Food Service Assistant you are important. You Make It Happen! Lesson Directory. Lesson-at-a-Glance Lesson Plan Preparation Checklist...

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1 You Make It Happen! Lesson Directory Lesson One Lesson One Lesson-at-a-Glance...19 Lesson Plan...21 Preparation Checklist...37 Movie Preview Guide...39 Activity 1: Stand Up for Good Nutrition...41 Activity 2: Skills for Success...45 Supporting Documents Newsletter Handout* Transparency Masters* Numbers 1 8 Transparency PowerPoint Presentation on CD-ROM *These documents are identified by the titles indicated (document title or number) rather than page numbers. National Food Service Management Institute 2004 BLT 17

2 Lesson One: You Make It Happen! Lesson Notes: 18 National Food Service Management Institute 2004 BLT

3 You Make It Happen! Lesson-at-a-Glance Lesson One Topic Activity Materials Introduction and Overview Introduction Introduce class topic 5 minutes Transparency 1 Transparency 2 Overview Review objectives Transparency 3 Objective 1 Learn three or more ways you help students develop healthy food habits. 11 minutes Objective 1 Show Movie Clip 1 Movie Roles of FSA Class discussion Transparency 4 Why FSA is important Class discussion Transparency 5 Objective 1 Activity 1: Stand Up for Good Nutrition Objective 2 Learn the roles you play and some of the skills you need to be successful in your job. Activity 1 instructions and story Flip chart page with words Individual pages with words 11 minutes Types of skills Class discussion Transparency 6 Objective 2 Show Movie Clip 2 Movie Examples of skills Class gives examples of skills Transparency 7 Objective 2 Activity 2: Skills for Success Activity 2 handout Summary and Close What was learned in the lesson 3 minutes Class discussion Transparency 8 Review of lesson Review newsletter Newsletter handout Student folder Re-emphasize Close lesson Transparency 1 National Food Service Management Institute 2004 BLT 19

5 You Make It Happen! Lesson Plan Lesson One Introduction and Overview 5 minutes Transparency 1 Tell: Welcome to You Make It Happen! This lesson is one of four in the course Food Service Assistant you are important. The lessons in this BLT are about how important you are to the students you serve, to your coworkers, and in helping the school nutrition program (SNP) reach its goals. You, the Food Service Assistant (FSA), are the one who makes it happen. Transparency 2 Read: Transparency 2, How Important Are You? Tell: Bruno Bettelheim, PhD, a child psychologist, said, How one is being fed, and how one eats, has a larger impact on the personality than any other human experience. He also said, Eating experiences condition our entire attitude to the world not so much because of the nutritious food we are served, but with what feelings and attitudes it is given. Not only is what you do important, but also how you do it. Every day you see that students get healthy meals, and you influence how they eat by the way you serve them. What you do also has a major impact on the way students feel about themselves and how well they learn. The business of school nutrition is about serving students healthy and appealing meals in a pleasant dining area. Every day you, the Food Service Assistants, make this happen. Let s look at just four ways you help reach this goal. Think about how you are involved in each of these. National Food Service Management Institute 2004 BLT 21

7 Lesson One Lesson Plan Transparency 2 (continued) Note to Instructor: If time permits, you may ask the FSAs for examples of the ways they are involved. Some sample questions are given. Tell: 1. You make many decisions every day that affect the quality of meals served, the number of customers who eat school meals, and whether the SNP stays within the budget. (Sample question: What decisions do you make?) 2. You make sure food is prepared and served to be healthy and appealing. students learn good food habits and are ready for the classroom. (Sample question: What do you do that makes food healthy?) 3. You nurture the customers through the way you speak to them, serve them, and meet their wants and needs. (Sample question: What is an example of nurturing the students at your school?) 4. You are an important connection with teachers and parents. You help them understand the need for students to have healthy meals. (Sample question: How have you connected with parents or teachers at your school?) You are important; you make it happen. Young students see you as a friend sometimes as a close relative. They love you and want you to love them. I heard a story about a little girl who could not adjust to school and cried when she came to lunch. One day, the FSA stopped her work for a moment to speak to the crying little girl. She put her arms around her and told her that everything was all right. The child looked up at the FSA with big tears rolling down her cheeks and said, I like you you show me your smile. And that s what we need to be doing every day with the children the big ones and the little ones. We need to be showing them our smile. That means we are friendly and serving them with care. National Food Service Management Institute 2004 BLT 23

