II. Educational History and Professional Development (Limit: Two double-spaced pages) A. Beginning with the most recent, list colleges and universities and post-graduate studies, with

degrees earned and dates attended. B. Beginning with the most recent, list teaching employment history, with time periods, grade

levels and subject areas. C. Beginning with the most recent, list professional association memberships, offices held and

other relevant activities. D. Beginning with the most recent, list staff development leadership activity and leadership

activity in the training of future teachers. E. Beginning with the most recent, list awards and other recognition.

Education History

Region 10 Education Center – Alternative teacher certification- 2009

Texas Tech University - Bachelor of Science in Restaurant, Hotel, and Institutional

Management – 2000-2002

West Texas A&M University – 1997-2000

Teaching Employment History

Rockwall High School – August 2009 to present

Culinary Arts, 2009- present

Professional Association Memberships

Greater Dallas Restaurant Association

Texas Restaurant Association Education Foundation

Staff Development Leadership Activity

Culinary Educators Conference - 2009

Summer program in Rockwall ISD – Culinary Academy presentation 2008 and 2009

Junior Culinary Arts Camp 2010, 2011, 2012

Awards and Recognition

To receive an award or be recognized for something is a tremendous honor that shows one has achieved an

honorable level of success. Often you are given a plaque to hang on the wall or a certificate to frame. While those

awards can always represent one’s achievements, I feel as though my awards are the success stories that walk

through the halls of Rockwall High School in the form of Culinary Arts students and the success that they achieve.

A few of those are as follows:

Teacher of the North Texas Iron Chef Champions 2010-2011. This was my very first competition as a

teacher and these students pulled off an amazing victory to be named Iron Chef Champions:

Emily Oakes, Austen Robledo, Valerie Valdez, Avery Cates

Teacher to the District 4-H Food Challenge Champions. These students won 1st place at their very first 4-H

food challenge and went on to place 5th at the state level:

Patrick Garcia, Morgan Reynolds, Jonathon Orue

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Teacher to Jake Fowler who was awarded the Gus Katsigris $10,000 scholarship through the Greater Dallas

Restaurant Association; one of two in the state of Texas to receive the Texas Restaurant Association

Scholarship for $5,000; awarded the $24,000 Skills USA scholarship; awarded a $6,500 Scholarship Grant

from Johnson and Wales University

Teacher to Sabrina Ramiriez who was awarded the $500 Hospitality and Tourism Scholarship through the

Rockwall Women’s League

Teacher to Nereo Garcia who was awarded a $6,500 Grant Scholarship through Johnson and Wales

University

To me, seeing my students’ names listed as an award winner is the greatest reward. I may not have a plaque for the

wall or a trophy to fill that last open spot in the trophy case, but I have students who are looking ahead into their

futures and gaining the confidence in themselves and what they are capable of achieving as they go for their dreams.

I have students who excitedly come to school every day and want to learn what it is like to be a part of serving

others. I have a bulletin board full of newspaper clippings, articles and pictures of my students serving others with

huge grins and happy, willing hearts. My awards and recognitions are displayed in the legacy I see in my students.

They ARE my awards.

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III. Professional Biography (Limit: Two double-spaced pages) What are the background, people and events that persuaded you to become a teacher? Describe your most significant contributions and accomplishments in education.

To be quite honest, growing up I did not have the dream of being a teacher. I was going to be a general

manager of a huge restaurant, gain some experience and then open up my own restaurant. I was well on my way by

managing one of the largest and highest grossing restaurants in the Dallas area and gaining all of the required

knowledge and experience it takes to run your own restaurant. Then my son suddenly died at the age of 13 months.

I realized that life wasn’t about the big paycheck or the hustle and bustle of the restaurant scene; at least it was not

for me. It was about making a difference, leaving a legacy, and putting my mark on the world in my own unique

way. So I walked away from the bright lights and late nights of the restaurant world, unsure of exactly what I

wanted to do. I stayed within the realms of the hospitality industry managing a coffee shop and bookstore and then

running a tea and beverage company in Dallas, but I never felt settled with my career. There was just something

missing. I had mentioned to my wife once or twice about going back to school to get my teaching certification. We

knew that was always a possibility, so I started looking at job listings for teachers. I came across a listing for a

