CURRICULUM DEVELO?MENT FOR FOOD
ssrzvucs TRAINING OF STUDENTS
THROUGH ms ACTIWTIES 02:
we SCHOOL LUNCH PROGRAM “

 

A promo": for H19 Degree of M. S.
MICHIGAN STATE UNIVERSITY
Virginia S. Hoglund
1958

 

MICHIGAN CUMUWE‘RSE
come: CF CC... mtg
am CCCCCCCCC CCCCCC CC

 

 

 

UBRARY
MiChigan State
University

 

 

CURRICULUM DEVELOPMENT FOR FOOD SERVICE TRAINING
OF STUDENTS THROUGH THE ACTIVITIES

OF THE SCHOOL LUNCH PROGRAM

BY

Virginia S. Hoglund

A PROBLEM

Submitted to
the Dean of the College of Home Economics
of Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Department of Institution Administration

1958

 

ACKNOWLEDGMENTS

The author expresses her special appreciation to
Professor Katherine Hart for her patience, advice, and
encouragement in the development and completion of this
study.

The author also wishes to acknowledge the assis—
tance and helpful suggestions of Dr. Meta Vossbrink, of
the College of Education, and of Dr. Pearl Aldrich and

Dr. Grace Miller, of the College of Home Economics,

ii

TABLE OF CONTENTS

Page
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . ii
LIST OF EXHIBITS . . . . . . . . . . . . . . . . . iv
Chapter
I. INTRODUCTION . . . . . . . . . . . . . . . . I
II. LANSING PUBLIC SCHOOL CAFETERIA PROGRAM. . . 7
III. CURRICULUM DEVELOPMENT FOR FOOD SERVICE
PERSONNEL. . . . . . . . . . . . . . . . . 20
IV. A CURRICULUM OUTLINE FOR TRAINING SCHOOL
CAFETERIA STUDENT ASSISTANTS . . . . . . . 42
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . 60
APPENDIX . . . . . . . . . . . . . . . . . . . . . 66

iii

LIST OF EXHIBITS

Exhibit Page

I. ORGANIZATION CHART FOR LANSING PUBLIC SCHOOL
CAFETERIAS . . . . . . . . . . . . . . . . . 9

2. TABULAR IDENTIFICATION OF BEHAVIOR ORIENTED
GOALS FOR FOOD SERVICE TRAINING ACCORDING
TO INTERESTS OF GROUPS CONCERNED . . . . . . 24

3. BEHAVIOR AND CONTENT ASPECTS OF OBJECTIVES
FOR ON-THE-JOB FOOD SERVICE TRAINING GOALS . 28

iv

CHAPTER I
INTRODUCTION

Increases in school enrollment have been instru~
mental in focusing the educational spotlight on the nation’s
school cafeteria programs. School consolidations, closed
campuses, and an increase in the number of working mothers
are keeping a great majority of students at school during
the noon hour. As a consequence, school lunchroom opera—
tions have mushroomed from an extracurricular activity of
the homemaking department, serving only a small fraction
of the total school population, into a full—fledged res-
taurant business with many of the operational problems
of a regular restaurant together with those special re—
sponsibilities peculiar to an educational enterprise.

In addition to their service responsibilities for
providing nutritionally adequate and attractive meals at
a minimum cost, school cafeterias have a unique opportun—
ity to function as an educational laboratory in a real—

life situation. The rapid increase in the size of the

ECU .uflqfll,b.-EE...I [IE .lu

school lunch program has created, within the schools, a
food service operation similar in many respects to a com—
mercial restaurant. As a business enterprise, the school
cafeteria must maintain performance standards comparable
to any well—managed eating establishment. Boards of edu~
cation usually expect the school lunchroom to be self—
supporting. High levels of student patronage are neces—
sary to provide sufficient income for meeting the expenses
of the operation. A favorable relationship between consis~
tently Standard sizes of servings and selling price, eye
appeal of food, prompt and courteous service, cleanliness,
and customer satisfaction are all necessary for good
student participation.

Since the cafeteria department requirements for
additional help during the relatively short periods of
time meals are actually being served make the employment
of short—hour adult workers impractical, students have
often been assigned noon-hour duties as an in—school work
experience. An efficient operation with high levels of
performance and minimum production costs requires ade—
quately trained personnel. On—the-job vocational train—
ing provides Opportunity for the immediate application of

learning in meaningful activities through a planned program

of instruction which includes evaluation of the student's
ability to perform in a realistic work situation.

Schools today are faced with problems which arise
out of the need to educate and train all the children of
all the people. Such an assignment requires that the scope
of the curriculum and teaching methods and techniques be
adapted to the many special needs and interests of the
learners. Problems of school drop—outs and the relation-
ship of juvenile crime to lack of professional skills have
forced school officials to give renewed interest to poten-
tial avenues for vocational instruction which would appeal
to students who have not been motivated to learn in a for—
mal classroom situation.

The area of school food service provides activities
within the school which can utilize a wide range in student
abilities, and it appeals to a variety of interests. The
school cafeteria affords a training laboratory which could
help meet student needs for opportunities to broaden voca-
tional interests as well as develop behavior patterns
essential for a successful adult life through work exper-
iences in the school kitchens and dining rooms. Local,

state and national food service organizations have

indicated a desire to cooperate with school systems in
planning vocational training programs suitable to help
meet the labor requirements of the industry.

Many school lunch supervisors have considerable
responsibility for the business management of the cafeteria
in addition to the actual supervision of food production
and service activities. The shift to multiple noon hours
to care for increased enrollments allows a minimum of time
for the supervisor to devote to either planning for, or
carrying out special teaching duties. Because of the time
factor in a multiple noon—hour arrangement, student assis-
tants are often assigned to work stations with limited pre-
instruction and a minimum of follow—up on work performance.
In such cases, quality of job performance and, indirectly,
cafeteria operation standards, are determined by the previ-
ous knowledge and experience of the student workers. This
situation provides little educational gain to the student
and may result in a cafeteria program with a less than
satisfactory operating record.

A carefully planned and organized on-the—job train—
ing program conducted in the school cafeteria as a noon—

hour laboratory class can offer experiences which are

educationally significant to the school cafeteria program,
to the student, and to the community.

Development of a training program for students in
a noon-hour work situation poses questions as to "what"
and "how." What kinds of experiences in a school cafeteria
might be selected which would help increase student compe-
tencies as food service workers and, at the same time,
afford opportunities for practicing the types of behavior
necessary to develop values and concepts important in daily
life? How might these experiences be organized for the
greatest educational worth to the students and for the most
production value to the cafeteria? What should be the re-
sponsibilities of the cafeteria teacher-supervisor in a
vocational education curriculum in food service? What kinds
of behavior changes might be expected in the student?

This study was undertaken in an effort to develop
a curriculum outline for on-the-job training of noon—hour
student assistants in secondary school cafeterias with
special emphasis given to the needs of the Lansing, Michigan

Public Schools, and to prepare guidlines for implementation

of the training program.

This problem has been developed in four sections.
Chapter I has presented an introduction and stated the
purpose of the study. Chapter II which is entitled "Lansing
Public School Cafeteria Programs” describes the operation
of Lansing school cafeterias and explains the training ac-
tivities conducted therein. Chapter III discusses the cri—
teria for curriculum design as recommended by Tyler and
develops each point in terms of its application to a school
cafeteria training program. Chapter IV is entitled "A
Curriculum Outline for Training School Cafeteria Student
Assistants." This chapter is intended as a training guide
for secondary school food service instruction utilizing

cafeteria noon—hour activities.

CHAPTER II

LANSING PUBLIC SCHOOL CAFETERIA PROGRAM

CHAPTER II
LANSING PUBLIC SCHOOL CAFETERIA PROGRAM

An understanding of the operation of school cafe—
terias was considered necessary for integrating the principles
of curriculum construction with a plan for on-the-job training
of student assistants in a regular school lunch program. The
schools in Lansing, Michigan, were regarded as representative
of those in a typical, average-sized city. Departmental
files provided information concerning the educational phil-
os0phy of the Lansing Board of Education (Appendix Exhibit 1).
The organizational structure of the cafeteria department as
one segment of the total educational program is shown in
Exhibit 1. The description and classification of schools
and Operational details of the cafeterias were secured from
Board of Education records for the 1958 academic year.

Data relative to present training goals, teaching
problems, and training procedures were obtained by inter—
views with the cafeteria supervisors, cafeteria class stu-
dents and by observations of student assistants at work

in the Lansing school cafeterias.

8

EXHIBIT 1

ORGANIZATION CHART--LANSING PUBLIC SCHOOL CAFETERIAS

July 1958

CHART A

 

 

BOARD OF EDUCATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SUPERINTENDENT
OF SCHOOLS
ASSISTANT BUSINESS 1 DEPUTY
SUPERINTENDENT MANAGER SUPERINTENDENT
FOR PERSONNEL FOR INSTRUCTION

 

 

 

 

 

 

 

__ CITY CAFETERIA

DIRECTOR

 

 

 

l

 

 

 

 

 

SCHOOL
PRINCIPALS

 

 

 

 

 

 

10

CHART B

 

CITY CAFETERIA
DIRECTOR

 

 

 

 

 

CAFETERIA

 

 

TEACHER-DIRECTORS
SECONDARY SCHOOLS

 

‘—e HEAD COOKS
ELEMENTARY SCHOOLS

 

SECRETARY
CAFETERIA DEPARTMENT

 

 

_._

 

 

 

 

 

 

 

 

 

CAFETERIA COOK CAFETERIA
COOKS HELPERS STUDENT ASSISTANTS
AND

 

 

CAFETERIA CLASSES

 

 

 

11

A history of the Lansing school cafeterias indicated
that the school system had always been cognizant of the po-
tentials for learning experiences through cafeteria activi-
ties. Basic to this philosophy is the fact that supervision
of the cafeterias is delegated to professionally trained
members on the regular teaching staff.

The Lansing Board of Education accepts the premise
that learning occurs as a continuous process both in and
out of the classroom. It views the cafeteria pregram as
an important part of the total educational offerings in
the school and, as such, feels responSible for treating a
cafeteria program in the same manner as any other department.
Salaries of the city cafeteria director and the school cafe—
teria teacher—supervisors are not charged to the cafeteria
operation but are part of the teaching and administrative
budget. All new lunchrooms are completely equipped by the
Board of Education.

At the time of this study (1958) the Lansing Board
of Education was responsible for the administration of 36
public schools within the limits of Lansing, Michigan.
Twenty—nine elementary schools and seven secondary schools

comprised the Lansing Public School system (See Appendix

12

Exhibit 2). All seven of the secondary schools and one
elementary, orthopedic school operated cafeteria programs
serving a Type A lunch (Appendix Exhibit 3), and also
served milk under the federal school milk program.
Twenty—six elementary schools served only milk.

The seven secondary schools assigned work respon—
sibilities to students during the regular noon hours. Six
schools offered regular school credit for this experience.
The seventh school, Everett Senior High, had a combination
of elementary and senior high schools sharing the same fa-
cilities. In this school four upper—elementary boys assis—
ted in setting up folding lunch tables and in washing the
tables after the meal. A senior high school girl cashiered.
These students were under the direct supervision of the
high school home economics teacher and received a Type A
lunch in exchange for their services. Walnut Street Ortho—
pedic school scheduled students to assist with the lunch
program only as rewards for good conduct or as special
privileges.

This investigation was concerned chiefly with the
four junior high schools and the two senior high schools
which offered both credit classes in quantity food produc—

tion and service and provided certain work experience

15

opportunities at noon in exchange for a Type A lunch. The
study was planned to consider ways to increase the educa-
tional worth of activities related to serving lunch at
noon. The secondary schools involved were Eastern High,
Sexton High, Otto Junior High, Pattengill Junior High.
Walter French Junior High, and West Junior High.

These six schools offered one 55-minute morning
class in quantity food preparation each term as an elec-
tive subject. In the senior high schools, the course also
required that students work for three weeks as noon—hour
assistants. Classes in quantity food preparation included
six weeks of classroom teaching with demonstrations and
visual aids and ten weeks of laboratory work in the various

food preparation and housekeeping areas in the kitchens.

 

Students worked in teams of two or three and were assigned

to the cook in each work area who acted as a laboratory

 

assistant to the cafeteria teacher. Jobs were rotated on a
weekly or bi-weekly schedule as determined by the cafeteria
teacher and covered range, salad, bakeshop, and housekeeping
duties. Written and oral exams, selected resource materials,
such as films and pamphlets, demonstrations, and a standardized . 1.

city-wide curriculum outline were used. Dependability and

l4

cooperation, regular attendance and selected food service
skills were considered important for satisfactory job per—
formance.

Junior high schools offered two additional cafe-
teria classes of 55 minutes each, designated as food ser-
vice classes since they were scheduled during the staggered

noon period, and class work was entirely laboratory experi-

 

ence in the kitchens and dining rooms. West Junior High
had three noon—hour classes. The prerequisite for these
classes was one term of the morning class in quantity
foods preparation or consent of the teacher.

Cafeteria quantity food preparation classes had
long been a part of the regular school curriculum. However,
the noon-hour food service classes were scheduled for the
first time in 1954 when the junior high schools adopted
the system of closed campus and staggered classes during
the noon hour to provide additional classroom space.

The term ”student noon—hour assistants" refers to
those students who were assigned to the school lunchroom
for the performance of regular duties necessary for the
serving of lunch. These duties might be performed as a

part of the requirements of a food service class or they

15

might be a work experience with compensation in the form
of a meal. In all cases, the work experience was during
the normal noon—hour time schedule which varied from school
to school; but in no case were students assigned to duties
for longer than 55 minutes.

Students enrolled in a cafeteria quantity foods

preparation class or in a noon-hour food service class re—

 

ceived one credit which is the same as for any other elec—
tive subject. They did not receive compensation either in
the form of meals or money. Non—credit students who worked
in the cafeteria received a Type A meal and a choice of
dessert for 30 minutes of work.

The trainer was considered to be the cafeteria
teacher—supervisor. She was a member of the professional
staff. Adult cafeteria workers in the various production
areas aided the supervisor in training the noon-hour stu-
dent assistants.

Personal observations and discussions with cafe-
teria supervisors indicated that many of the difficulties
encountered in teaching were due to: irregularities in

the scheduling of other school activities: normal prdb—

lems of working with children in a situation Where there

16

were limitations in time and supervision; and expectations
by the customers for high standards of performance. The
following statements summarize noon-hour training problems
in the school cafeterias:
* ReSponsibilities of the cafeteria teacher for
both supervision of food services and for teach-
ing a laboratory class simultaneously increased
her work load over that of a regular classroom
teacher and limited the amount of attention

available for each of her responsibilities.