9 Lesson One Lesson Plan The four lessons in this course are about ways you can help children develop healthy eating habits and help the SNP operate in the black. These two results go hand in hand. When the children eat school meals regularly and all of us follow standard procedures and use good work practices, the program is bound to operate on a sound financial basis. You hold the key to achieving these goals. Your success results from two major ideas what you do in preparing and serving our customers and how you do it. These lessons are planned to remind you of your importance what you do, how you do it, and when you do it. Transparency 3 Read: Transparency 3 You make it Happen! What you will learn in this lesson You will learn three or more ways you help students develop healthy food habits. You will learn the roles you play and some of the skills you need to be successful in your job. Objective 1 Discussion, Movie, Activity 11 minutes Show Movie Clip 1 Note to Instructor: Show Movie Clip 1. After showing the movie, continue with the lesson. Tell: In this lesson, you will see two movie clips. They will remind you of how important you are and will show some ways you help students develop healthy food habits. As you watch the movie, jot down or make a mental note of what the FSAs in the movie did to help students develop healthy food habits, and the four roles of the FSA. National Food Service Management Institute 2004 BLT 25

11 Lesson One Lesson Plan Transparency 4 Transparency 5 As you watch the FSAs in the movie clip, think about your own work and how you could use the ideas to help our customers make healthy choices and enjoy their meals. Ask: While watching the movie clip, did you see that FSAs work with different kinds of people? What kinds of people did you observe? Did you see ethnic, cultural, age, and gender differences? Regardless of the differences, the FSAs were working as a team. Tell: This transparency briefly reviews the four important roles of the FSA. They are Interpersonal, or getting along with people. The school nutrition team in every school is made up of people who are different young and old, male and female, racially diverse, and from various cultures and backgrounds. The key to our success is working as a team to get the job done to make it happen. Informational, or using and sharing information. The FSAs need and use information in almost all tasks. For example, they use recipes for preparing food and place signs on the serving counter to let students know the choices of menu items. Decisional, or deciding how to do the job. The FSAs make many decisions that affect their work including deciding to get to work on time, to be pleasant, to work cooperatively, to follow recipes and other directions, and to operate equipment properly. Technical, or knowing what to do and how to do it. The FSAs know how to complete each job task correctly and efficiently. Tell: Some of the reasons that you are important to the SNP were shown in the movie and are summarized on this transparency. Read: Transparency 5, You Are Important Because You prepare and serve quality meals and food. make sure that the food served is safe. are friendly and caring. encourage students to select a complete meal and eat a variety of foods. use standard work practices that help control costs and stay within the budget. help create a workplace that makes other FSAs want to be part of the team. National Food Service Management Institute 2004 BLT 27

13 Lesson One Lesson Plan Activity 1 Note to Instructor: Conduct the activity by following the directions given on the activity. Give directions, practice the activity, read the story, and summarize. After the activity is completed, continue with the lesson. Tell: The purpose of Activity 1, Stand Up for Good Nutrition, is to remind you of the many ways you help students develop healthy food habits. The first part of this lesson was a review of the ways you help students develop healthy food habits. Success in preparing and serving food and nurturing our customers requires that you know what to do and how to do it. The FSA needs special skills to help students develop healthy food habits and help control costs. By this time I hope you know how much we value the work you do every day. The next question for us to explore in this lesson deals with the second objective, What are the skills FSAs need to be successful in their jobs? Objective 2 Discussion, Movie, Activity 11 minutes Transparency 6 Tell: FSAs need three types of skills. People skills, or skills to get along with and work with different types of people. Some of the people you work with are your coworkers, the manager, students, teachers, parents, and others. You use your people skills when you work with people who are different from you, and everyone you work with is different from you in some way. You work with people older or younger than you, of different race or gender, individually or in groups. More and more you work with people who come from other countries or cultures. The second group of skills you need is technical skills. These skills relate to what you do. They include knowing how to prepare and serve quality food that is nutritious, appealing, and displayed attractively; knowing the right utensils to use to serve the correct portions; knowing how to follow recipes and directions; and knowing how to store, prepare, and serve food safely. National Food Service Management Institute 2004 BLT 29

