Lessons scheduled to be too short in duration to actually teach the student. Hmmmmm! Sounds like the definition of fraud
|Originally posted by Maddog1959:
</font><blockquote>quote:</font><hr />Originally posted by JohnH:
To throw a wrench into things, try teaching guided discovery in a one hour lesson. It's not easy. One of the big problems is that you might actually get the student to learn something with a little more time. But if you try guided discovery and run out of time, the student feels like they learned absolutely nothing.
</font>[/quote]I've only been teaching a short time but in a an environment where the one hour lesson is very common and class management is very different from a hill. I work on an indoor slope and just getting people 1/2 way up a travelator (10 yds) and assembled can take 10 minutes with 7 or 8 of them.
This means it is impractical to wait for everyone or even do many 'follow-me's. I seem to end up with a circular system where some people are always just arriving to a demo or partway through as a consequence of trying to keep people skiing and getting mileage.
I find it best to basically give quick private lessons to everybody, very brief instructions and demos, with questions on their return about how it went. Comparing their answer to my analysis of their attempt (to my internal goals for them dependent on my instructions) and in what terms they phrase their answer, helps me choose whether guided discovery would work quickly or slowly or if other concerns are demanding too much of their perceptual awareness.
Even if I am constantly setting tasks for them or trying to get them some mileage I try to make an awaresness of what they are doing/feeling the primary focus rather than form or task.
Students tend to arrive at almost the same point of competence in each lesson despite wildly variable improvement speeds during the lesson.
Rough times for things are 1 hr straight running and initial snowplough, 1 hr initial snowplough to linked snowplough turns (technical faults notwithstanding), 3hr beginner to competent variable radius turns.
Are these the sort of times you guys would find realistic or slow?
I try to get students to always state one piece of personal feedback about each run, whether it is 'I can't seem to turn the left ski' where the conversation can then go 'where did you think your weight was?' to the 'it felt good/awful'.
Does this make me more of a guided discovery instructor? By nature I am a command style but am trying to curb my negative feedback of all types.
All replies gratefully received