* The teaching ability and educational concepts
of the cafeteria supervisor varied with her
background. Some supervisors were better
trained in the management aspects of food
service while others were more skilled as
teachers. Cafeteria supervisors needed assis—
tance and encouragement to strengthen weak-

nesses in their professional preparation.

* A short (55—minute) training period each day
did not always allow enough time for the cafe—

teria teacher-supervisor to cover all stations

17

to observe the students' progress or learning

difficulties.

A classroom in a real-life situation with
service functions was difficult to coordinate
with school auditorium programs, student ab-
sences, and special school projects which
altered the length of time students spent

in the cafeteria classes.

The crowded school program and the necessity
for transporting school children on a rigid
bus schedule made it difficult for the teacher
to meet with students for supplemental instruc-
tion and group planning at any time of the day

except during the busy noon—hour.

Noon-hour activities were selected from the
stand—point of job coverage rather than in
terms of opportunities for practicing goal

oriented behavior.

Some students lacked interest in their cafeteria
duties because they had no choice in their as-

signment to the cafeteria class.

l8

* Differences in ability and physical maturity
of the students impeded the flow of service
because of their slowness in movement and in—

ability to see the needs of a situation.

* The physical and emotional pressures of quan-
tity food production and service created dif—
ficulties in providing the relaxed and permis—

sive atmOSphere essential for good learning.

* Evaluation of student performance was based
upon the supervisor's or cook's opinion of
quality of work performed rather than upon
the degree of learning of measurable behavior
changes in the individual concerned. There
was no formalized attempt to measure individual

growth or changes in student behavior.

Since the student lunch was designed to meet U.S.D.A.
Type A lunch specifications, considerable emphasis was
placed on ability to assist student patrons in selecting

a qualifying lunch.

19

It was apparent that the cafeteria teacher-

supervisor needed a better understanding of her role as

a teacher. Her thinking tended to be production oriented,
influenced by the necessity for getting many people served
in a limited period of time. Goals were considered in
terms of production and service needs rather than from

the standpoint of kinds of behavior to be displayed to
bring about desirable changes in the student's develop-
ment. Few resource materials other than a work schedule
and a written list of instructions were used for the noon-

hour classes.

CHAPTER III

CURRICULUM DEVELOPMENT FOR FOOD SERVICE PERSONNEL

CHAPTER III

CURRICULUM DEVELOPMENT FOR FOOD SERVICE PERSONNEL

When develOping a curriculum for food service
training, the curriculum maker must Operate on some kind
of a theory of learning representing value judgments (39).
The values implied would determine the kinds of objectives
and types of activities included in the curriculum. The
curriculum maker must give recognition to individual dif—
ferences and student needs for persoral satisfaction by
arranging the depth and sequence in the learning activi-
ties to coincide with individual interests and abilities.

The criteria for develOping a training program
for school cafeteria noon—hour assistants were based on
the curriculum construction recommendations of Ralph Ty-
ler (39) of the University of Chicago. Tyler suggested
answers were needed for questions involved in four funda—
mental areas in curriculum design: educational goals,
educational experiences, effective organization of exper-
iences, and the evaluation of training methods.

21

22

Each of the four aspects of curriculum design des-
cribed by Tyler was considered in developing a curriculum

outline for training school cafeteria student assistants.

1. What educational goals would be pertinent to
carrying out the school's philosophy of education?

In order to identify the philOSOphy of education
in the Lansing schools, refer to the Creed of the Lansing
Public Schools (Appendix Exhibit 1).

In a school cafeteria training program, goals re-
flect the aims of the school system, the counselors, the
students and the cafeteria production and service require-
ments.

The school administration was interested in de-
veloping in students the ability to think, to use their
potential abilities to become contributive members of the
community and to develop democratic values and concepts.

The reasons given by counselors for encouraging
student enrollment in cafeteria classes related to their
desire to provide experiences which would help students

to develop well-adjusted personalities.

23

Identification of student goals in a training pro-
gram was based upon discussion with cafeteria class students
and information secured from the cafeteria teacher-super—
visor. Secondary students' needs were for the fulfillment
of basic human wants for this age group: physical needs
for food, activity, and approval of the Opposite sex; so-

cial needs for affection, ego satisfaction and attention,

 

security, and a sense of belonging to a group. High school
students were interested in developing skills which would
enable them to qualify for jobs to earn money necessary for
satisfying the physical and social needs described.

The cafeteria department was concerned with devel—
oping food service skills, increasing knowledge about a
food service operation, demonstrating the importance of
attitudes and values which make an effective Operating
team, and broadening vocational interests of the students.

The typical work requirements of school cafeterias
determined the frame of reference for goal selection since
Opportunity to practice the kinds of behavior required by
the goals would be limited to those necessary for satis-
factory job performance. Exhibit 2 summarizes these goals

by three categories of behavior: develOpment of interests;

I I..- ‘ILI II I‘I\1.\§.§(."

24-

EXHIBIT 2

TABULAR IDENTIFICATION OF BEHAVIOR ORIENTED GOALS FOR FOOD SERVICE TRAINING
ACCORDING TO INTERESTS OF GROUPS CONCERNED

 

 

 

 

 

 

 

 

 

 

 

 

 

Goal Categories of Groups Concerned
To Develop To Develop To Develop
BEHAVIORAL ASPECTS OF Interests Skills. Attitudes
TRAINING ACTIVITIES Abilities and Values
and Habits
*
S C M S C M S C M
Interests in a Food Service Business
Recognition of Career Opportunities X X X
Knowledge of Food and Food Products X X
Satisfaction from Sampling Menu Items X X
Performance of Food Service Duties X X X X X X X X
Understanding of Important Facts and Procedures
Operation of Selected Items of Equipment X X X X
Practice of Sanitation Techniques X X X
Application of Safety Regulations X X X
Understanding of Sales Policies X X X
Knowledge of Prices and Standard Portions X X X
Recognition of Lines of Authority X X X X
Ability to Follow Directions ,
Listen X X X X C
Read it x x x x ‘
Observe X X X X X
Practice X X X X X X X
Think X X X X X
Question x .X X X X
Ability to Apply Principles
Effective Use of Time and Energy X X
Selection of Foods to Meet Nutritional Needs X X X X X X
Solution of Problems Through Objective Analysis X X X X X
Ability to Think Independently
Discovering New or Better Methods for Job Per-
formance X X X X
Handling of Customer Grievances X X X
Participation in Individual and Group Projects X X X X X X X X
Develoment of Desirable Work Habits
Promptness X X X X
Accuracy X X X X
Dependability X X X X X
Thoroughness X X X X
Responsibility X X X X X X X X X
Cleanliness and Neatness X X X X
Cheerfulness X X X X X
Cooperation X X X X X
Development of Aesthetic Values
Appreciation for Color and Texture X X
Sensitivity to Taste and Odor X X X X X
Recognition of Orderliness in Form and Design X X
Appreciation for Neatness and Cleanliness X X
Respect for Perfection of Skill and Craftsmanship X X X X X X X X
Development of Social Values and Attitudes C
Acceptance of Self as a Unique Person X X X
Objectivity in Self—Evaluation X X X
Respect for Individual Differences X X X
Concern for Rights of Others X X
Acceptance of Responsibility for One's Actions X X
Acceptance of Group Decisions X X
Acceptance of Role of Leader X X X X X X X X
Acceptance of Role of Follower X X X X X X X X
S C H S C M S C M

 

 

 

 

 

*S(Students), C(Counselor), M(Cafe. Management)

 

 

 

 

 

‘ {II (\ Iil'v IQC‘.‘ I

.'I Isl..-“ .. !\’\‘:I\.‘.

25

develOpment of skills, habits and abilities; and develop—
ment of values and concepts. Examination of this chart
reveals that cafeteria training activities offer a great
challenge to motivate students to develop in all three
goal categories, especially in relationship to skills,

habits, and attitudes and valueso

2. What educational experiences could be provided

 

which might help students to attain these goals?

Tyler gave five principles to consider in choosing
experiences for bringing about behavior changes: 1) oppor—
tunity for practicing the kinds of behavior stated or im—
plied by the objectives, 2) ability to provide satisfaction
to the learner carrying out this behavior, 3) apprOpriate—
ness of experiences for student ability, 4) appreciation
of the fact that many different activities offer the same
kinds of learning results, and 5) that different behavior
outcomes might result from the same activity.

Factors influencing the selection of the jobs as-
signed to noon-hour cafeteria assistants from the stand—
point of the cafeteria department include: amount of time

required for completing the task. Opportunity for scheduling

anal-I I It ‘III'U 5‘ C‘.rl.\‘:'\~“

26

students with differing degrees of maturity and ability,
and willingness or unwillingness of students to accept job
assignments because of the status value of certain work
categories.

The service needs of a school cafeteria require
student assistants to understand the correct procedures
for performing their assigned tasks, demand that student
workers be alert and courteous sales persons and kitchen
aids, and that they be able to identify the menu require-
ments for a Type A school lunch. Noon-hour work experiences
in a school cafeteria might include host or hostess duties,
checking and cashiering, counter service and supply duties,
pantry work and housekeeping assignments. These are simple
tasks which can be broken down into a few key points. Ap—
pendix Exhibits 4—10 illustrate typical job breakdowns for
school cafeteria work experiences. Categories of service
needs in a school cafeteria include work procedures for
selected cafeteria service stations, performance factors
important for meeting both customer and employer expecta—
tions, and criteria for the selection of a lunch at noon.

The three categories of behavior listed according

to interests of the groups concerned with the training

 

 

\Dl’cspltllhla sas'l I E ‘&.U zi‘n\\:c~:

27

program in Exhibit 2 were arranged in a two dimensional
chart to demonstrate the relationship of behavior to be
learned to the content aspects of the work experiences
available to students at noon. (Refer to Exhibit 3.) An
examination of this chart will point out that the perform-
ance of duties assigned to noon—hour student assistants
requires the display of selected behavior responses des—
cribed in the goals. Opportunity to rotate students be-
tween the several work stations would permit students to
have a choice in work activities suitable to their inter»
ests and abilities. Each job category demands several
types of behavior responses while many activities require
the same type of response. Since the amount of physical
and mental exertion required by the different work cate—
gories vary, the Opportunity exists for each student to

have experiences in which he can be successful.

3. How could these experiences be effectively
organized?
Behavior changes in individuals are brought about

through many different kinds of experiences over long per—

iods of time. The organization of learning activities for

 

‘DI‘.IIHI uL‘IIQ

In a “ll. ‘Lilli 2‘fl1\§:t§:

28

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

] If \\
llllllllllA x smouuowuo
x x x x acme scououuau no ausou o>suswmm
x so00m no spam: >usa
x x x x x x Havana use
x x x x x x used c omxe no aucocomeou
x x x x x a co succusuuuaz
x x x x x scoe no caspanauuc cusps: poem
as .
x x x QSOuw mo soucouONQMQ o nucsa Hoocou
a no cueuusaos one new sauouauo
x
x x x acoMusauu uaansm
x x x x x x occausasu AscosuomusucH
x x x x x . man-cassoaam
x x x x x x Houucou coauuom
x x x x x x x codesucoaoud susooum
x x x x x x x oucsusomms asc0suom
x x x x x xususm
x x x x x x x x x coauauuaam
x x x x x x muaaanuucsa
x x occaussuomxs someomscse use noewwsmw
oos>uor poem Hoosus ocsuooa >Ho>fiu0swoa
. now snouusu sucsEhomuom Hos:
x
x x x x mcamosxossom
x x x m x x x x museum
x x x x x x x x x x seams. soucaoo
x H x x x M x x x H was>uos uvucsoo
x x x sen-so
x x no ours use a . .
x x x x x x x x sass-om
x x x x accuse».
IIII, moa>uosscooc nauseousu Hoonus usuuowum
.IlllllllllllJrllllllllJ wen sousoauoum mcausuomo ooocoaao
z!
.asn ova>
:uos soon a
I NO coguflha DUOOH uO
Guava» suaus>au sousoououa ado one cu >s0ah~> s
.nus assoc. sosae> nua.mw0wm sauna: Sauce use sauna unsouOdEA new code
Mwusuuoaso uwuozusss ca was a xuOI accumaoca asaaeucaum caeuuonwu unnamed sowue>wu unassumds mubaa no
cwn0a0>ao manuMoncfusAsomuus. m ”Mundane xcwnu 0» hands on soAHOW 0» led Mo was nos ca one as one no mo
. . a as o~u>on suassna sausage sussana ecouauou::_-uoasuMuuaa unocouo3< neonama ezmezoo
muons wnsq¢> oza
nllxnllrll, meumam oza .muHeHaHaa .maauxm aoqm>uo oe memuamezn acqu>uo oe

 

mN>HSUQme ho meummm< MOH><mmm

mACOU
UZHZH‘MB HUH>mwm 000m MOHINZHIZO mOQ mfl>HBOflOQO NO mHUflmm< fizmfizou 02¢ mOH>dmmm

m eumumxm

 

 

\lL,‘:HFilU\s§-‘\ h E ‘Lu :‘Q‘IQ‘:

l‘l’l-,

29

any group must be built upon the student's past experiences.
Tyler lists three criteria for effective organization of
learning: continuity, sequence, and integration (39).

Continuity is one of three major factors in developing

 

skills. Provision must be made for the student to have
repeated opportunities to practice and develop selected
skills. Sequence is a second criteria for the arrangement
of learning experiences. Sequential organization of exper—
iences would provide for a progressive develOpment of skills
or knowledge based upon previous learnings and emphasizing
depth into the subject matter being pursued. Integration
is the third criteria for the effective organization of
learning experiences. Integration refers to the carry—over
or ability of a student to apply knowledge and skills
learned in one frame of reference to a different field
of study. The integration of learning experiences helps
to prepare the student to apply the skills and knowledge
learned in school to real life situations.

The school cafeteria represents a typical business
enterprise within the school which can serve as a labora—
tory for learning. Tyler stated that large blocks of time

devoted to related study areas is advantageous for the

\Ilhs.JCL\::-\s hhh n‘LfiU. 2u\fl\\\.‘hw\:

30

application of the three organizing principles of contin—
uity, sequence and integration (39). He cautioned the cur-
riculum designer to be aware of the fact that these criteria
must be considered from their psychological significance to
the learner in the light of the student's experiences and
not the instructor's experiences. In a school cafeteria
situation the arrangement by which students are enrolled

in quantity food production classes prior to the noon-hour

“is;

training experiences would help to fulfill the recommenda— ,
tion for an extended period of time spent in a related area.