Culinary Arts Instructor and, on a wink and a prayer, I called to inquire about the job. I didn’t expect much

considering I wasn’t enrolled in a teaching certification program and I had absolutely no experience in the education

system, but I figured it was worth a shot anyway. I called that Tuesday afternoon and chatted with a kind woman

named Gay. I interviewed 2 days after my initial inquiry and was offered the job the very next day. So to say that

this career was a lifelong dream of a little boy from a country town would be untrue. I had always respected

teachers and found them to be a group of admirable people who often went unacknowledged for the difference they

make in the world, but I hadn’t considered it as my career path. Then life happened and a huge opportunity was

handed to me in the form of a Culinary Arts Instructor. I knew the very first day that this was what I had been

searching for in my life. Rockwall High School, room #2201 was where I was meant to be. This was what had been

missing and this was how I was going to make a difference. My wife had always shared with me her love for a

particular quote from Gandhi in which he said, “You must be the change you wish to see in the world…” As a

teacher I was going to be able to be the change I wanted to see. I was going to be able to make my mark on this

world by educating children, leaving a legacy through them. This legacy has already started by some of my greatest

accomplishments in education, my students. They are the reason I go to work every day. It’s not about the

paycheck or getting to be called “Chef” or “Cheffery” (as some students call me) every day, although I have to

admit that being called “Chef” is a great ego booster. It’s about being a part of these students’ lives and helping

them to discover their talents and fulfill their dreams. One of my proudest achievements is Emily Oakes. Emily was

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on the verge of dropping out of school. She was hanging out with the wrong crowd and basically doing the exact

opposite of what her parents dreamed for her. She had run away from home without telling anyone where she was

going. I was able to get her back to school and help her graduate. She is now a sailor in the US Navy with an

incredibly bright future ahead of her. In a note she sent me about 8 months ago, she wrote:

“‘Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience,

and the passion to reach for the stars to change the world.’ I would like to take a moment and shout out to the

person who gave me motivation to succeed in life, school, and work. That person gave me the wisdom and

knowledge to understand how life works. Chef Hayes never gave up on me. When I came to the hardest struggles

in life, he was always there to guide me and offer his support. You have impacted my life in ways, which I cannot

even explain and in all honesty, if it weren’t for your amazing ways I wouldn't have made it through high school.

Your class was my happy place when I wanted to leave the world. I knew being with you and the culinary family

would always bring a smile to my face. You truly opened doors and brightened a light in my life. Thank you so

much Chef for everything you have done! I miss you so much!!! I'm your biggest fan and you are truly my hero.

God bless you’."

Another achievement I have are the eight graduating seniors that have been accepted into the prestigious

Johnson and Wales University, which offers a unique learning experience where they will earn double degrees with

their Bachelor of Science as well as their Culinary Arts Certification. These students have chosen a future in the

hospitality industry from their experience in my classroom. Those students are: Jacob Fowler, Valerie Valdez,

Sabrina Ramirez, Melissa Poindexter, Nereo Garcia, Dillon Cannon, Amy Murphy, and Lauren Flores.

I have only had the opportunity to teach in this incredible program for three years. In fact, on my very first

day I didn’t even have a spoon to stir my coffee in my kitchen. So from that spoonless day three years ago until

now, my life has forever been changed. Funny thing, I go to school every day to teach and end up becoming a

student as my kids teach me. I may be making a difference with my students, and I hope that I am, but they are

making a difference in my life as well. From the dreams of a small town country boy, I have realized that

sometimes the best dreams are the ones you never knew you had.

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IV. Community Involvement (Limit: One double-spaced page) Describe service-oriented involvement, such as volunteer work, civic and other group activities.

Robert Brault once said, "The willingness to share does not make one charitable; it makes one free." At the

beginning of each school year I share my experience of serving others day in and day out while working at Red

Lobster. I focus in on my battle to serve others after the death of my 13 month old son, Rylee. After Rylee's death,

every time a young family came in to our restaurant with an infant it was hard for me to smile let alone offer a

warm, friendly hello. One particular day, a young family walked in with the cutest baby boy, probably right around

13 months old. I immediately felt tense and was reminded of my loss but I swallowed that lump in my throat and did

my very best to be hospitable. As I walked with them to their table, I looked down and noticed the car-seat the baby

boy was in. My throat began to close and an intense feeling of panic overwhelmed me. It was the exact car-seat that

I had carried Rylee in just months earlier. Thankfully, I was able to remind myself that my job was to serve this

lovely young family – my job was to make them feel special and welcome. I pulled myself up by the "bootstraps"

and did what I was committed to do. What I didn't realize is that this cute baby boy with the identical car-seat and

his glowing parents with their expectations of being served were the ones that were "serving" me. They

unknowingly were my test. You see, they reminded me that even though things get tough we all have someone to

serve, and when you see it through, your spirit gets set free just as Brault had said. That day I learned a lot. I learned

that serving others can heal you. I learned that serving others is a gift and one I want to share with my students.