15 Lesson One Lesson Plan The third skill group FSAs need is personal skills. These are the ones that have a lot to do with whether or not you get the job when you apply. Personal skills include your work ethic, attitude, education, and physical health. They reflect your honesty and dependability, your willingness to learn and to accept directions, and your flexibility and willingness to change when needed. They show your commitment to the program your willingness to go the extra mile. They also show in your cheerful and friendly approach. Show Movie Clip 2 Note to Instructor: Show Movie Clip 2. After showing the movie, continue with the lesson. Tell: As you watch the following movie clip, look for the different skills the FSAs use. For later discussion, be on the lookout for how the FSA demonstrates the skills you see. Transparency 7 Transparency 7, Examples of FSA Skills Note to Instructor: As FSAs give examples, write their answers next to the bullets on the transparency. Give suggestions as necessary to stimulate ideas. Tell: The movie showed FSAs using people skills and technical skills. It also showed evidence of some personal skills. Ask: What was one activity in the movie that showed the FSA using a technical skill? A people skill? What did you see in the movie that reflected a personal skill? Tell: Success in serving our customers depends upon each FSA having and using these three types of skills every day. National Food Service Management Institute 2004 BLT 31

17 Lesson One Lesson Plan Activity 2 Handout: Activity 2, Skills for Success Tell: The purpose of this activity is to help FSAs identify skills they need to do their job and be successful. Note to Instructor: Activity Instructions 1. Tell the class they may work alone or together to circle the words on the activity that describe a skill or talent they need to do their job. They will circle more than one skill. 2. Remind them that the skills they circle will be different for each of them even if they work with another class member just as their jobs are different. Some skills may be required by all. 3. Allow 2 minutes to complete the activity. 4. Review the answers with the class by reading the skills aloud and having the class show hands for each skill they circled. 5. Tell the class to keep this activity and, as time permits, to sort the skills by type marking each skill with an I to identify it as a people skill, a T for a technical skill, and a P for a personal skill. This will match their job skills with the skill type. 6. Congratulate the class on doing a great job on this activity. Summary and Close 3 minutes Transparency 8 Note to Instructor: Summarize and close the lesson as follows. Read: Transparency 8, What You Learned in the Lesson Tell: In this lesson, we have talked about four major ideas. How important you are in helping meet the goals of the SNP Ways you help students develop healthy food habits Four roles you play as you do your assigned tasks each day The skills you need to play these four roles in carrying out your duties successfully National Food Service Management Institute 2004 BLT 33

19 Lesson One Lesson Plan Newsletter Handout: Newsletter Tell: This is your newsletter. You will see that it highlights the major points studied in this lesson. contains a short quiz titled What I Learned in the Lesson for you to complete. suggests activities for you to try in the Polish Your Skills section. These activities are related to the four roles of the FSA. provides the quote used at the beginning of the lesson. Take a quick look at the newsletter, complete the quiz, think about how you will polish your skills, and think about how you can learn ways to help students. Keep the newsletters and the completed activities in the You Are Important folder. Bring the folder with you for each lesson. Transparency 1 Read: You are important. You make it happen! Tell: Many people from the superintendent and principal to the director and manager do tasks that are essential to a successful SNP. However, the FSA at the school is the person who makes it happen. You bring the final product and service to the student. You bring meaning to the efforts that others make in planning, purchasing, and budgeting. The way you work as a team using your knowledge and skills is what makes a program successful. You Make It Happen You Are Important National Food Service Management Institute 2004 BLT 35