The successful organization of a training program
requires the application of democratic procedures with
group involvement in planning and execution of the plans.
A definite time and place for group planning must be con—
sidered as essential ingredients for curriculum deve10p~
ment. In a busy work environment this planning period
would undoubtedly need to be arranged for a time of day
before or after the noon—hour activities.

Since school cafeteria kitchens vary in size, the
number of student assistants which may be accommodated in
any given training situation would be dependent upon the

amount of space and number of work stations available.

 

E‘

U? L522: a E (shun zvfitlcs:

I||I|l Irlfllllllllill || .lllllIIll. Li ,ir,|

31

These factors, in turn, would influence the number of weeks
each student might spend on a particular job assignment and
how many job rotations for repeat experiences might be al-
lowed. The mental ability of the trainees would have a
considerable effect upon the sequential organization of
the learning experiences. Slow learners would have a more
restricted base of experiences upon which to build than
would high achievers. A class with a high proportion of
slow learners would also influence the quality and speed
of cafeteria service to the extent that more competent as-
sistance might be necessary for certain job stations.

A curriculum Which assists the pupil to c0pe with
real life situations emphasizes the use and interrelation-
ships among different kinds of subject matter. The school
cafeteria has the potential as an excellent resource center
for the integration of many different school experiences.
It is one aspect of school life common to the entire school
population. Cafeteria student assistants gain firsthand
knowledge of many factors of a nutrition oriented business
enterprise which have application in other classes such
as economics, social studies, mathematics, foods, health.

and the school newspaper. The three content areas of the

\rk.su..-3.L\.2(: m: (05?. )‘qxcxlnwsz

32

curriculum described in Exhibit 3; 1) operating procedures
for the cafeteria service stations, 2) personnel perform—

ance factors necessary for meeting customer expectations,

and 3) the criteria for the selection of a noon lunch all
afford Opportunities for students to use knowledge gained
in the cafeteria training activities in many different

contexts.

 

Student motivation is the key to bringing about
behavior changes. The successful trainer will provide z
the environment conducive to learning. Individuals learn
best when their failures are looked upon constructively
by a teacher who likes and reSpects them. The teacher has
a responsibility to understand the needs of her pupils.
Documentary information which the teacher assembles about
the interests and background of her pupils will enable her
to understand more completely their needs. An enthusiastic
instructor will evoke better responses from her students
than will a teacher whose professional interest is less
obvious. The quality of personal relationships between
the teacher and the trainees is an important factor in her
ability to guide and influence her students. Low (21)

pointed out that feelings, attitudes, and values are

\rk, >.».P.L\:.2: m: VXV. ap‘wtlnyxmav.

33

learned responses which have a great impact upon the stu-
dent's ability to acquire and retain academic knowledge.
The school cafeteria cooks make an important contribution
to the training program through their personal interest in
the student trainees both as individuals and as learners
in a vocational oriented class. Since the cafeteria pro—
duction staff works together as a team, noon—hour trainees
learn both from example and participation the importance
of coordination of efforts for program success. Cook ap—
proval and praise for individual contributions to group
efforts is a motivating force to increase levels of student
achievement.

A job rotation schedule based upon assigning stu-
dents to easier tasks before expecting them to work at the
more difficult stations according to their individual readi-
ness would require that provision be made for variations
in time allocations for the different work assignments.

Teaching methods are a determining factor in suc-
cessful learning. On-the-job training uses the job break—
down method of teaching described in Appendix Exhibit ll.
See Four-Step Training Method of Training Within Industry

Techniques on page 80. This method of instruction requires

 

 

 

 

m-II.’ Ii... iii». .7 o 1“ r |.. I lul|u|l

34

a high degree of job competency on the part of the trainer
and permits the student to progress at a rate most suitable
to his individual capacity and interests. Resource mater-
ials such as films, pictures, models, and charts reinforce
the demonstration method of instruction. Written direc—
tions also aid the student in evaluation of his individual
progress and serve as a review to assist him in remember-
ing important facts and procedures. The job breakdown
method Of instruction employs the three factors listed

by Tyler as necessary for the effective organization Of
learning activities; namely, 1) continuity in providing

for repeated Opportunity to practice the required types

of behavior, 2) sequential organization of experiences
based upon previous knowledge, and 3) integration of learn—
ing from one situation to another in a different context.

A successful training program requires that tea-
chers and pupils work together in a sharing of learning
experiences. It is the teacher's reSponsibility to be
professionally competent, to understand the needs of her
pupils, and to arrange the training activities in a planned
and logical sequence with Opportunities for measuring de—

gree of goal attainment at intervals during the training

 

lil.‘

\rhxuuu. L) D ts N hunk (\L. MW qurxxtnwvz

35

period. It is the student's responsibility to apply his
energies toward the achievement of goals which he helped
to select. Students must recognize the need to prepare

themselves to become contributing members of society.

4. What means of evaluation could be used to

 

determine the degree to which goals set forth were being

 

 

attained?

Teaching methods and techniques are determining ‘
factors in the success of a training program. Evaluation
of learning is an integral part of the training process.

It is a tool to assist the instructor in determining the
effectiveness Of her teaching skills as well as a motiv-
ating device for the student to Obtain satisfaction from
his training activities. The degree of motivation will

be proportionate to the intensity of the student's psycho—
logical hunger for the satisfaction of his basic human
needs. The ranking of these needs in terms of importance
varies from time to time according to the extent of stu-
dent involvement in all aspects of the training activities.
Therefore, cooperative identification Of goals is the first

step in evaluation of a training program (See Exhibit 2,

page 24).

5‘ v . . . y u > I |l . l \ .'|ll\
Xk \uv-ht.lv\:.~&\~ E <L hrs. 2<%\\IQ\:

36

Appraisal is necessary to be sure that the learning
experiences have been arranged to give the student oppor-
tunities to practice the kinds of behavior described in
the goals. It will also indicate to the instructor cate—
gories of experiences which are the most effective in
bringing about desired behavior changes. In order to
measure behavior changes the instructor must learn What
the students already know and then determine to what de-
gree changes have been accomplished by the training activ-
ities. A profile chart listing pertinent information about
the student‘s home life and previous experiences is an aid
for better teacher understanding of student trainees. The
outcomes of learning need to be checked periodically over
extended periods of time to validate the effectiveness of
different kinds of learning experiences in promoting the
desired types of behavior. Evaluation, then, must include
appraisal of the interrelationship of the different areas
of the curriculum with the actual experiences provided.

Evaluation Of a training program should measure
changes in behavior in terms of improvement in skills and
abilities, increase in knowledge, changes in attitudes,

and development and broadening of value concepts.

 

\O .II‘
\

kw \nfihi L.\\'\.sk\l~l hunk-c.M|K.I¢M zmfl\.\‘tl‘c\:

37

Evaluation must be cooperative and continuous for progress
in learning. Trainees should learn to compete with them-
selves rather than with others. In this way they will be
able to judge their progress on the basis of their achieve-
ments rather than on their failures. Important points in
the evaluation process which carry numerical ratings allow
for comparisons between the first trial and later assign—
ments to the same or similar tasks. The most reliable test
of learning is how well trainees perform their jobs. The
same amount of time may be spent in doing a job poorly as
in doing it well. The attitude of the student toward his
work as well as his work methods and materials makes the
difference. The ability of a student to perform a task
according to specific directions is one measure of job
skill as well as a measure of his ability to interpret and
apply information acquired through the training activities.
Correct practice makes perfect. On—the-job practice for
perfection of job skills must be prefaced by the use of
clear and detailed job descriptions as well as carefully
planned on—the-job demonstrations by a qualified instruc—
tor. Students learn best When they understand What is

expected of them.

 

t I I I. \ .‘1‘l1 \ \§\.I.u\

\smb,\...wn..,t.\. .... «.2 a E ..\.L. at. v< (Quint:

38

Noon-hour student assistants need to understand
"why" and ”how" to do certain tasks, but they also must
be able to do these tasks. Demonstrations in which the
students participate are, for them, the most nearly valid
test of their knowledge, understanding and skill. Student
demonstrations also indicate the effectiveness of the
teacher's use of on—the-job training techniques.

Since appraisal is concerned with measurement of
the changes in individual growth, it must recognize dif—
ferences in levels of ability and maturity and must pro-
vide means for identifying different kinds of individual
strengths and weaknesses in order for the trainer to build
upon the strengths and assist the student to correct short—
comings. Evaluation instruments which provide for a vari—
ety of ways in which progress might be measured assist the
trainer in adjusting the learning experiences to individual
needs. Evidence about behavior changes may be obtained in
many ways other than from paper and pencil tests. Written
tests are useful in learning how well students spell, their
ability to organize their thoughts and retain details, and
the extent of their knowledge. Verbal types of evaluation

are not the most valid measurement of the individual‘s

mafia“

 

39

ability to perform on a job. Observations of students at
work are useful in checking work habits and job skills.
Informal discussions can provide information about atti-
tudes and interests. Anecdotal records about student ac—
tivities, both in school and after school, might also be

used to record evidence about interests and the applica—

L

tion of knowledge in different contexts as well as depth

‘

59" ‘v’flhw‘g

w
-. -r
M

of knowledge in certain phases of the curriculum.

A curriculum that aids the learner in coping with
situations normal to everyday living emphasizes the appli-
cation and interrelationship of skills and knowledge in
different kinds of experiences and under varying circum-
stances. While the opportunity tO recognize basic demo- .
cratic values is present in most normal group activities,
the production and service activities in a school lunch—

room afford a unique Opportunity to Observe firsthand the

 

importance of the individual's contribution to the success
of a group endeavor. The individual's success or failure
contributes to the ability of the group as a whole to be
successful. Willingness to cooperate, a sense of reSpon-
sibility and dependability, ability to perform, apprecia-

tion for order and beauty, thoughtfulness of others as well

 

x)”\s\ \nN. \ ‘ \(“'\\\\ ,\A.\ ,\.l\ .V \ 5‘6

\kawuslx..?s§~ WL Cox raw. z—\u\\\.\h\\\<

40

as knowledge about the operation of a food service business
are all evident in the quality of the total lunchroom pro—
gram and its ability to meet customer, management, and ed—
ucational expectations. Inasmuch as individual appraisal
is relative and influenced by variables in level of matur—
ation, home environment, motivation, and teacher enthusiasm, y

competencies and teaching tools and techniques, the status

 

of individual achievement will vary in breadth and depth

at different times in the training program. Group dynamics
is also a modifying factor in the student's demonstrated
ability to perform. Hence, the ability of the school cafe-
teria production team to provide the kinds and qualities

of services demanded would be a more valid evaluation of
the success of a training program than would be the apprai—
sal of individual prOgress.

The key points to be Observed in curriculum con—
struction have been used as criteria for the development
of an evaluation device listing behavior Characteristics
to be exhibited by both students and instructor during
the training program. These points constitute a curric—
ulum outline in the form of an evaluation instrument

Which may be used in measuring the validity of training

"l\fil\ \s\.. \ .\ \J‘l‘.“\ \‘\ I‘Ab H‘W‘ .‘n‘qQJVPV

l
S \n,,~o..l.}a_\-§~\.‘\\~ E <Ik.m 2<.H.\\IQ\:

41

activities and as a guide for curriculum development for
training on the job. See Appendix Exhibit 12, A Guide for
Evaluating a Program for Training School Cafeteria Noon-
Hour Assistants, page 84.

On—the-job training applies the principles of
learning in a work situation to bring about desired changes
in the conduct of the workers. The success Of a training
program is dependent upon the competency of the instructor,
the methods and techniques used, and the instructor's un-

derstanding of people and how they learn.

 

 

\lflsas \\\..~J\ 2‘:\\\\ :\\u l‘mVJ-‘jawd

\C,.......-L...:.:..: TL (kn... zstxIQs:

 

CHAPTER IV

A CURRICULUM OUTLINE FOR TRAINING

SCHOOL CAFETERIA STUDENT ASSISTANTS

. _ .l (Ill-l
\OWNNVJXVJQ 2333\\ L: . ii», a a. V53
klk.\u\h\l.¥\arhq§ Cs“ wlk <Ik.m 2Q"‘\IQ\:

CHAPTER IV

A CURRICULUM OUTLINE FOR TRAINING

SCHOOL CAFETERIA STUDENT ASSISTANTS

 

u .1

~ ‘. .
\' .
‘-
)’ I
. we. .
a: ', ' 'x‘ ‘ .
, ‘94:.

-,I

41.511764;

1‘35“?)
‘t5.¢

:}‘ '
r! a:

H“ 0'

 

 

This section presents a curriculum outline for
on—the—job training of noon-hour student assistants in
secondary school cafeterias.

43

 

 

{\P\ ~\.\. \J. ~< (3‘1: ~VV HX~ ~ vwv vs u \NVAV.

M536? Lira: Wk EAT. zwxhisinus:

44

TABLE OF CONTENTS

FOR A CURRICULUM OUTLINE FOR TRAINING
SCHOOL CAFETERIA STUDENT ASSISTANTS

Page

, "'1"!

I-

. . . . . . 45

INTRODUCTION . . . . .
46

CURRICULUM CONSTRUCTION. . .
46

.
\ _
.- .“ - ' i’».q\;_p—v..-—____
. . , .9 x- 0-,,

Identification of Training Goals

 

Selection of Activities for Training Experiences 46 '
Production and Service Factors Which Influence ‘
Selection and Training Activities. . . . . . 47
Content Areas of a Food Service Training
Curriculum . . . . . . . . . . . . . . 47
ORGANIZATIONAL STRUCTURE OF A TRAINING PROGRAM 48
The Role of the Student. . . . . . . . 49
The Role of the Teacher. . . . . . 51
On—The—Job Training Techniques . . . . . . 53
EVALUATION FOR ON—THE-JOB TRAINING IN SCHOOL
CAFETERIAS . . . . . . . . . . . . . . . . . . 57
Self-Evaluation. . . . . . . . . . . . 57
Demonstration of Ability . . . . . . . . . 58
Group Evaluation . . . . . . . . . . . . 59
59

Evaluation Guide . . .