Together, my students and I have adopted the Rachael’s Challenge motto to put others before ourselves,

serving hundreds of community members with great passion and pride. We helped build a community garden

through Helping Hands. We provided lunches, cooked by my students, for Habitat for Humanity volunteers while

building a home. We proudly hosted the Honor Flight Organization dinner and auction to raise money to send WWII

Veterans to D.C. to visit their memorial. We partnered with the RISD Community Outreach and Education Program

to educate and inspire the public to eat healthy and annually partner with the Crime Stoppers and the Rockwall

Police Department to promote Toys for Tots by hosting a lunch for the group that brings in the most donations. I

was honored to be a guest speaker for the Boy Scouts of America and the Rockwall County 4-H Club. I volunteered

to teach hands-on knife skills and food safety lessons to both groups. Currently, I volunteer as a coach to various

groups of students ranging from the 3rd grade to 12th grade involved with the 4-H Food Challenge Competitions.

I am continuously seeking opportunities for my students and I to serve others. My room clearly boasts my

dedication to serving others, and dedication to teach it, as one wall reads "OTHERS BEFORE SELF" in bright

orange letters. We have the unique opportunity to involve the art of cooking and the passion we have for serving

others through the Culinary Arts program, which indeed sets us free every time we crank up our oven.

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V. Philosophy of Teaching (Limit: Two double-spaced pages) Describe your personal feelings and beliefs about teaching, including your own ideas of what makes you an outstanding

teacher. Describe the rewards you find in teaching. How are your beliefs about teaching demonstrated in your personal teaching style?

Merriam Webster defines philosophy as the most basic beliefs, concepts and attitudes of an individual

group. To define a teaching philosophy, I can easily go back to the parenting of my 6-year-old son, Ryker. Not

because I view my students as 6-year-olds, but because as much as they say they want to be grown up and

independent, I know that their hearts are that of a sweet, innocent 6-year-old. As my son’s father, and as my

student’s teacher, it is my given responsibility to teach them what Merriam Webster refers to when referencing

philosophy. My most basic beliefs are 1) to promote, give, and show respect, 2) high expectations lead to high

results, and 3) to foster student’s natural curiosity, leading to their own unique paths to success.

I believe one of the greatest things a teacher can instill in their students is the value of and ability to

practice respect. Respect is one of the most important things one can receive and give. It is something that has to be

taught. I want my students to always know that I respect them so I give them respect, daily. Not just to get respect

back from them, but to help them learn what respect is and in-turn, take that knowledge with them each and every

time they leave my classroom. One of the ways in which I respect my students is by learning all that I can about

each of them and their learning style. I understand that the way in which one student learns is not the same as how

the student sitting next to him or her is going to learn. Knowing this, and respecting their differences, I tailor my

class times, my teaching style and my lessons to each and every individual need. This understanding is the

contributing factor to my teaching philosophy. I truly believe that each student who walks through my classroom

door is unique in his or her abilities and ways in which they can contribute. It is my job and my desire to hone in on

those unique abilities to help each student meet their fullest potential. I know that if they are able to have a success

in my class, even a small one such as being able to master a Julienne cut potato, they will be able to take that success

and build on it.

Just as equally important as teaching and learning respect, I find that high expectations lead to high results.

As a teacher, this is not a new concept. High expectations are a part of learning. However, students just don’t learn

within the walls of my classroom. They learn through our restaurant, caterings and café. This is where high

expectations are placed, not only by me, but by our guests as well. My students are taught to understand that. Their

creations are not just viewed and graded by me; they are judged and consumed by anyone who chooses to dine at

our restaurant. Teaching students in a setting where they have to perform day in and day out, especially by preparing

food for guests, leaves no room for failure. Do failures happen? Do they mess up? Of course they do! I can’t count

how many times a chicken dish has burned or a student has confused flour for sugar! However, I am constantly

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focusing on their desire and curiosity when it comes to learning in the kitchen. I learn about each student. I am able

to focus on and foster their individual learning ambitions. I have found that when I focus on those and allow the

students to choose their role within our class, they are empowered to achieve their very best. That is what it is all

about - allowing my students to not only create a decadent chocolate mousse with a vanilla crème anglaise, but to

allow them to choose their successes and meet them using their own creativity and high expectations.

