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The value of TIME

post #1 of 4
Thread Starter 
In another thread we have talked about the current thrust in our profession to move people quickly from being a nonskier to being a "parallel" skier in a matter of hours.

As Matteo notes, we are talking about fast-tracking the adults not the children. As he notes, children don't care about arbitrary technical goals, but about "going there."

It brings to mind the nostrum: "What works with kids works with adults, but the reverse is not necessarily true."

I theorize that is because we acknowledge that children have TIME to learn this sport by the experimental, messing-around method, where we assume that adults do not. Children also need TIME to develop their bodily-kinesthetic intelligence, where we assume that adults either have it or they don't by the time they arrive on our doorstep.

We allow children to play with skiing, while we assume that adults want to work at it: kids are going at their own speed, where adults are on the clock.

I have a little trick I play on myself to avoid "going by the clock" with adult students. Instead of allowing myself to think, when I meet a new student for the first time, that the next two hours are going to be the extent of my relationship with this person, I say to myself:

"These two hours are the first two hours of a long relationship we are going to have together. I do not have to teach this person everything in the next two hours, but just enough to bring him back for another two hours, and another, and another."

Just a thought...
post #2 of 4
Very good points, here.
Watching the progress of my students I sometimes see wonderful progrssion; so much so that sometimes I change my tack. Instead of sticking to the lesson plan through the wedge,etc. I "jump" to what I see they are doing and take it from there. Their progress seems to be tremendous and seems to keep the momentum of their learning going.
I hope this encourages them to come back for another lesson as they see their own progrss. I feel this is more emphasis on learning rather than teaching.
I'm not even PSIA I yet, but hope to be soon. I do hope I'm on the right track in doing this. it seems right.
What I see sometimes is a student exhibiting signs of early parrallel. When I see that work with them on those skills. by their faces it seems like I'm doing the right thing. Student oriented instead of teacher oriented. I am a teacher back in the real world but new to ski teaching. Just trying to transfer my regular teaching abilities I've learned over the years to ski teaching.
post #3 of 4
Nolo, as a consumer not a provider of instructional services, let me say that you have hit the nail on the head, so BRAVO! Next question, obviously different for each student: Just what IS it that will get this student back for another two hours? Speaking, of course, only for myself, in order come back, I must feel that I have moved forward - and that I can move forward the next time, too. That's what makes the profession as much art as science, nicht wahr?

<FONT COLOR="#800080" SIZE="1">[ February 10, 2002 09:53 AM: Message edited 2 times, by oboe ]</font>
post #4 of 4
Thread Starter 

You are doing EXACTLY the right thing.

As Oboe wisely notes: it's DIRECTION not TIME that matters.

(Sorry about all the caps. I get a bit EXCITED about this stuff!)
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