/

 

\shuflui‘quHfl )\a\s9\.\4\\ -..\.\J .Us‘vrwhflqa
&\.s.n.\nL|L\us.s|.N\ Ex <nN,oAUa 2(n\\te\‘(

45

INTRODUCTION

Individuals vary in their capacity to learn; they

also differ in their ability to learn different kinds Of

things at given periods in their development. Schools F

have the responsibility for providing Opportunities for

experiences to meet varying levels of ability and degrees

of maturity of the learners. Work experiences in a school
,

cafeteria afford learning opportunities compatible with a
i

wide range of interests and abilities.
A training program implies the interaction of

teacher and learners in an environment conducive to bring—

ing about the desired behavior changes. It is the respon—

sibility of the teacher or trainer to provide an atmosphere

where learning can flourish. It is the duty of the student

to prepare himself for a useful and satisfying life in the

community.
Noon-hour cafeteria assistants need to learn basic

food service skills as rapidly as possible to enable them

to meet cafeteria performance standards. They will be

more receptive to learning that which is required 1) if
they have some share in planning what they will be doing,

2) if their activities and demands of their jobs are in

 

\s Nsfludxulunq z<;\i\\ st. .m - .HAV «maimINNVQ
XIX a. .M... 9.. . Lazrdso. t\ N E <I~ HUI 2<Hw\\‘l\h\\:

46

keeping with their abilities and interests, and 3) if the

tasks they perform seem to them to be useful and necessary

and bring personal satisfactions.

CURRICULUM CONSTRUCTION a
ad

Identification of Training Goals ‘

Feasible goals for a noon-hour cafeteria training , L

program in terms Of categories of behavior implied by the
:

interests of student trainees, cafeteria supervisors and

counselors have been listed according to three classifi—

2) development of

cations: 1) development Of interests,

skills, abilities and habits, and 3) development of atti—

tudes and values. (Refer to Exhibit 2, page 24.)

Selection of Activities for Training Experiences

Educational experiences need to be selected and

arranged so that the learner is required to demonstrate

the kinds of behavior described in the goals. Activities

for cafeteria noon-hour assistants should provide oppor-

tunities for practicing the kinds of behavior required

to meet the course objectives. Cafeteria student assis-

tants are usually assigned to service stations with duties

 

\- nxnx .flfivérhx- .gatb? V NV}: - m1.“ mamd‘NVNV
\— x .. .r L)... a... s Wk .\.\. V. z(,.,...\\IQ\‘<

47

host or hostess duties, cashier—

appropriate for the job:

ing and checking, counter duties, pantry work, and house—

keeping assignments, Or similar activities. (See Appendix

Exhibits 4-10.)

 

. t shrug,
'5‘ ( 7-

Production and Service Factors Which Influence Selection
of Traininquctivities
P

Production and service factors important in select—

“?'='f'l‘

ing job assignments required that; 1) work must be able

to be completed in the time available during a regular
noon—hour period; 2) the job skills must be able to be i
learned quickly; 3) the status of the work must be equally
acceptable to both boys and girls; 4) there must be tasks
appropriate to different degrees Of ability and maturity;

and 5) there must be suitable rewards for achievement which

will promote job satisfaction and a stable and interested

 

work crew.

Content Areas of a Food Service Training Curriculum

A curriculum designed to function as a part of a
noon-hour school food service program would deal with op—
erational procedures for work stations to which students
were assigned, performance factors associated with meeting

customer demands and cafeteria department service require-

 

\s fisfiu 1“.“ for“ \vrvdwkyADWN . JVMJ. WHY“ Ifluflluwa
XLFs ..\,-.LIL.\xr~.5‘.\\ El (\k s I z . "\N‘u‘c“!

48

ments, and the knowledge necessary for the selection of a

qualifying lunch to satisfy both nutritional requirements

and personal preferences.

Exhibit 3, page 28, is a two—dimensional chart

arranged to show the categories Of behavior required for

goal fulfillment as they relate to suggested content as-

pects of a training program.

ORGANIZATIONAL STRUCTURE OF

A TRAINING PROGRAM

The structure of a training program must take into

account the role of the student and the reSponsibilities

of the teacher. A training pattern must be established

before training is undertaken if the program is to be suc—

cessful.

The physical accommodations must provide Space for
class assembly in a location away from the production ac—

tivities together with facilities for changing into and

The length of the class period, the

storing of uniforms.

grade level at which class enrollments are scheduled, class

recruitment methods, staff communication regarding the pro—

gram, and procedures for handling cost of uniform laundry,

.- . its..."

 

\- HNH~4&.\1.Q\VI\\¢N¢¥V\.\W\V JHNHA DIVA“ $9.448
\a s .. w»? l. x. D s... s ilk (\k .mv. 2(n\\\.\h\\\<

49

resource material and supplies are involvements which

affect the quality and success of the program.

The class size would be determined by several

factors:

Time required for students to learn the job,

(1)
(2) Length of the school term,

 

(3) Mental requirements of the jobs, . g
(4) Size of the kitchen. f
b

The production staff should be instructed in their

role as laboratory aids. Techniques for On—the-job train—
ing should be clarified before commencing a program. Fin—

ally, professionally competent instructors must be avail—

able for the training activities.

The Role of the Student

If a student receives satisfaction from his learn—

ing experiences, he will be motivated to actively partici-

pate in his class work. In order to Obtain this satisfac—

tion the experiences which he has must be within his realm

Of accomplishment--appropriate for his ability, his physi—

cal development and his interest. The trainee will be

more interested in learning experiences which he helped

/‘

 

)1“ 1‘)!" I!‘ .‘ \,‘\.\

\sfliflv4xfi.)\nux-vfi\ —\.:s.\.~\\ U: a, va 4,11; 8
t\— ST... A. L}... 1:; NHL -\.\.uU. zw\.r\\\.\h\\‘<

50

to plan. (Appendix Exhibit 13 lists the principles of
learning.)

In order for learning to take place, behavior must
change. Behavior changes because of activities in which
the learner engages. Recognizing the kinds of behavior
required and planning ways for students to use these kinds
of behavior is an important part of any training program.

The student must use the kind of behavior necessitated by

 

the goals; he must interpret the facts he has learned and
apply them; he must organize the information he has learned
so that he is able to recall it and use it at a future time
in related circumstances; he must develop attitudes which
will permit him to change his behavior to be consistent
with the values and concepts which he holds. Learning ex~
periences to develop attitudes need to be arranged so that
the student gains the knowledge and understanding which
will assist him in modifying his attitudes to coincide
with the type of behavior to be demonstrated. In a school
cafeteria noon-hour service training program the pressures
from student patrons for good service are often a motivat-

ing force in changing student worker attitudes.

\‘h‘
X .N x.

As IVKAIJMwIAXvN-HNhfls. \
. ,...|L‘. refitx \ M‘L (Aim,-

r.\

51

The Role of the Teacher

 

The first step in a training program is for the
teacher to become familiar with the background and inter—
ests of her pupils. In a school cafeteria class this might
be accomplished through:
(1) A profile chart,
(2) An informal discussion during the first class meeting,

(3) A questionnaire,

 

(4) Conferences with parents and counselors.

Experiences need to be planned so that the activi—
ties in which the students engage provide the Opportunity
for the desired kind of behavior tO occur. The teacher
must remember that learning is a slow process with plateaus
as well as peaks; there should be experiences which require
the same kinds of behavior to take place under different
conditions and in progressively more difficult situations.
Many different kinds of learning experiences can be used
to accomplish a specific kind of behavior response. Some
experiences help to develop thinking; others can be planned
so that the student acquires information; certain experi—

ences aid in creating interests while others alter present

\- mufiv 1‘} ’5‘ A . -\1\vN\ Jle. i v.11“ \ 1.»... m («AWIVNVQ
\uL .. ...)..l..:.....\ s MEL —\.\ . - 2<C§io€x§<

52

attitudes. The student's ability to learn facts and skills
is affected by his attitude toward the required learning.
The competency of the instructor is a key to a
successful training program. A qualified trainer under-
stands her own job and knows how it fits into the total
program. She has the technical skill necessary to demon—
strate to the employee she is training how to perform the
work expected. She recognizes the importance of providing
for experiences which will permit the learner to repeat
the same element of learning in a variety Of different
circumstances and plans for experiences which will provide
for increased depth and breadth in specific areas. The
teacher encourages the student to use the knowledge he has
gained in experiences out Of the classroom; and she and
the student check their progress in reaching the selected
goals and deciding upon the next steps to be undertaken.
A competent instructor has the interest and enthu-
siasm to adequately prepare herself for training others.
She uses the problem solving technique of understanding
what she needs to do, secures the best information avail—
able on possible ways of accomplishing her goals, selects

those most appropriate for her needs, plans her work,

 

\‘ Ikl‘“

Nu In; h«Mm... )\ 9594.3

. .Kv.LL\..§-§'\‘\~ Wk

\‘ . \I‘I ‘4 ‘ I‘O.‘

J...
(AN

(«as 1.9 ,s 448
.J. 2<uxxtnks§<

53

works her plan, and evaluates the results of her activi—
ties.

The arrangement of learning experiences into goal-
oriented activities is the responsibility of the teacher.
A food service training program conducted in the school
cafeteria during the noon hour must be designed to func-
tion in a work situation where many different activities

with built-in limitations are in progress at once.

On-the-Job Training Techniques

Effective training can improve the quality of work
performance, increase the rate of learning, reduce the num-
ber of accidents, and increase productivity from greater
skill and improved attitudes. The best employee coopera—
tion and highest quality of work result from a training
plan which integrates the work performed by student train—
ees into the total work plan with appropriate allowances
for time to increase skills and knowledge.

A work assignment schedule designating student job
responsibilities in various work areas would assure the
supervisor of complete job coverage. It would also define

the sc0pe of the training program.

 

\s "\NV {At-emu... (gall. . Jun“ Abra-nah RNA“ «.1..qu
\C. c F l .... ... c... s ML (k. mu. 3‘ c... {IQRQ

54

A job rotation plan would recognize the importance
of carry—over from one job to the next and would provide
for sequence in the learning process by scheduling students
to move from the easier to the more difficult jobs. Both
student ability to perform and the demands of the cafeteria
for specific services would determine the amount of time
a student might spend on any given job. Student absences
might also affect the job rotation schedule.

Teaching methods are important factors in determin-
ing how much time it will take the student to learn, how
much he will learn, how long he will retain what he has
learned, and how well he will be able to apply what he
has learned.

The job breakdown method of instruction aids the
trainer in organizing plans for demonstrating how the se—
lected work is to be performed. Breaking down the job is
an instructional technique Which helps the instructor:

(I) Organize and clarify the steps in the Operation,
(2) Set up the exact way she wants the work to be done,

(3) Determine the best sequence for presentation of
facts,

(4) Be sure that each new trainee has been given the
same instructions.

 

l. 3.3 43. )6. -rvflwastvsm 4. 3.... «NJ. Nana‘s“.
\ak 5...... l \ .:.. it e um... Rh. .9. zfiuxxlnxx:

55

Steps in breaking down the job include: a) identifying
the Operation, b) listing the important steps, c) spell—
ing out the key points, and d) checking the_directions
against actual performance.

Exhibits 4-10 in the Appendix illustrate steps
and key points in the job breakdown method of instruction
applied to typical noon-hour school cafeteria activities
and identify typical categories of behavior required for
job performance.

The highly successful four-step training within
industry techniques developed during World War II (Appen-
dix Exhibit 11) have also been used in many food service
training programs. This form of teaching divides instruc-
tion into four parts:

(1) Preparing the learner to receive instruction.
(2) Demonstrating the Operation,
(3) Trying out the student on the job,

(4) Following up to see how well the student per-
formed after practicing.

These four steps in training a student on the job
are equally applicable in a school cafeteria. The method
can be effective in training cafeteria assistants to per-

form according to established standards, helping them to

J

.N.\Q \A

\aQNvQKTH... ,>\ ”Nb .. hm.

\ Ii.“

‘I‘
‘ VA.» V J1 qfllnv

56

learn to follow directions, assume responsibility and un-
derstanding why certain Operations must be done in a pre-
scribed manner. The four—step method Of training demon-
strates to the teacher her strengths and weaknesses as a

planner and organizer by the degree of success of her stur

T‘s. m-._ Ti}

~——__

dents.
Resource materials are supporting tools of instruc-

tion. Teaching aids which appeal to several senses increase

\E‘W ..- . H.

the student's ability to learn and increase retention Of what
was learned. Students show more interest in a class in which
the teacher uses a variety of instructional methods. Visual
aids such as demonstrations, cartoons, charts, posters, check
sheets, and written guides and outlines not only assist the
student to learn more facts more quickly and remember facts
longer, but also help him to learn at a more uniform rate,
give better attention in class, and develOp a more coopera-
tive attitude toward the work to be performed. Written in—
structions lend dignity and give importance to learning ac—
tivities.

On-the-job training teaches skills, increases know—
ledge, and shows the importance of persevereance and ability

to follow directions for job success.

N

a

V
\

.2.“ )m. runway.“ .. Mun. 1w...“ «firs
u. l\ . a. (Q \ uni (wk on... 3‘. w\b\.\\.\h\\:

57

EVALUATION FOR ON~THE-JOB TRAINING IN

SCHOOL CAFETERIAS

Evaluation is necessary to determine what the

student knew and how he felt about a proposed learning

at“! ‘b—hfi'

situation before he engaged in the required activities;

:_h .5-

what further changes would be necessary to make his be-

havior consistent with the goals; and What changes occurred

t—m'T-s—u -. ' .

which were not anticipated. An effective training program
for cafeteria noon-hour student assistants would accomplish
the objectives set forth in the goals of the groups con-
cerned. (Refer to Exhibit 2, page 24.)

Rating devices for cafeteria noon-hour assistants
might include job breakdown charts, check sheets, out—of-
class assignments, open-book exams, class demonstrations,
after-school activity choices or anecdotal records. The
fact that student training is conducted during the noon-
hour service period emphasizes the need for using informal

evaluation techniques.

Self-Evaluation
Evaluation activities which require the pupil to

rate changes in his own growth pattern allow for individual

\- an 1‘}...va ..r.\\.w..\h.c\.\wunu u “H... . H. u “£45.39
s} k. .. .. R... L 1...... «c. \ Hunk ‘K .ru. \( .\..\\\.\n\\\§

 

58

differences and variations in degrees of maturity. The
kinds of evaluation which assist students to judge their
efforts objectively in terms of progress rather than in

the degree of failure encourage students to want to con-

tinue to learn.