I do understand that with these high expectations there will be some failure, as evidenced above with the

flour/sugar mix-up! Boy was that a mess! When things like this do happen, I am immediately beckoned by my

students to “fix” the problem or at least tell them what to do. Some may see this as an opportunity to teach them

simply by stepping in and showing them exactly what to do. After all, wouldn’t that be quicker and easier, plus save

a whole lot of flour? Maybe so, but I don’t always agree that this is the best method of teaching. I most often see

this as the perfect opportunity to guide and encourage them come to me with their problem and their own solution as

to how they are going to fix the problem. I want them to have the ability and the courage to go for it, even if they

mess up for a second or third time. To me problem solving equals learning, and if it takes us three cake batters to

learn it then that is what we will do. I want them to understand that it isn’t just about fixing the problem, but rather

solving it so that it doesn’t happen again. It is then that we are able to celebrate the accomplishment and laugh

wholeheartedly at the mess-ups.

Those accomplishments are upon what I thrive. One of the greatest parts about my job is seeing my

students accomplish something. No matter how big or small the accomplishment is, be it a dressing for our grilled

pear salad or acceptance into the most prestigious culinary academy that graduated the likes of Emeril Lagasse, we

celebrate it. “Knuckle bumps” and hugs, no matter how large or small their accomplishment is, we celebrate each

and every one. Some of my most proudest moments have been when I have a student run into my classroom late in

the afternoon red-faced and tears in his eyes just to tell me he’s received a scholarship or when a student calls me on

Thanksgiving day to let me know he got his acceptance letter or when the student who has practiced for 2 weeks on

piping roses and finally gets it are moments I cherish. It is these moments of accomplishment that are one of the

things I enjoy most about being a teacher.

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VI. Education Issues and Trends (Limit: Two double-spaced pages) What do you consider to be the major issues in public education today? Address one in depth, outlining possible causes, effects and resolutions.

"Chef, do you think they would like to know what the nutrients in spinach and tomatoes do for your body?"

"Absolutely, Nereo."

"OK, thanks Chef. I'm nervous about this, but I want to wow them!"

Nereo Garcia just graduated from Rockwall High School. Prior to being a Culinary Arts student he was on

a path to a troubled future. He was one of those at-risk students attempting to create an environment for himself by

creating a gang. The day he asked me about spinach and tomato nutrients I saw a change in him. He was asking

because he was one of my students preparing to teach an audience of about 75 people on how to eat healthy with

live cooking demonstrations, pamphlets, and question and answer sessions. Today, Nereo is enrolled at Johnson and

Wales University where he plans on obtaining his culinary certification and his bachelor of science in nutrition.

Public education today has many opportunities for improvement. The two that stand out the most is the

obvious funding crisis for public education, and our ability as educators to produce creative thinkers and problem

solvers for the 21st century. The funding of education is nothing to be taken lightly. We have limited budgets that

are allotted to us, yet we have increasing costs year after year, even after school districts turn every corner to try and

alleviate those costs. High quality education comes at a steep price, yet it is often difficult for schools to pay that

price, even though our jobs are to educate young minds that will ultimately be responsible to help bring this

economy back. The saying holds true that money changes everything and in a perfect world, larger funding could

probably change a lot of things for the education system. Unfortunately though, funding is not the only thing that

worries me with education today.

I am privileged to work for a school district that has the opportunity to reach beyond the textbook and offer

courses for students, such as Graphic Web Design, Robotics, and Culinary Arts. These innovative courses reach a

diverse group of learners with diverse curriculum offerings and are known for creating learning experiences. They

are producing creative thinkers and problem solvers, who in-turn, are being able to achieve higher success rates in

core-curriculum classes that were often dubbed as difficult or challenging. In general, we have a tendency to mold

our students to be fantastic test takers. Creativity has often been taken out of learning and replaced by memorization.

There are so many regulations and mandated rules for the amount of information our students are required to learn.

We are teaching our students to memorize the exact formula of how the box is made but are not able to teach them

how to think outside of that box. We are teaching them new information, yet not teaching them how to effectively

take that new found information and use it to creatively think, problem solve and become a lifelong learner.