21 You Make It Happen! Lesson Title: You Make It Happen! Preparation Checklist Lesson One Training Date Location Time Number of People Attending Instructions: Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed. Task Done Announce meeting time and purpose in advance. Make arrangements for meeting room. Equipment needed Reserve equipment and gather supplies. Overhead projector to display transparencies Screen or other surface for transparency projection VCR and television to play movie Computer and Projector (if using the DVD Movies or PowerPoint Slides) Supplies needed BLT 2004 Movie Markers transparency and flip chart (one each) Removable tape Name tags (optional), pencils or pens, folders to hold handouts (one for each class member) Make copies of all class handout and display materials. Make transparencies for the instructor to use in class. When copying, place a blank sheet of paper behind the original so holes will not show on the final copy. Handout and display materials needed Activity 1 flip chart page Write the twelve words/phrases on the page and tape to the wall in front of the class. See Activity 1 instructions for more detail. Activity 1 separate word pages Write the twelve words/phrases, each on a separate sheet of paper, to hand out to group leaders. See Activity 1 instructions for more detail. Activity 2 worksheets (one for each class member) Transparencies 1 through 8 (one of each for instructor) Success News for the Food Service Assistant (one for each class member) Preview movie clips for Lesson 1 using Movie Preview Guide. National Food Service Management Institute 2004 BLT 37

23 You Make It Happen! Movie Preview Guide Lesson One Movie Clip 1 Note to Instructor: As you preview Movie Clip 1, note the following points and the examples given for each major point. The movie lesson shows a work team that is diverse in age, gender, and ethnicity. This reminds the class that the FSA works with people who are different from themselves. This is true in every school. FSAs fill four different roles as they do their jobs. Each role requires a special set of skills. The roles are 1. Interpersonal Shown in the movie as FSAs working as a team on the serving line, in the kitchen, and with students. 2. Informational Shown in the movie as FSAs displaying signs on the serving counter to let students know the names of menu items or as FSAs hosting a tasting party. 3. Decisional Shown in the movie as FSAs receiving food and checking the quality before accepting the product. FSAs make many decisions every day that affect customer satisfaction, quality of food, and operating costs. 4. Technical Shown in the movie as FSAs following recipes and operating equipment correctly. Notice the FSA using a mixer and following a recipe to prepare the product. FSAs perform many activities that help students develop healthy food habits. Preparing food using standardized recipes and production schedules Using standard procedures that ensure food is safely prepared and served Seeing that food is attractively displayed and garnished Placing signs on the serving counter that give customers information about the menu items Showing teamwork and cooperation while working in the kitchen and on the serving line Talking with students in the serving line and dining area in a friendly and caring way National Food Service Management Institute 2004 BLT 39

24 Lesson One: You Make It Happen! Movie Clip 2 Note to Instructor: As you preview Movie Clip 2, note the following points and the examples given for each major point. After the FSAs view the movie clip, you will ask them to give examples of the skills they saw being used. Use the information below to help the FSAs as they match examples with the skills shown on the movie. If time permits, ask participants if there are skills they find in their cafeteria they wish to share. The movie shows People skills Communicating talking, listening, using body language such as smiling or frowning, tone of voice, and personal appearance Teamwork delegating, cooperating, leading Using selling techniques that encourage students to make healthy choices Providing information to students by placing posters in the dining area or signs on the cafeteria counters Personal skills Willingness to go the second mile Commitment to getting to work on time and using time wisely Positive attitude Willingness to learn and change the way of doing things Friendly, cheerful, and helpful Self-management Creativity Fun to be around Neat and clean appearance Technical skills Knowing and using correct procedures for receiving, storing, preparing, and serving food cleaning cashiering safety and sanitation record keeping and reporting using equipment 40 National Food Service Management Institute 2004 BLT