Demonstration of Ability

One measure of employee accomplishment would be
his ability to do the job. Another evidence of success-
ful teaching would be how the student applied his know-
ledge—~through participation in school activities such as
neWSpaper articles; topics he chose for debates; coordin—
ated projects based upon cafeteria skills in which he par—
ticipated with other classes; cafeteria bulletin board ma—
terials he prepared; Observed changes in his behavior such
as cleanliness, improved posture, cooperation, and inter—
est; the kind of after—school jobs he chose; or changes
in his food habits. Even general conversation about the
cafeteria program might demonstrate the elements of suc-

cessful learning from cafeteria activities.

i “A. is in... $31.39;. . m... . w. a «.3va
Kt .. .. . L\ 1.2.... ~ E —\.\. us. l?nx§rxh\\:

59

Group Evaluation

The performance record Of the cafeteria operation
might also be an indication of the success of the training
program—~an evaluation of the learning of the class as a

group and of the teaching skill of the instructor.

Evaluation Guide

The quality of a training program can be improved

\tT ‘21:).“7 A_. ”A

through evaluation which points out both strengths and
weaknesses of the curriculum and the effectiveness of in—
structional techniques used.

Appendix Exhibit 12 is a curriculum outline arranged
in the form of an evaluation instrument to validate the de—
gree of success in meeting Tyler's four criteria for curric—
ulum design; namely, 1) definition Of goals, 2) selection
of activities, 3) organization of learning activities with
emphasis upon Opportunities for practicing the kinds of
behavior described in the goals, and 4) evaluation of de—

gree of goal attainment (39).

\- msas .VNMievv -vauuhssxlq.\wv\w .. SJ. Wm... M flnflnwavflv
xx \-..\.I.\L\\u‘-§g\\ “I“ {k v. {(1-1\\IQ\:

BIBLIOGRAPHY

\- n~n~ 43a ism”... -XvaVvMéxwixd Mum...“ \ w... u flimPVNNnV
Xxx \. “K... P.\ as.» (.\\ wk -\.\ MW. z<W\\\—I\Q\:

lO.

BIBLIOGRAPHY

Arny, Clara Brown et a1. Minnesota Check List for
Food Preparation and Serving. Minneapolis:
Univ. of Minn. Press, 1951.

 

Atkinson, Alta. "Part-time Student Employees,"
School and College Management, XVII (September,
1951). PP. 12:15, 17.

BishOp-Stoddard Restaurants. How to Plan a System
Of Employee Training for Restaurants. Chicago:
National Restaurant Association, 1954.

Brooks, Mary and Olmstead, Agnes R. "Teen-agers En—
joy Lunchroom Courses," J. Home Econ., XLIV (1952),
pp. 331-333.

Clawson, Augusta N. Equipment Maintenance Manual.
New York: Ahrens Publishing Co., Inc., 1951.

Committee Of the Food Administration Section of The
American Dietetics Association. A Guide to the
Selection and Training of Food Service Employees.
Minneapolis: Burgess Publishing Co., 1953.

Dunning, Frances. Standards for Cafeteria Service.
Minneapolis: Burgess Publishing Co., 1950.

England, Arthur 0. Now Hear This. Chicago: National
Labor-Management Foundation, October, 1956.

Fleck, Henrietta. “Evaluation in Practice," J. Home
Econ., XLVI (1944), pp. 300—302.

Florida Department of Education. Growing Through
School Lunch Experience. School Lunch Program
Bulletin 33A. Tallahassee, Florida: Florida
State Department of Education, 1948.

61

\s .n...‘\\ 133%. he‘ll”; \vrv\..‘\.\_s\.§.\W\\u 5. V1,...“ \ 5W1 “ 4“...“ 4.18
x K \...x..... nL.\. ref ‘~\\ Rik ‘k m z<Ny\\IQ\:

11.

12.

13.

14.

15.

l6.

17.

18.

19.

20.

21.

22.

62

Haas, Kenneth B. and Packer, Harry I. Preparation
and Use of Audio-visual Aids. New York: Pre-
tice Hall, Inc., 1946.

 

 

Hatcher, Hazel M. Evaluation Techniques as Effective
Teaching Techniques in Home Economics. The Penn—
sylvania State University College of Home Economics
Publication No. 115, 1951.

 

 

Hawkins, Mary. ”Teaching Aids That Teach,” J. Home
Econ., XLIV, NO. 4, pp. 281-282.

Hoslett, SchuylerIL Human Factors in Management. New
York: Harper and Bros., 1951.

 

 

Jenkins, D. S. "Administrative Policies in Regard to
the School Lunch,” Nation's Schools, XLV (1942),
pp. 80-83.

Jennings, E. E. "Attitude Training vs. Technique
Training,” Personnel Journal, XXXI (1953), pp.
402-404.

Langley, Drew V. School Lunch Workshop Handbook.
Stillwater, Oklahoma: State Board of Education
and Oklahoma A. & M. College, 1956.

Lee, Irving J. Customs and Crises in Communications.
New York: Harper and Bros.

Lee, Ralph L. ~Man to Man on the Job. Detroit, Mich—
igan: General Motors Corporation, 1943.

Lodde, Rosemary L. "Employee Training," J. Am. Diet.
Assn., XXIV (1958), pp. 46-49.

Low, Camilla M. ”What Principles of Learning Imply
for Guidance,'l N.E.A. Journal (January, 1955).

Lundberg, Donald E. Personnel Management in Hotels
and Restaurants. Minneapolis: Burgess Publish—
ing Co., 1949.

\a hufiu {\Axflhvx “6.1943.“ \HWMH Anna‘s. \ Us...“ ..Mm..fldVNVhV.
X.\ \......r..» IL \..- \s l.\ \ wk -\.\ “U. z ”\W\\IQ\:

23.

24.

25.

26.

27.

28.

29.

30.

63

Lusby, Ruth. TraininqiRestaurant Sales Personnel.
Washington, D. C.: U. S. Office of Education
Series No. 15, 1942.

MacFarlane, A. M. "Causes and Cures of Employee
Problems (How to Train Them After YOu've Found
Them),“ Modern Hospital, LXVIII, NO. 2, pp.
110—114.

McFarland, Muriel G. Evaluation in Home Economics.
The Indiana State Home Economics Association.
Lafayette, Indiana: Haywood Publishing Company,

1942.

McNeal, Ruth Louise. "Administrative Practices in
the Management of Student Employees in Residence
Hall Food Service," Unpublished Master's thesis,

Dept. of Institution Administration, College of
Home Economics, Michigan State University, 1946.

Melby, Ernest O. Administrating_Community Education.
Englewood Cliffs, New Jersey: Prentice Hall,
Inc., 1955.

O'Brien, Troy Eric, Jr. ”A Training Program for Din—
ing Room Personnel in a Restaurant Supplemented
with a Series of Color Slides and Commentary."
Unpublished Master's thesis, Michigan State Uni—
versity, 1956.

O'Donnel, Beatrice. A Guide for Evaluating the Home
Making Program in a Local Communipy. A Committee
report. East Lansing, Michigan: Division of Edu—
cation, Michigan State University in cooperation
with the Office of Vocational Education, Michigan
Department of Public Instruction, 1952.

Palmer, Hazel. "How the Hot Shoppes Train Their
Waitresses," Restaurant Management (November,

1954): pp. 36-39: 881 92, 96s

\i W\\\ t‘K‘Xfmmm -vaflhsxdgfi a. “a...“ \ IV...“ “aflqa
|\- k x... ...L\:..,.\\\ E -\,K Us; \(VJ..\\\.\N\\:

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

64

Parker, Jessie M. Check List on Provisions for Life
Adjustment Education in a Local School. Des
Moines: Department of Public Instruction, State
of Iowa.

Prentice, Margaret E. "Use School Lunchroom as a
Laboratory,“ What's New in Home Economics (Octo-
ber, 1952), pp. 48-49, 154, 156.

Purdy, Daisy I. ”The School Lunch as a Part Of Total
School Program," American School Food Service
News, V, NO. 7, pp. 10—11.

 

Rice, Arthur H. "ASCD Defends 'Balanced Curriculum',"
The Nations' Schools, LXI (1958), pp. 80—86.

 

Ritchey, John A. “Training for Improved Performance,"
Institutional Magazine (September, 1957), pp.
56-59.

Sanitary Food Service. Instructor's Guide for Train—
ing Food Service Personnel. Washington, D. C.:
U. S. Department Of Health, Education, and Welfare,
1953. Public Health Service NAVMED, p. 1333.

Smith, E. Evelyn. A Handbook on Quantity Food Manage—
ment. Minneapolis: Burgess Publishing Co., 1955.

Stratemeyer, Florence B.; McKim, Margaret B.; and
Sweet, Mayme. Guides to a Curriculum for Modern
Living. New York: Bureau of Publications,
Teachers College, Columbia University, 1952.

Tyler, Ralph W. Basic Principles of Curriculum and
Instruction. Syllabus for Education 360. 9th
ed. Chicago: University of Chicago Press, 1957.

 

U. S. Department Of Health, Education and Welfare.
Training for Quantity Food Preparation. Voca-
tional Division, Bulletin 261, Trade and Indus—
trial Series 64. Washington, D. C.: U. S. Gov't.
Print. Off., 1956.

.\IN\\\ [\ulvnv. (dw\\\n.\\.w‘\\~«|\\~(.-\WTM 1“an
I} -.\\.v.,...y»\.\.k\\ nth (KHU \(-\n \\}\'\\\\n\

41.

42.

65

Walsh, Letitia. "Teaching Aids in Use," J.

Home Econ.,

 

LXIX, No. 6, pp. 423—424.

Wieland, Lauretta. At Work in the Kitchen.

D. Van Nostrand Company, Inc., 1948.

New YOrk:

v
' _

a? 1.4:- at (it

'1‘", ago

HIGH/(’-

APPENDIX

 

 

\s mxfiv IV“\I.HJ. -vrvgxx.\wt\xi .H

\\a\x.:~...:.l.\:..t\\ Wk —\.K. ow. 3“...

LIST OF APPENDIX EXHIBITS

Exhibit Page
1 CREED—-THE LANSING PUBLIC SCHOOLS. 68
2 LIST OF LANSING PUBLIC SCHOOLS BY LEVEL OF

INSTRUCTION AND LOCATION . . . . . . . . . 69
3 LANSING PUBLIC SCHOOLS GOVERNMENT TYPE ”A"

STUDENT PLATE LUNCH PATTERN. . . . . . . 71
4 HOST OR HOSTESS DUTIES . . . 73
5 CASHIER AND CHECKER DUTIES . . 74
6 COUNTER SUPPLY DUTIES. . . . . . 75
7 SALAD SALESPERSON DUTIES . . . . 76
8 PANTRY WORK DUTIES . . . . . . 77
9 HOUSEKEEPING DUTIES——POTS AND PANS . 78
10 HOUSEKEEPING DUTIES-:MECHANICAL DISHWASHING. 79

11 FOUR—STEP TRAINING METHOD OF TRAINING WITHIN
INDUSTRY TECHNIQUES. . . . . . . . . . 80

12 A GUIDE FOR EVALUATING A PROGRAM FOR TRAINING
SCHOOL CAFETERIA NOON—HOUR ASSISTANTS. . . 84
93

13 THE PRINCIPLES OF LEARNING . .

67

‘
-‘I‘I\ \In‘-‘

\NJNKWXVNN \yrv.mw\\ufl\\n\u¥\u \~ 6 May \ VIVNNHU.
.Pv o.\uL\.u\m (1\\ hf (‘15 “U. \(‘h\\\u\'\\\\(

EXHIBIT 1
CREED--THE LANSING PUBLIC SCHOOLS

We are dedicated to develop in each child such

knowledge, skills, habits, and ideals as his capabilities

will allow, so that he may be prepared to become a worthy
family member, a productive worker, a person of high moral

character, and a mature adult who can and will act intelli-

gently and responsibly in our democratic society.

68

 

||
.\‘-\ ‘I\

\- .1\NV V; iv~N ..v’v\F1\WVd\W\\ \~ w .W\“ HAWIVNVHU.
&.\ \H\,r.siL\\—\\ (\N WK -\I\ U. \(‘5\\\r"\\\:

EXHIBIT 2

LIST OF LANSING PUBLIC SCHOOLS BY
LEVEL OF INSTRUCTION AND LOCATION
July, 1958

Secondary Schools

Eastern High School, 220 North Pennsylvania Avenue

Everett High School, 3426 South Cedar Street

J. W. Sexton High School, 100-200 McPherson Avenue

C. W. Otto Junior High School, 500 East Thomas St.

Pattengill Junior High School, 1017 Jerome Street

Walter French Junior High School, 1900 S. Cedar St.

West Junior High School, 500 West Lenawee Street

Elementary Schools

Allen Street School, 1614 East Kalamazoo Street

Barnes Avenue School, 1028 West Barnes Street

Bingham Street School, 1212 Bingham Street

Cavanaugh School, 300 East Cavanaugh Road

Cedar Street School, 1106 North Cedar Street

Christiancy Street School, 1401 Linval Street

Elmhurst School, 2400 Pattengill Avenue

Everett Elementary School, 3426 South Cedar Street

Fairview School, 815 North Fairview Avenue

69

(I
\‘“ .l‘i.‘ . ‘1‘. \II‘ \ I!“

\C NHNVIVAXVNWflVIV F\3\\9\ \ I\~ a . ‘19 u‘ #48
\\n k 59...: it)? tx~ up»: -\.N V. \(t\u\\$\h\\\3\

70

Exhibit 2—-continued.

Foster Avenue School, 200 North Foster Avenue

Genesee Street School. 835 West Genesee Street

Gier Park School, 401 East Gier Street

Grand River Avenue School, 1107 East Grand River

High Street School, 1717 High Street

Holmes Street School, 1030 South Holmes Street

Kalamazoo Street School, 519 W. Kalamazoo Street

Lewton School, 2000 Lewton Place

Lincoln School, 1023 William Street

Lyons Avenue School, 2901 Lyons Avenue

Main Street School, 1715 West Main Street

Maple Hill School, 640 Maple Hill Avenue

Maplewood School, 2216 South Cedar Street

Michigan Avenue School, 1019 West Michigan Avenue

Moores Park School, 316 Moores River Drive

Mount Hope Avenue School, 1215 E. Mt. Hope Avenue

Oak Park School, 620 Lesher Place

Verlinden Avenue School, 609 Verlinden Avenue

Walnut Street School, 1012 North Walnut Street

Willow Street School, 1012 West Willow Street

\I‘
‘ l‘kz'.\§‘|\vi \.‘\‘

\a M~N~1V\w.svmu‘. -(Q§\v\ \ \n a ixv 11,1 «<8
\\- k \.........L \. P. t.\ \ Wk .\K an. i n\..,\\\.\h\\\\§

EXHIBIT 3

LANSING PUBLIC SCHOOLS GOVERNMENT TYPE ”A”

STUDENT PLATE LUNCH PATTERN
Senior High Schools

Lunch #1 — 35¢ Lunch #2 - 35¢

 

Hot Sandwich or Cold
Sandwich & Extra Protein

Vegetable (1/2 C.) or

Main Dish
Plate Lunch Salad or

10¢ Juice

Vegetable (1/2 C.) or Soup (3/4 C.) or Salad
Soup (3/4 C.) ‘ (1/2 C.)