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This reminds me of a quote I once read by Socrates. He said “Education is the kindling of a flame, not the

filling of a vessel.” As educators, we must ask ourselves if we are kindling a flame within our students or simply

filling the vessel. Are we igniting their fire within, fostering a love of learning, exposing their talent to creatively

think, and ability to problem solve? One might ask how in the world can teachers kindle this flame, and in my

opinion, it is a simple answer. We must re-think the way we teach. We need to provide creative learning experiences

with every subject taught, from Culinary Arts to Physics on a consistent basis. I feel that his can be done through

Project-Based Learning.

We have all, at one time or another, felt like our teacher was Charlie Brown’s teacher – you know, the

teacher who only existed as a muffled “ whu-wha, whu-wha, whu-wha”. All too often, we become a Charlie Brown

teacher to our students. We are teaching them the information we have been mandated to teach them but they are not

hearing us. Our students need teachers that provide interesting, relevant, and engaging questions for them to solve.

They need teachers that invite them to join in on a search to a problem, a search for answers during an adventure.

This adventure can be in English, economics, algebra, any class! To accomplish this type of adventurous learning,

teachers must first begin by being creative themselves; and when that happens, the true magic happens in the

classroom. On one particular adventure, my students, in partnership with the Rockwall ISD Community Outreach

program, were presented with the driving question, How can we inspire and educate the community to eat healthy?

This sparked students to research recipes, calculate caloric intake, perform cost analysis, create healthy substitutions,

and practice food safety and sanitation. The students created informative pamphlets and presentation handouts,

unknowingly integrating technology into a culinary classroom; then presented their findings and provided live,

informative demonstrations to over 75 attendees. That night, I was able to witness a change in many of my students,

and particularly in Nereo. The boy once labeled as a “gang kid” was no longer just the kid who showed up for class

because he had to. He was now a culinary student who was filled with a vast amount of knowledge of healthy eating

and was standing in the back of the kitchen going over his new found knowledge, preparing to share it with the

world.

Project-based learning, like the experience mentioned above, is not a new concept to the world of

education. It may be, however, new to many teachers and can definitely be a new way of thinking when it comes to

teaching. Yet we have to remember that those are the experiences that are not only going to kindle the flame within

our students, but also allow them to fill their own vessel with knowledge, therefore developing their ability to

become creative thinkers, problem solvers, and a lifelong learners for the 21st century.

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VII. The Teaching Profession (Limit: Two double-spaced pages) What do you do to strengthen and improve the teaching profession? What is or should be the basis for accountability in the teaching profession?

I believe that the teaching profession is strengthened and improved each day that a teacher arrives to class

with the desire to impact students and a willingness to have an open mind as they take a journey with their students.

I personally see each day with my students and my peers as a journey, and oh boy, what a ride it can be!

On my own journey every day, I am diligently working to impact my students in some way. By doing so, I

believe the teaching profession is strengthened in general. My focus is always on the students within the walls of

Rockwall High School; however, this focus and my diligence to impact them will often lead to impacting my peers.

For example, I recently asked Kristina Hays, a past employee of mine before I became a teacher, to volunteer at the

school and partner with me in teaching my students a lesson on hospitality. When she volunteered with me she was

glowing with excitement after the long day interacting with students. As we were talking at the end of the day, she

mentioned to me that she would love to have my job and be able to make a difference in students’ lives. She said

this to me as if it were not possible for her to do. I immediately interrupted her and asked her why she could not

have a job like this. I am proud to say that she is now in her 2nd year of college pursuing her degree in education.

One of the things that Kristina pointed out to me that day, and something that my peers have often

commented to me on, was the level of enthusiasm that I possess throughout each class, each day. As a new teacher I

feel as though more seasoned teachers may giggle at my high level of enthusiasm in the classroom. Yes, I may wear

a fuzzy turkey leg hat as I teach my students about the causes and dangers of salmonella, and I may play the part of

the irate customer all too well when teaching about customer interaction, but it motivates my students to learn and

have fun while doing it. With this enthusiasm comes an ability to reach my students through project-based learning.

My cross-curricular teaching style enthusiastically invites other subjects taught by those seasoned teachers to be a

part of the culinary learning experience. My hope is that through their giggles other teachers are able to see this

enthusiasm and the impact it has on my students’ willingness to learn and my ability to foster their love for learning.

Ultimately, I believe that I strengthen and improve the teaching profession by impacting my students and my peers

simply because I hold myself accountable.