25 You Make It Happen! Lesson One Activity 1: Stand Up for Good Nutrition Preparation Print the following words or phrases on separate sheets of paper in large letters. YOU MAKE IT HAPPEN PRETTY FRIENDLY INFORMATION HOT FOOD HOT, COLD FOOD COLD VARIETY SPEEDY SERVICE CHOICES HEALTHY TASTE GOOD FUN TIME TO SOCIALIZE Print the words together on a flip chart page and tape it to the wall in front of the class. The words will be reviewed at the close of this activity. Option: You may choose to use a blackboard, flip chart, or other large surface instead of the wall. Activity Instructions 1. Ask for six or more volunteers from the class to serve as leaders. Tell the rest of the class members to quickly group themselves around a leader so they can participate. To save time, you may arrange for these leaders before the class starts. 2. Tell the class to be sure they have plenty of room around each person s chair for this energetic activity. 3. As you start the activity, hand one or more word pages to each leader, using eleven pages. You keep the page with the phrase YOU MAKE IT HAPPEN. As you hand the page(s) to each leader, read the word aloud. 4. As you read the story, pause at the underlined words to allow time for the teams to stand and sit. Option: You may choose to have the teams give a cheer or use a noisemaker instead of standing and sitting. You may choose to change the names of the students in the story. 5. Begin activity. Tell: Let s have some fun as you identify why you are important and the many ways you help students develop healthy food habits. I gave each group leader a word page with a word or phrase written on it. Each of these words or phrases describes one way FSAs help students develop healthy food habits. I will read a short story that has these important phrases hidden in the story. When your team hears the word or phrase on your word page, all team members will quickly stand up as your leader holds the page up high for other members of the class to see. Then the team will sit down. The story goes fast, so listen carefully for your word or phrase. In addition, the entire class will stand and sit for the phrase YOU MAKE IT HAPPEN. Let s practice. Instructor Note: Hold up the paper with the phrase YOU MAKE IT HAPPEN as the class stands and then sits (or other option). Then tape this page to the wall. Tell: Great job! Are you ready? Here we go National Food Service Management Institute 2004 BLT 41

27 Lesson One Activity One Read: Once upon a time a consultant from the State Department of Education was visiting Simply-Wonderful High School in the Far-Away-From-Nowhere School District. Although this school district was rather small and located in a remote corner of the county, they had a very dedicated school nutrition team. The consultant asked the cafeteria manager if she could meet with a group of ninth grade students during her visit. At the meeting, the consultant asked the students what they liked about the school nutrition program and what they didn t like. Mini Appetite said, I like the variety and the way the food is served; it is so pretty. Joe Jock piped in, It s the friendly cafeteria staff that I like; they care about us. Then Sam Spam, the computer whiz, said, I like the information they give us about the food value of the menu items. We can even get a computer printout. The consultant was very impressed at just hearing positive things, but briefly the tables turned. Very quickly Tommy Largee, the biggest student, said, Not enough food! Thermie Mometer said, I expect my hot food to be hot, and my cold food to be cold and sometimes it s just the other way around! Then back to the positive, as more students chimed in. Jay Runfast, a member of the track team, said, I like the speedy service I don t have to stand in line anymore since they increased the number of lines and added a variety of menu choices. Foot Ball said he liked having time to socialize with friends. Diet Tishun raised her hand to say, I like knowing that the meals are healthy. Realizing the time was about up, the consultant told the group there was time for just one more comment, and that s when Poppie Larity said, All those things they ve mentioned are important, but for me I want my food to taste good. And I like the lunch room staff they are fun! After being thanked for their great comments, the students went back to class. The consultant called the FSAs together, and they briefly talked about possible solutions to the two negative comments. Then the consultant told the FSAs what a great job they were doing and how important they were as they helped students develop healthy food habits. The FSAs stood up and gave each other high-fives, the consultant went back to the state department, and they all lived happily ever after. End of Story Tell: Students in the story told us about twelve things they expect in the school nutrition program. Instructor Note: Review the twelve words or phrases on the flip chart page. Tell: As we end this activity and continue with this class session, remember YOU MAKE IT HAPPEN. End of Activity National Food Service Management Institute 2004 BLT 43

29 You Make It Happen! Activity 2: Skills for Success Lesson One Instructions: Circle the words that describe a skill or talent that you need to do your job. Using a recipe Recipe Getting to work on time Rotating the food in the storage area Weighing ingredients Operating the mixer Checking the dish machine temperature Drinking coffee Using a thermometer to take food temperatures Taking pride in your work Listening to teachers complain Writing down the amount of leftover chicken Taking a nap in the storeroom Cooling a cooked turkey Telling students about the lunch menu Adding garnishes to the menu items Laughing with a child Talking on the phone Using the correct serving utensil Helping a student pick up a dropped tray Following the employee dress code Taking long lunch breaks Cleaning tables after students eat Teaching a new employee how to do a task Taking inventory Storing food properly in the refrigerator, freezer, and storeroom Receiving deliveries of food Washing pots and pans You Are Important National Food Service Management Institute 2004 BLT 45