Homemade Roll or Bread A la carte Fruit Dessert
--Butter -—(12¢ or 15¢)

1/2 pt. Milk 1/2 pt. Milk

Junior High Schools

Lunch #1 - 35¢ Lunch #2 — 30¢

Hot Sandwich or Cold

Main Dish
Plate Lunch Salad or Sandwich & Extra Protein
10¢ Juice Soup (3/4 C.) or Vegetable

(1/2 C.)
Fruit (1/2 — 3/4 C.)
1/2 pt. Milk

Vegetable (1/2 C.) or
Soup (3/4 C.)
Homemade Roll or Bread

--Butter
1/2 pt. Milk

Elementary Schools — 30¢

Main Dish

Salad or Vegetable
Roll or Bread--Butter
Simple Dessert

1/2 pt. Milk

71

\ull
l“--\l‘l \.I'\ ‘1‘“

\- N\H\ JVNA \fluuw \vfixfluflx\1~\ \ \n .. 11¢ .13? qua
XX \u. .U .L \. so ‘\\ Hunk -\K MU. \( n\,r\\\.\hV\:

72

Exhibit 3--continued.

The U. S. D. A.--Type A-—Student Plate Lunch is
subsidized on the basis of student participation and must
meet the following specifications in order to be eligible

for reimbursement:

2 oz. Protein rich food

3/4 C. (6 oz.) Fruit or vegetable or a combination
of fruit and vegetables (1 glass
juice is equiv. to 1/4 C. fruit

or veg.)
1 serving Enriched or whole grain cereal
1 serving Butter
8 02. Milk

Every plate lunch must include two fruits or two
vegetables or one fruit and one vegetable.

Each lunch is planned to include a green or yellow
fruit or vegetable and a Vitamin C rich food. A good plate
lunch furnishes one-third of the daily food needs of a grow-
ing boy or girl. A typical high school boy needs 3,800 cal-
ories per day and a girl 2,800 calories per day.

|l‘
1“. 8 \l.‘. \l‘ \ 1‘:

\ah\h~1\\m\v\m‘ -.Xv\pw\.$\\V\\ , \a u #1» .1 U. 0..“th
.&\h\nv.huv|,\-\~ K\\ «wk F‘k ow. \(Vh\\\l\h\\:

725

Hsmuomu was .uumam .uDoHumum
.szmao: .msomuusoo .ucmummam .umo:
Inuumuuo: uo Duo: mo amusnfiuuum amflommm

.uomw>uomsm o» cofiuancoo Mama»
phonon uo moanmu aufiucs «mo OQH3 umcuwm
Dam 00e>hmn no new um Eoou maficflv xomgoom

.UOUOO: um umanmu «mo
omfi3 ou noum3 mo cam can nuoHU memo m>am

nEOHnoum madameuuqv

ucovsum .mamsficm aauum .muomcmuum .auumsm
.uoHnsouu Deacons mafipco> .Uoow Dmaaamu
.uu0wnumo «0 «COO: Omcmfio ou uuoHu Om

manaua> On Haa3 anew: umucsou can
soon mewcfiv Sven ouw£3 coflumun a Cu uuomom

unwau
uozuo Deon a“ On casonm 0:3 0cm uuouficoe
puma mean names 033 mucmpzuu How Soyuz

mac: «0 maficcwmwn um Hoop Eoou maecflv como

mufl>umu
usofl>oum Eouw Hmuufia 0c vomcmuum xauomoum
Dam :mwao ouwmzo Dam moanmu .cm>0 moumzm
3oocfl3 .uuzmfla uso Docuzn ocnumofi>umm HON
>Dmou we we was» on on Soon mcflcflo x0630

mflumuwwmu
Us» How Dmasvmzou mum mummsw uo mucm>m
Hmfloomn pan? Hoofl>uwmsm Eouw uso peak

UOHxCMH3cs Dam cmwao me comma Dunn mm

oucmumommm anon new um: no mmo mmcmuu¢

mBZHOm WNK

"NBOZ

.OH

.0
.m

.m
.N
.H

0600: umeoumso ou unmam

wauwuowmu
mea>mma muowmn
Hooe>uwmsa ou uuommm .m

«mans» «no ones .m

Oucmuucw same
on cacao Dam Houcsou
umoc nodumuu m5 0x68 .m

Goduom mew>umu no

H30: mcflccflmmn um uuoov ammo .¢

mo cam um Oucmummmmm
Eoou mCHGHD xomsomm .h

Eoou mewcflc

no acoeueocou Macao .m

mammonEO mue>umm
no woman Hmfluomm Dam

uneduosuuucw Hawuomu
mom Hona>uwm9u on uuommm .N

on Dan wasp so Camswm .m mocmumommm Assamumm #0050 .H

 

non aw amoum ucmuuomaw

méflflé UZH>mmm DZ< 200m DZHZHQ deMBWhCU

"ZOHBGBM 3&03

 

uumuuom HO uuom "GOwumoflmwmuMHU mmHBDQ mDOSIZOOZ demBmhfio .v BHmHmXM

\\I H\\\ I‘A\vufiux -vrv.§\.w‘\\m J “A...“ \ IVA!“ ...~|.\E..\dwfid
xx \.!...r.\ l\..-\.§ K\\ uh -\»\ 7A4: \(Ds‘H,\\\l\f\.V\:

74

050000500 0:0

.00000 .00000000 .000:0£ .00005000II

00x00£0l000£000 00 0005000000 0000000
0000>00m50 00 >0x :0 :059

003000 #000 0:0
003000 00000000 00 £000 000 :0500&

>0:OE x00£000 0:0 0m:0£0 @003

000000 00000 :0 000000
0:0 000000 x003 «0 0:0 00 £000 0:500

00800050 00 0000 00
0:5080 000000 0:0 0m:0£0 0000000 0x0:

0000 05 0:00

00000000 :0 >0x 00000055:
000000 0:0 >0x 0000 0000000 £0:5m

0E000 00000 00 0 0:0 £0:50 00000

I

>000c00H .h000 0.00E00050 £000 x00£o

000000 xon £000 £003
0m:0£0 mo :0000:080:00 £000 0000:0000

0000: 050£
:00: 0£0 000 0:00000050 0Q 0003 0000
:0 0000 00 0:5050 0050 0Q 00 x00£0

.0: .m00 000000 0:0 0000 00 000 000a
00000000 £000 00000
000000 00000 00 0 :0000

a

00000£0 £0:50 00000 30:x 0:0 5:08 0000

mBZHOm NHK

«NBOZ

.00

.MH
.NH

.00

.00
.m

.m
.0
.m
.N
.0

0000>00m50 00 00om0m

003000
00000000 £000 #000

000000 00000 0000000
m0:OE 0003

000000 m:0>000 00
0:0 00 £000 0:500

0m:0£0 0000000 0002

.00 0000

£000 0000 0:0 05 m:0m
.00 00£0:50 0:00:00 x00£o
.0 000000 £000
.m £003 0m:0£0 0000:0000

00000000 £000 000000:
.h 000000 0:0 5:0E x00£0

 
 

£00 :0 0 00m 0:000 EH

MNBmHomm mm<0 «20H848m KMOS

 

00x00£0 0C0 000£000 ":000000m000000 mMHBDQ MDOSIZOOZ <Hdfl9flh¢0 .m BHQHENM

.0

.m

.0

.m

.N
.H

\n h\\\ IV.“ 3mm... -VIvflVwa\W\\\M I UNIV. ‘ was“ “I.“ VNVMM.
\h k x 3.0. l\. x. (5‘ nu: -\.\ T. 2 Nn\\\.\h\\\v\

75

«0060:0000
.050000500 .00x0050 0>OE 00

0000000 .00000|1:00000 000050
000:500 00 0005900000 0000000

.050£ :00: no 00000
00 000:500 6000 0000 0>0E00 000:

.0005000
00 0:0 00 06000 0500 :o 000£0
00 00 :000 .:0£000x 8000 0005
00m 00 00000 00 000200050 0000
000 0000 00 0:5080 00050 0 0000

0000>00050 0£0 0:00000
050£003 0000 m:0>000 0>000 00: on

000050 300 :0 02000 000 £0003
0:0 0000 m:0>000 :0 000050000

0200 0 00
0000 0:0 00 E000 >>00£ 0:0 0309

.50000 8000 x000 0:000 .0000 00£ 00:
.50000 0:0 0:00 00£ 00 0500000 00

0:00 00080 000 0m:0£0x0 00 00000050
£0000 £003 0:00 000:500 :0000 000

0000 00£ 00000 00 0000 00£ 009

05 0005
000 £00£3 08000 000 00050000050
00 0003 00£3 00>000 000:500 0008

20000
000£0 0000: 30:x 00£ 000£ 00 0000
:000050000 £000 :0 #000 £003 £003

0000 0660 06:0
00£3 0:0 cm 00 000 00000 000£3 30:0

mBZHO0 MNK

«@902

.00

.00

.m
.0

050£
00 0:0 00 000:500
00000 00 000I0m

00000050
05 000% 0:0 00:00
m:0>000 000 x00£0

0:000000

000050 :0£000x
00 0x000 00 0:00
00 £0m:00 000000

00:0 0050 £003
0:00 >00E0 0000000

050 :50 h0£0
000000 00000050 0005000

0000: 0000
I0000:0 00 000:500 £0003

0000 0003
£000 00 £000 00 000000

.h 050: an
05000 000:500 0000:00H

.0 5:06 x00£0

 

£00 :0 00m0m 0:000m0EH

mmBZDOU «20H908m M003

 

.0000500 0 .02 non uoucsoo "co000000006000 0000:: maomuzooz 000000000 .6 0000000

.N
.0

\0 pl\\\ 4.503va xgggfi H ”smur- MNHM Wm“ 104%
\u.\ >60. L.\. \0 K0 \ .WL (Us .5." \(.\0\\\.\M\\\A\

'76

0000000
.00000:0000 .050000500 000000Iu:00000

00000 000:000 00 0005000000 0000000 "0802

000:500
000:5 £0000 0:0003 0800 :0000 0000

050£ :00: 00 00000 00 0000 00000
:0£000x 00 08000 00000 000 0>080m

00>o 0000 0:00 0 00 00000
0:0 0050 £003 0:00 0000 0:0 00 00B

00:0 00 000000
05 :0000 0:0 00:000000 000 £0003

”HOEOUflH—U MO OUOGG OU “HwHM 0m

00:5 00000 :0£000x 00
000:000:00 0:000000 00080 :05000

00:0 30: 000 000:000:00 0:000000
00000 00080 000000000 0m:0£0xm

00050x00 0:0 000000 000:00000
0000000 000000 00 0300 0000

000000
0008 0005000 0:0 0000: 00000000:¢

0000£0 0005n 00 00000
£0:50 00000 0 0:00000000 0:0 0000:0£0
I008 0:030:x 0n m:0>08 0:00 0£0 0000

0000£0
0x08 00:00500 000£ 00 00£0 00 0:0
£0:50 00000 £003 om 000000 £00£3 30:0
00000 0200 0003 00c 0003

.0000:5 00 «:0000 00 000:500 0050 00

08000 00000
00 0:00:00 0:0 00000 .080: :0000

mBZHO0 MHZ

.00

.m0

.N0

.00
.00

.m
.h
.0

050£ 00 0:0 00 00000 .00
00 0:00 0X0: 000
000:500 00000 000|0m .m

00o 00003

00300 0000 0:0 00:0
I00000 00000 000000 .0
000000 05 0003 .0

000:

00 00000 00000050
0000000000 0000000 .0

0000: 000000000:0
00:0000 000000 00000
I000 00 00085: 000£0

0000 000 08000

00 000000000000 8000
0000000 00000 000000
000000

00:00 00000 00000000
000:00000800 000
000:500 00000 000£0

0:00:00 0:0
000000 000 5:08 000£0

 

mmBZDOU Qflqdm

"20H949m M003

 

000000000000 000000 0 .oz 000 000:0o0 “00000000000000 00000: 0000:2002 000000000 .0 0000000

 

\- 0‘3 3.0 )0... 000000030.» - N... . 0.0 0.04va
t; K 5.0.00 nL\-\~ K\\ 00K -\\.\. .Jv. \(wvxh\\\r\'\\\.\\I\

'77

manmucwmoc van .cmoHu .w>wum
lummoou ~Humoumo .uH0HMIncouuwm
auucmm mo nousnauuum Hawuomm

30H mo xomn um
mowan 30c van vum3H0w.0oflzn uo>o
puma yam .uouczou mcwaawmou can?