Accountability is something that I believe is an essential part of being an educator. We have a grand

opportunity to see young minds developing right before our eyes and we have the immeasurable honor to prepare

those young minds for a future filled with success. It is important for us as educators to ask ourselves if we are truly

holding ourselves accountable for this responsibility. Are we providing the fundamental building blocks for success

with every lesson taught? Do we consistently have the student and their immediate and future success as our main

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focus? Are we working together, seizing every opportunity as a collaborative team to ensure that every student is

being prepared with skills and knowledge that will take them out of the classroom? Are we holding ourselves

accountable for all of this?

In order to hold ourselves accountable we must realize that our job as educators is to not just teach these

students to memorize words and formulas from a book, but to give them the resources necessary to use those words

and formulas in the world of work. We must evolve with our students and change how we see education. It is so

important for educators to understand that it is not necessarily about what you know but rather how you learned it

and what you can now do with what you know. Often I will have a student come to me with a problem and most

often, I have an opinion on what I feel would be the best solution for them. However, I do not want my students to

just come to me with a problem. Instead of giving them my opinion, I want them to come to me with not just the

problem, but rather with proposed solutions to that problem. Again, it is not just about knowing the answer, but

more importantly knowing the process in which they arrived at their answer and what they will do with their new

found knowledge. If we as teachers can make this happen on a daily basis, then we are ultimately holding ourselves

accountable for producing creative thinkers and problem solvers for the 21st century. In doing so, we are fostering a

continuation of accountability by teaching our students to hold themselves accountable.

At the end of the day it is not about the principal, the administrative team, or even the mandated state

guidelines for teaching. It is, however, about being accountable for one’s self. So when asked what I believe should

be the basis for accountability in the teaching profession, I believe that the basis should be whether or not we are

holding ourselves accountable for ensuring that every decision made is centered around the success of ALL students

and that we are preparing them for success outside of the classroom. Accountability is an imperative part of being

successful as an educator, and I believe that it begins with one’s self. From principal to teacher to student – each

must take ownership and be able to hold themselves accountable. My 3 year journey of learning, teaching and

impacting others has taught me that true and honorable success comes not only when you have learned

accountability, but when you witness that development in your own student.

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VIII. State Teacher of the Year (Limit: One double-spaced page) As the 2013 National Teacher of the Year, you would become a spokesperson and representative of the profession. What would be your message? What would you communicate to your profession and to the general public?

“No man is an island, entire of itself. Each is a piece of the continent, a part of the main.” –John Donne

On the first day of school, at the beginning of each class, I ask my students a two part question: What do

you think makes a great teacher and what do you expect from me as your teacher? I hand my dry erase marker to a

student and then step to the side, allowing them to one by one come up to the board and write their own

expectations. What they don’t see is the list I wrote and covered up with butcher paper prior to the start of class. It is

a list of promises and my commitment to them as their teacher. This is my list: I promise to push you day after day

to help you grow; to not hold a grudge; to be kind; to be compassionate; to have a servant’s heart for you; to have

fun; to be fair; to care- always; to show respect to you so that you can learn what respect looks like; and most

importantly, I promise to know you individually and connect with you personally. Then, together we go through

their list of expectations and my list of promises to them. I do this because I am not above them and to show them

that I care about what they expect out of me as their teacher. I do this because it immediately connects us on the

first day of school. I want to connect with my students so they know that who they are as individuals is important to

me. After all, that is what makes a family work and that’s what we are in my classroom.

As the 2013 National Teacher of the Year I would want to share the importance of connecting with

students. It is a basic human need, an innate desire to be a part of something. Abraham Maslow described it as a

leading source for human motivation. Simply put, people need people. I have had students with troubled pasts

heading for troubled futures. These were students, like Nereo, who were longing for a sense of belongingness and

trying to meet that innate desire to be a part of something, regardless of how they did it. I have also had students,

like Morgan, whose parents supported them in every possible way and already had their innate desire met. To me it

didn’t matter who they were, where they came from, or what their past said about them. What mattered to me was

that a connection was made and that each and every student felt a sense of community within Culinary Arts.

When belongingness becomes a part of your classroom, when you have made that connection with your

students, that is when the walls come down and the magic of learning can begin. The greatest part about connecting,

besides the rewards you reap from getting to know some incredible young minds, is that this is something that can

be taken outside of the classroom, to the general public. It is important to take the time to connect with the person

who cleans the school halls. One should take a moment to connect with the person who brings your mail. You make

it a priority to connect with others because you never know the impact that you might have on them, or more

importantly, the impact they could have on you. After all, no man is an island, but is a part of the main.