Wow, I can't even post a thank you without getting criticized...
jasp, I like your advice in general. You've given me lots of useful help before. A few issues here though. First, I think you have the wrong impression of my lessons go. If I made it sound like I come into a lesson and say "OK guys, the point of skiing is to make a wedge!", I apologize for misinforming you. Consider the audience on this forum: instructors, instructors-to-be, or skiers who are at least generally familiar with typical skier progression terminology, issues, and exercises. When I say "one of the girls was wedging, but only when her hands were on her knees", I imagine you get a vivid picture in your head, and can easily imagine the symptoms and possibly the issue. Less obvious if I said "I had a girl in the class with a balance issue".
Second, it's important to consider what the skier wants. I haven't had many people in lessons who were satisfied with 2 degree pitch in two hours. Yes, I hear there are people like that. Let's talk about most people instead as it's more apt. Demotivation happens when people have ridiculously easy goals. (See constructivist learning theory.) People also tend to weigh accomplishment relative to others. Demotivation for a lot of people if your buddy's going up the green chair while you're on your 2 degree pitch. And demotivation happens when your expectations or objectives aren't met. Instead of demotivating, let's motivate and engage our learners. What I most hear in lessons is "I want to be able to ski the chairlift" or "I want to be able to ski all the blues". People are generally objective-oriented around performance goals. (ironically it's the performance objectives that demotivate upon failure to achieve.) I will give my learners the tools to do meet realistic goals. And no, that doesn't mean teaching the image of a wedge, or the image of a christie. it means teaching the stance and balance and edging to maintain that basic wedge.
Then what? When they've proven they can keep themselves from careening into a tree or off the side of the mountain, we'll learn to turn. But I can't let them go until they can do a braking wedge. Yes, I'm going to call it "learn how to turn", and not "pivot the ski". Because turning means something to the learner. Sure, we're turning through balance, pivoting and edging. That said, I figure you know that as you're an instructor.
Third, if I've gone through my list of fixes for the demonstrated issue and nothing's working for over an hour (and hopefully this is very rare), I want the gopher on duty to take the learner aside for a while to apply their different methodology. And at the end of the day I want to debrief with the gopher to find out what actually did work.
Fourth, you missed a skill in your competencies: Timing & coordination. It's ok, PSIA doesn't seem to realize it exists.
I recognize you want to be helpful, but I think people here can get far too pedantic to the point of arguing over the number of angels dancing on the head of a pin.
So again, thanks for the attempt at help, and pardon me for any offense you may take. I do generally like your help. I simply find that last post patronizing. It gets the point of "why bother thanking people"... and then eventually "why bother posting at all if I'm just going to have my head bitten off..."