Houmuwowummu mo acauowu
Humoum cw modsn Umusomcn cowamom

nuoao QEMU cmoao
£uw3 moan“ unooxo van wmmumam muo
mmfl3 .xmuu co cwaaflmu ma madam mH

meEouaso oanmnoum
o>umu ou ouwsn nmsocm Mano usom

madam no me» no
#0:“ «\H awnuw3 one“ madam usom

mwmmmam m: xUMm uo: on

huh» co
nouumam anew uwzouwm Eouw oowsm usom

ooco um «mummam mo mmuu 0H0£3 uuo>cH
momnmam muasn UHOU 0m:

awamm Umumfiauno umcflmmm
cannon humouam ovasn mo unseen xomfiu

vo>u0m 09
on mCMCHmEou uHoEouuzo mo HwQESG xowno

mBZHOm MHX

"NBOZ

.Ha

.OH

.5
.0

.m

.v
.m

mowsfl MO
haQQSu Hmucdoo Haammm

coflumun
wammsa Homoum um
mofisfl cannon wuoum

uoumummwumou ou
oowsn noose: cusuwm

muwsn Hsom

.m an one ammo
mommmam mo mmuu uuo>cH

Houmuomwumou Eoum
.h mwowsn mo unmgouwm o>ofiom

monumam wmaawnu umu

.o wmuwsvou umowdn mo nucax
.m can ucaoam ocafiuoumo

 

new

GM umwum ucmuuomaw

Wanda XMO3 ZNEUBHX m0 mNBZDOU «ZOHBCBm MKQZ

 

 

 

 

 

.uooflzn one: mcfiusomv xuoz auucmm “:oflumoflmwuumau mmHaaa mnomuzooz «Humammco .m aHmmem

.m
.N

 

\I N\\\ IV.\M\VHV .E;§\WU.M I‘Vmow. \ WT H “\ufificxd
\.\ \p.\.n.5 IL \\- \\ ‘\\ UK.“ l\|\ bwc \( ()5\\\I"MV‘\‘

78

adamumc ou o>wucmuum 50>fiumuomoou
.oanmvcmmmv .msvauanm noomllumxuo3
can can you no amusnauuum Hmwowmm

excau mcwhuw vcm .mcfinmm3

“mcficwmuv ouomon Houw>uomsm guw3 xuonu
umwum xuo3 Homoum um uawmcmus awe ououm
Hm3ou :moao Sufl3 adducmu: Hanan hue

whoop nacho
co mawcm an an «can vomcwu Gamma

humnuoooc mm cmumo um Houm3 nnmum umm
can no: can cmoao kum3 nun.» mwox

ucusn cwo>m on uo>on Hannah
:0 mwox can #0: ma Houm3 0H9» om

omsmm
ounumuomEou xomso “AmOOmHV umum3
mGMGCSH uoz Moved mama vanam3 wucwm

x5»
9.3;... 35 unm can :33 you 53
xcflo £nm3 CH ucmm mewsmm3 Suwcwm

xcwn
£um3 oucw mono can owcomw Hmume
£ua3 xcfiu xmom CH mama Asuum

ucammmuwu mo unsoem uomuuoo 66w
“Houm3 no: :uw3 xcMm gum: Adam

xmom ou mudu 02mm «0 mama :H usm
“ucomuouou mo unseen uuouuoo @Um
“kum3 Eum3 £uw3 xcam xmom Hawk

maoou HHmEm
oumuamwm vcm oufim an mama unom

mama Loumuom ou no: Hummumo 0m

mama Eouw moaowuumm 000m mmooH
m>o€mu ou masummu 6cm Luann 0m:

mBZHOm Max

Amcmm ocm muom mcfianSV

"HBOZ

.¢H
.mH
.NH

.HH

.0H

.m
.N

«can: uoououm on nw>oHu Honnbu Hoax

mmnm xuo3 m: cacao .oa
«Hangman %MU ououm .m
uaoou dams» wan .m
nawucwua sauna .h

«Hangman oucwm .0

Houm3 no: Scum

«aqueous nuns
«Hanson: xmom
axcwn oummmum
mafiucous uuom

«can can upon ommnom

 

non :H amoum ucmuummEH

KZHm ZCQ Dz< 90m

«20H949m MKOB

 

H .02 QOb mammoxwmzom "COwumofiwmeMHU mmHBDQ MDOEIZOOZ dHfiflBMhdU .m BHmHmNM

«ZOHBD¢U

.m
.G
.m
.N
.H

 

I
I‘ I“|I5¢\‘ I1! \Il‘. \l“.‘

\- "\Ax 4;)‘Nu‘ \€.W\:\\V\ \ 5 \a 4 V1 5 .1 1 «N53
1‘ .‘K \...5 N5 )5 \... \\ (\\\ ht -\\u\, IAU: 29‘5\\\r\h\\\Q

'79

aawauov on o>fiucouuu .o>wumuomooo
.oanmvcwmov .osvwawsm coomlluoumuamo
ocwnoos gnaw wo amusnwuuum Hawoomm

noun
ommuouu cu .oum .uo>aflm .monuwo o>oz

uuomucw can uuoullhuu
on H030» Saflxusu 09:5 Ho>aflo Hsom

nowaaov co axomu aw moonwaw ououm

moonwacnmau How vommucw can
uuumu on axomu Scum umsuwo o>oawm

mewumummo
a“ mafia oncwu mafia 09 on #0030

unocaacaoau How nonowc uummacH

ocean hooma unuMB
moo¢allmusumuemeau Houm3 xoono

c306 ovanms nouumam xomm

mucoSUOQ a“ nonumam can nxmuu
.H0>Hwn can nozawv mo axomu o3»
.ouocuouao can Hmnnm3£uwo Oman

Hmnam3£nwc mo Moves co cuss

:3ov «maven: .uuoXuon voucoeuumm
IEOU oucw us& can u0>aflu oumummom

Econ gnaw cu vocusu
nun mum wmnu um «mango mmuou umz

axowu Swan as now
nonfix hp uwsufiu vwawom ham uuom

Hmumz no: Suw3 HAHN 0cm
noon uozum3 0cm msam Camuv muoHo

woman cw OHM uuumm
Ham puny won on umnnm3£mwu pommmcH

vomumnu ma measuwe
mafia an can aammsn ucmmuwuov xomso

mBZHOm NMK

Amcfisua3sufin Hmoflcosoozv

umBOZ

.hH

.QH
.mH

.fiH

.MH
.NH

.HH
.oa

.m
.m

.0
.m
.¢

:owumun 00fl>u0u
Homoum ou uo>awn
can nonmwv Ho>waon .hH
uo>afln
Hummus“ can uuom .oa
Ho>afim wuc and: .ma
nxuauu co uvcwx kn
avocado can cognac usm .¢H

uoomucfl van axomu
scum nonnflo o>OEom .ma

umnnmam
can nonuwc who mac .NH

n>muu can manna”
.H0>H«u oumcuouam .HH

manomoum
mcwmcwu can mcwnum3 aw
magnume ousu on o» #0030

Hmznm3£uwv anon
Hmzum3£nwc co :uaa
monuwv xomm

uncflx an nosuflu xumum
mucwu Hausa monuww mauom

xHOS you
wanna saga woawou a: now

ousumummamu umum3 xoono
mcwgume Hawk

nucwmuouov 300:0

 

non a“ amoum ucmuummmw

200m UZHmm¢3mmHQ «ZOHB<Bm MMO3

 

m .02 gen mcfimooxoanom ":oflumUMMfinumHu mmHabo maomuzooz «Humamm40 .oH aHmmem

.0H
.m
.w
.h
.0
.m

.v
.m
.N
.H

\h N\\\ AV‘QYTHV. ‘vlv.flu§\wvw I “‘1‘... AN...“ “\‘Vfid‘
x. \K \..\.v.5 n.5,\ u \k ‘5“ \ but ‘15 IJ‘. i n\..J\\\v"\.\\“

EXHIBIT ll

FOUR-STEP TRAINING METHOD OF TRAINING
WITHIN INDUSTRY TECHNIQUES

This method of instruction can be used in an actual
work situation for teaching job skills, increasing the stu-
dent's knowledge, and developing values for approved types
of behavior. It can be effective in training cafeteria
noon—hour assistants to perform according to established
standards and to help them to learn to follow directions,
assume responsibility and understand why certain operations

must be done in a prescribed manner.

Step 1. Prepare the learner to receive instruction.

a. Make him feel comfortable and at ease. Speak
to him as though his assistance in the cafe-
teria were essential to the success of the

entire cafeteria program.

b. Find out what he knows about the job. Add
to the knowledge he already has and let him

review what he knows.

c. Get his interest; explain the relationship of
his job to the total program and show him how

80

\. W‘NN V‘xvflv. .MoVfivw‘QlI \WVV. QM!“ AN...“ “1‘“ .5156
x ,\ \Hnuflns )b.\\. \C I.\\ kk -\.\ own \<P\)P\\\I\Q\“

81

Exhibit ll--continued.
important his part is to ability of other

workers to do their jobs.
Step 2. Demonstrate the operation.

a. Tell him, show him, illustrate for him; let

him ask questions.

b. Emphasize the key points, safety factors and

sanitation practices.

c. Give only a few instructions at a time. Do
not expect speed at first. Work first for

accuracy and understanding and speed secondly.

d. Ask questions and repeat the demonstration if

necessary.
Step 3. Try out the student on the job.
a. Observe the worker perform.

b. Have him explain the key points.
c. Correct errors in procedure.

d. Have worker repeat the demonstration.

\I h‘HV 9.3%.)00. -€4§\WIV\\I Hutu... \ I‘ll Vx ...“\«WzVfilq
x ,\ \u..5.n.5 |L. \.- \\ ‘\\ kk ‘k U: a w‘....\\\r.".¥\\‘

82

Exhibit ll-—continued.

Step 4.

e. Repeat instructions and worker demonstration
until the student is able to do the job sat—

isfactorily.
Follow—up.

a. Put the worker on his own, but tell him to
whom he may go for help if he needs it (teacher,

cook, experienced student).

b. Check his work frequently. Let him have time
to practice for perfection. Do not do his job,

but help him to learn to do it.

c. Help him to pick out the key points in the

operation.

d. Gradually decrease the amount of close super—
vision until the employee has the necessary
confidence to work on his own with normal

supervision.

e. Be patient. Do not expect results overnight.

(1) Expect different levels of achievement.
(2) Plan for different rates of growth and
learning.

.‘.\"\ii‘~\ \I‘“

\a hum» 4.34).»... \Vrvfifibx \ \a . MT. .. .4 45V“
\- x 5...... -.V\. x. (Q ~ My: -\K .rv. )x .\n\\\.\h\\:

83

Exhibit ll—-continued.

The four—step method of training within industry
techniques demonstrates to the teacher her strengths and
weaknesses as a planner and organizer by the degree of suc—

cess of her students.

 

\- N\\\ 5‘; )vmv. ,.€d§\%‘\:\c a “A!“ x N!“ dfiflVNuvH.‘
\xL‘ \.n\.!.t IV \- \\ ‘\\ wk ‘1‘ DAV: a?“ \\\.‘IHV\:

 

.oMHH muHCSEEoo oapmnooEmU m MOM mopsuflgpm a mmDHm> Hoaoom .

HNMQ‘LO

.maflmsm mo mummHmDCH Hmcoflumoo> ucmmmum
.mumcumma on» mo momma m>HumnmmucH

.mumcumma may mo momma Hmoflwmnm .

.coflumummo HSOfllcoo: manoummmo may mo mucmEmHHSUwH xhoz .

.msoum mnu mo mummnmu
IGH map uomawou Emumoum mcflcflmuu ofiu Mom Umpomamm mamom one

.umcnmma mnu mo mpflusuma mo
omummp pom mmocmHmMMHU HMSUH>HUCH mNHGmoomu mmonmoum
mo coaumsam>m can mcflnommu Suon Mom poms mponumfi m£B .m

.mucchmHmmm XHO3
CH mmoaono unopsum Mom unassuuommo mm>Hm mcacflmuu H50:

Icooc How Umuomamm meuH>Huom mo mpcflx Gnu ca xumfium> d

.mm>Huoano mmusoo mcflfiumump ou umsummou Muo3
HOmH>ummsm unmauummmp mwumummmo on» can mmmcflmuu ucmpsum .H
.Emumoum mcflcflmuu mnu mo mommsm

msofinm> mzu mcHNflcmmHo CH CohonEm mum mmHSUmooum ofiumnoofimn

 

£032

 

 

mEom

 

mcoz

 

unmeHHnmasm mo mucmcn>m

mUHBmeMBU¢m¢mU

 

||l
'u"

 

.Um>ao>oH mmsouw dam mam36fl>flc

IcH 03» mo momma mflu muwoz Emumonm mcflcflmna may now pmmoam>mn ESHSUMHHDU mSBIIH coflumufluo

mBZ¢BmHmm¢ MDOEIZOOZ flHmMBmm<U AOOSUm GZHZHfimB mom 2¢m00mm fl UZHB€5A¢>W mom HQHDO fi

NH BHmHmNm

84

 

\- Qa. 435...“. va—HNI - \x. a 5 a... - 4.5.x .flxwxufid
.\n K \.r..».. -5.\.. \5 (\s MILK FAR. . - \(N... \\\r\h\\:

_W*_.l._

 

.COHHMHomHmmm UCm mmCHm> UHHmflummm mHquom OB .¢

.msonm msu UHm3ou mopsuHup< .0
.mumfluo UHMBOH mmUDHHpud .Q
.mHmm UHMBOH mopsuHuum .m
.humHoom UHDMHooEmU m CH mMHH
How quuuomEH mmsHm> UCM mmUDuHupm HmHoom mon>mU 09 .m
.meuH>Huom msoum CH mummHUHuHmm OB .m
.manmn xuo3 mHQmuHmmU mon>mp OH .0

.mCHxCHnu “CmUCmmmUCH 06 on wuHHHnm .U

 

 

 

5 .mmHmHUCHHm mHmmm 0H huHHHnm .0
8
.mCoHuomHHU BOHHom on MHHHHQ¢ .Q
.mmuspmooum pCm muomw ucmuuomEH mo mCHpCmumeUCD .m
.mmHH qupm Hommms UCm H5mmmmoosm m Mom HmHu
ICmmmm muHan UCm mmHuHHHQm .mHHme UmuomHmm mon>wU 08 .N
.CoHuomHmm Hmmnmo CH pHm ou mummumuCH QOHm>wU 08 .H
.DcmEm>mH£om Hmom “Om
UmHHComH HOH>MCmQ mo mUCHx mnu mo mEHmu CH Umumum who me00 .¢
XMUCE wEom mCoz mUHBmHmmeofimamU

 

ucoEHHHMHSm mo GUCmUH>m

 

 

 

Iil

.UmquHHO HoH>mnmm mH EDHSUHHHSU QSBIIHH COHHmuHHU

.emscflucoon-ma ananm

\I
l |‘.\...|\l‘l\.u‘ \I“L\

\xnéflv .vfi§\u.\\ L... a $5.. a «SAN!

