have been involved in teaching this to young students because their behaviors are not fully established, but is it possible for grown adults to acquire this soft skill? Generalizations such as the Myers Briggs test group people's attributes of personality into dyadic separations usually based on emotions vs information. Changes that usually occur on this scale are not pendulum like. In my experience, individuals with a low EQ can mimic behaviors of those with… >>>

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Personally I like to use power point to allow students the opportunity to take better notes. It helps reduce the need to keep the pen scribbling away and allows their ears to be open more. Cognitively they can only focus on so much, so if they are writing only the details that i discuss above and beyond the ppt, i feel they have more resources to think about the content and ask questions.
I am in a culinary school where students are reliant on the performance of a team in order to finish daily tasks. I have found that there are differences in handling students with different origins of their anger, and I am curious if they should be handled the same. I chalk it up to internal vs external locus of control, but is there more clarity here? I find some students appear predispositioned to an angry state internally, while others anger seem to responsive to external stimuli, such as other students behaviors, despite its roots being internal as well.

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