.u- .5; )u.\- \\ Ox\\ “WK (RN Hi. \<w\)}\\\.\'w\\:

 

86

.mmHuH>Huum mCHCHmuu on» usonmsounu hHmSOSCHuCoo musooo
HCmEHHHwHCM Hmom mo mmummp UCm mmmumonm mo CoHDmsHm>m

.mmHuH>Huom mCHCHme
mnu mo CoHumsHm>o UCm CoHuomHmm HMUHHHHU onu Cmsousu
mCHCHmmH CH moCmCUmm UCm nummp How mode mH ConH>onm

.Xmmu mUCmEHommmm Sumo mo mmHu
IH>Huom man an meHHmasm mH m>HuomHno mamch m swap wuoz

.muxmuCoo UCmemmHU CH COHumsuHm
Cm>Hm m Eoum mmCHCHmmH map hHmmm on oHQm mum muCoUCum

.Enomuom ou meuHHHQm .mquUDum on» CHCHH3
mum mummHoHuumm mucmosum man QUHQB CH moHuH>Huom one

.UmCmHmmm xHOB man no ooCmEHomHmm mnu CH HoH>m£oQ mo
mmmwu UmHHmmU mnu mCHoHuUmum Mom muHCDuHommo mH mHmSB

.qupsum mflu on mCHmmeumm mum mmoCmHHmmxm mmMHU one

mHflmCmEmpmmuu UCm HHme .U
mmmCHHCmmHU .o

mmmCHHHmUHO .Q

musmmm .m

.quE
IHHHHCM Hmom Mom UmHHDUoH H0H>mnmn mo woman Gnu CHHB pCmumHm
ICoo on on UmuomHmm mum EDHCUHHHSU mfiu mo mmmum quuCoo one

.N
.H

.mCHCHmmH mo mmHmHUCHHm on“ mo mquEwHHSUmH
may hmeHMm Emnmonm mCHCHmuu mnu HON pwuomHmm moHuH>Huom one

 

£032 oEom mCoz

 

 

 

ucmsHHHmH5m mo mucmwn>m

mUHBmHmMBU<m¢EU

 

.emscHucoonuma anHme

\Ifliflu ‘NKALva E§¢V5M4Uwofi \HWI.\M.«“.\%\U.\
\ \\.|.\I)-\IL\\-\\C\\\ wk -\|\ hm" 1“)?\\‘ \h.\\ “Ifl‘u

r—1“_ 0 ‘

 

UCm .mCHnummu
m>Huommmm How COHDMHmmmHm mmMHolem mumsqum .o
.xuo3 no: How EmMHmsnqu HMCOmHmm .Q

.mmum muHMHommm
Hm: ou UmHMHmH mHmmOHo mmHuH>Hpom mUHmuso .m

”>9 mmHuH>HHUM mUH>me Uoom UCm mCHnummu mo mmmEH

oHHQsm mHanHmmU m mwummuo Hosommu mHHmuommo on? .m
.mHMHHmumE monsommu
UCm mnfiumumuHH HMConmmmoum mCHmD UCm mCHUmmH .m
UCm .CoHuosHumCH mmMHU Hmauom .m

.hpsum HMEHOHCH .U
.pmpmmC mH mocopmmaoo Hmummum 30H£3

CH mmmnm CmSHmCmHum ou mmonmxuo3 CH COHummHoHunmm .U
.CoHumoCUm UCm on>Hmm UOOM

Quon How mCoHHMNHCmmHo HMConmmmonm CH mHzmHmQEmE .Q

m .mHm>mH mumum UCm HmConmH
.HMUOH C0 mmmuuHEEoo pCm mwoCoHGMCoo HMConmmmonm .m
unmsouzu mquUsum
no: mo mUomC mnu mo mCHUCMCmHmUCS UCm moCmummEoo HMCOHm
Immmoum Hon mmmmnoCH ou modCHuCoo Honomwu mHHmummmo 0£B .N
lmCHCommu UCm moH>nwm UOOM Coon CH UmonHHmmxm UCm meHmuu
>HHMConmomoum mH HonommunuomH>Hmm5m mHumummmo $59 .H
.ConH>me5m
UCm CoHuosuumCH How mHQHmCommmu mum mumsommu UmHMHHCSO .C
:03: mEom mCoz

 

 

 

 

moHEmHmmeoammmo
pameHHHmHsm mo mocmcH>m

i

 

F

.Emumoum mCHCHMHB mnu Mom UmUH>oum mH CoHuosnumCH m>HuommwmlnHHH CoHHmuHHU

.wmsaflucoonuma anHme

 

\- N\\\ IVA)“. ,rflk II \WUWM A “My. \,.Nu H .HIHWQNVHV.
kk \HVH. L\.\\ ‘\\ Wk ‘K 9| \(V‘W\\\r"u\:

88

 

.mmUmHBOCx mo CoHumumquH
UCm Cummp How mmUH>onm COHHUSHumCH mo moCmsvmm one

.CoHummHoHuumm HMSUH>HUCH How mm HHm3 mm
CoHummHoHuHmm mzoum How UmmCmuHm mum mmoCmHHomxm xHOS

HMCmH> .9
Honum> .m

.mmmme Hmum>mm on Hmmmmm CUHC3 mUHm mCHnommu
flmsonfiu Um>mH£om mH CoHumoHCSEEoo HonommulHHmsm @000

.CMHQ HMCoHumummo Hmuou mfiu ouCH mmHuH>Huom mCHCHmuu may
mCHumummuCH How m©H>oum mmHSUmnom xHOB UCm mCoHumuou now

moCmEHomHmm DCmUSum Co QSI3OHHOM .U

non on“ Co ooHuomHm ou DCmpsum How muHCsuHommo .o
mCoHumHumCOEwp QOnIoCuICo UCm mCoHuoCHumCH HmmHo .Q
.CoHumquHHo quUCum .m

.mCHCHMHu Qofllonulco How moHu
IHHOCDCM mg UmUCoEEoomH mmonu mum poms mponuma mCHCHMHB

.mqupoum Hon mo UCSOmeomQ UCm wuHHMComem Hmuou
may usoflm mump mHQmHHwH mom: UCm monsoon Honomou mSB

.N

.H

.mEHu mo DCDOEm EDEHCHE on» CH mCHCHmmH mo MCCOEM
ESEmeE on» no CoHquumH pCm CoHuHmHsvom How mCHCHmuu hnmm
ImmomC mzu mUH>oum ou UmNHCmmHo mHm>Huommmm mH CoHuozuumCH

.UoHHmm mCHCHmuu mnu mo UCm map Hmumm
muCopsum mo moHuH>Huom m5 mCHBOHHom CH ummnmuCH .p

 

£052 meow wcoz

 

 

uCueHHHoasm mo mugme>m

 

.omscHucouuumH anHme

 

\n N‘NV ..N\,LM\V\.J~V ,MIVAH$\¢I\\M ) UN...- \H\M .“JNQN‘NV.
\ \ \HV...) y b\\. \s ‘\\ KKK ‘t‘. 0A1. \< F\\)u\\\r\9\\\\‘

9
8

.mCoHHMHDmmu
CoHumuHCMm on mCHUH000m UmHUCm£ mum quemHDUm UCm poom

.Um£mHH£wumm
mUHMUCmum m£u £uH3 pcwumHmCOU mum 600% Mo mCoHuHom

.>H0>Hu0muuum ©0>MHmmHU 0mm mampH 5C02

.CoH£mmm
NHHmUHo Cm CH >H£UOOEm mCOHm m>oE mmCHH MHumummmu

.UmumpCmu 00H>H0m Ho UCHx £uH3 UmHmmHumm mum mnmfioumsu

.N
.H

"moCmEHomnmm £0m mo muHHmsv mo

mEku CH UdemmmE on Cm0 Emumoum mCHCHmuu M NO 0000050 0£B

 

 

£032 080m mCOZ

 

 

ucmeHHHmHsm no muchH>m

 

mUHBmHmmfiofimflmU

 

.00C0©H>m

0H£HmCm9 >£ Umnsmm02 0£.Cm0 Emumoum mCHCHMHB 0£0 mo mmmCm>Hu00mmm 0£BII>H COHHmuHHU

 

.mCop on on Muo3 0£u mo mch60U m£u How ouMHHmoummm
0mm mCH£0mwu CH 0m: How meHQQSm UCm meHnmum2

.mpCMpmHmmm DHSUM meHmnu Ho H0£0mmu m£u >£
H0£0Hm UmEH0mH0m mH mumxHOB uC0©Sum mo ConH>Hmm5m

 

 

 

£052 080m 0Coz

 

ucmEHHHoHsm mo muamoH>m

 

mUHBmHmmBU¢m¢EU

 

.nmncHucou--~H anHme

 

-\I "\N V (\léflv .zfi\;‘\$.\i I \\\\V\ x. WT.“ «IHWQVMG
IL K \HVN‘K I,h.\u \\ l\\\ “(K ‘15 Ow. QR). \\‘\'\\\“

.uumnnsm 0>Hu00H0
Cm mm HMHSQOQ mH ownsoo mCHCHmuu MHHmuwmmo 0£B

.m0H0H>Huom
MHnoummmo 050£m CoHumEHOMCH ummswou mommMHu H0£DO

.mmmum mCHCHU UCm mCH>Hmm m£u CH poms
mum mpnmon CHumHHSQ UCm m>MHmmHU pmummwumluCGUDum

.Uoom mo huoHHm> m mCHumo hoflCm mConumm UCm mquUSum

.£0C5H 0HMHQ d 0m>9 umm UCM
000H0m mumEoumD0 qupSum 0£0 mo mmmquuumm £mH£ 4

.H

 

O .HoH>m£0£ qupsum UCm uHCUm £uo£ CH uC0UH>0 0H
9 mummuouCH m0H0>0U on Emumoum mCHCHMHu 0£0 mo >0HHH£M 0£B .m
.moCmUHmCou £0H3 UCm COHmH>
Inmmsm mo ECEHCHE m £0H3 mxmmu HH0£u Ehomnmm mUCmUsum .m
.mum£uo mo
stu£m50£u UCm msoouH300 .uumHm mum mmmhonEm qupsum .m
.>Humpuo UCm
CmmHo .umoC mum noun mCH>H0m UCm Eoou mCHCHU 0£B .5
.mmum mCH>H0m
no Eoou mCHCHU H0£0Hm CH mqucHoom 30m mum 0H0£B .0
£032 080m mCOZ

 

 

 

usmEHHHmHsm no moamufl>m

 

mUHBmHMMBU<m<mU

 

.umschcOUIINH pHnHme

 

.\I "\N\ |‘\u..\v...u\ (5 61H]! \uV‘Vq 8 MK...“ NW... N ..N..~..\1\\.Vf£v
\- \ \uvfi. ns.\. \5 (\N .J‘ N r\.\ .Av. \( n\.>\\\.\h\\\xl\

91

.mmHuH>Hu0m mUHmuCo mo mpnoomm
.wuom£m CoHumsHm>mlmH0m
.mpuoomn Hmu0U00C¢

.mCoHumnumCOEmn

.mmmuoum mCHCHmmH 0£u CH mmum £0m0
um mnsuoo UCM mCH£0mmu mo puma HmummuCH Cm mH COHumsHm>m

.Em£p on UmUCmuxm
mmHm0HHCO0 pCm mHm£ MOM CoHHMHomnmmm 30£m quosum

.00CmEHomnmm >UHHCCU
UCm HHme How 00Hu0mum ou mCOHNCm mum mqupsum

.hoCmmumfim
mo mwfiHu CH m00H>H0m HH0£H HmmuCCHo> muCowsum

.moCmummmmm HMComnwm HH0£0 CH mUHHm 02m» mquUCum
.UwcmmC 0H0£3 H0£uo £0m0 umHmmm mqupsum

.wHHMHCmmH mmMHU UCwuum mquosum

.0

.m

.¢
.m
.N
.H

.Euomumm on muHHHQM
m.qupsum 0£u CH 0C0UH>0 0mm mmsHm> UCm mopsuHupm CH mmmCM£o

.quauHmmmp 00H>Hmm UOOH mCHCH00C00 mumonmuCH UCm 00:0
IHuum HH0£0 CH 0>Humuom000 mum mHOHmmCCO0 UCm mn0£0m09

.mqupsum uso £00m mummoHQEm 0>H000mmoum

 

£052 mfiom 0Coz

 

 

 

ucmsHHHmHsm mo mucme>m

 

mUHBmHMMBummfimU

.wmquucoon-mH anngm

 

92

.mHCHHmm mo UmmumCH
mmwoosm mmummHoHqu 0Hm£mm08um 0>HmmHEH0m d .¢

.£u3oum mo
00mm CH mmquummmHU How meH>onm mH CoHumsHm>m .m

.huHusumE mo mmmnmmp CH
mmmCmu How mmoCm3oHHm £uH3 meHmUCoo mH HmmHmnmm¢ .N

.HuHHHnm cH
mm0C0n0meU HMCUH>H©CH ou pmummnm mH CoHumsHm>m .H

.quECouH>C0 Hmuou 0£u >£ UmoCmsHmCH
mH HoH>M£0£ HMCUH>HUCH um£u m0NHCm000H COHumCHm>m .m

 

£032 mEom 0Coz

 

 

 

unmeHHHmHsm no mucmeH>m

 

mUHBmHmm90<m¢mU

.umscHucouuuma ananm

.\l W\N\ Vklv..u. .EMW$\W‘\‘M c ”\le \ V1.1.“ :“JJWVNG
\l L. \.....,.. .V- ..\. \5. l‘\\ mNK I\\ .AI. a n‘u)\\\t\v»\\\.‘

EXHIBIT 13

THE PRINCIPLES OF LEARNING

The student must participate in experiences which give
him an opportunity to practice the kind of behavior im—

plied by the goal.

Learning experiences must bring satisfactions or rewards

to the learner as a result of his participation.

Experiences selected for goal fulfillment must be within

range of the student's ability to perform.

Many specific experiences will bring about the same

objectives.

Some learning will bring about several outcomes. Every
experience is likely to result in satisfying more than

one objective.

93

 

 

v nos-I3.“ ..I .

\I ‘\\V inflJV {F.MHNXJ \W‘\\1 I VKJH \MVJI M :“vaIVNMflu
\ K \....,....- ax; \. (\\ m! ~ -\N u... \(Vn \\\J\v\\\\fi\

 

\I h.\ \ V;)x¢ .KQ‘NUHUU. ) “VJ“ -irfll \x V \1\q\,‘h‘
\A K \HV... L .5. \. K\\ hNK ‘\ .51. \fs n\h\\\.‘p\\\:

 

 

 

 

— a...__ N...”

‘ hM———‘..__
T W
M

 

 

 

 

MICHIGAN STATE UNIVERSITY
COLLEGE OF HOME ECONOMICS
EAST LANSHI“ LLLHIGAN

L

1.

Problem M. S.
. . 1958
Hoglund, Virginia S.
Curriculum Development For Food
Service Training of Students
Through the Activities of

The School Lunch Program

Iknihuwl. VirqIHIa ch

(in. I" r" i

Plffin

' ' "* '*‘" itwmj
rHIHm UnveIopment Iur I
w H ' '1 w "4:23: H N I'-

 

(:73 Gr!

 

 

1293 02533 466