Teaching

Walter & Group...

[GH] Gary Taylor comments on our latest teaching message which speaks to getting on to the student's "wavelength" :

This one is fantastic Gordy. Been right there under our noses the whole time.

Like my grandfather used to say. "The good Lord gave you two ears and one mouth.....use em accordingly son."

I need to pay attention :-)

A lot of instructors I've been around do too.

Gary

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[GH] Gary. This is what it's all about. Our experienced members are teaching us a great deal. More to learn as we continue this teaching topic.

Gordy

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[GH] From Mark Roberts. his attachment included. It is in two sections. Lengthy yet well worth the time to study it or to save for future reference. It was sent as a zip file, but I unzipped it so all could open it. One is a power point slide presentation. :

Hi Gordy

Just to highlight how important the subject of recognizing how you student learns the simplest way is to ask them if they know how they learn. If the response is negative then ask do they remember by doing (kineasthetic), by reading (cognitive) by watching (visual) or by being told and explained what to do (audio).

it may well be that they learn in a way which has all parts of these styles of learning but we all tend to lean to a particular way of learning.

I have attached a self diagnostic learning style which explains this better and uses different terms. You may find it useful to open some of the minds and thinking of the group.

I use it with those that i mentor to become coaches/instructors.

The Power Point sets out and describes the types of learners i.e. Pragmatists, Reflectors, theorists and activists and a description of them. The document then has a questionnaire and results sheet which can identify which way to tend to lean towards.

I will leave it with you if you want to use this but give it a go yourself and see if you learn like you think you learn.

Best wishes

Mark

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[GH] Mark. Well stated. I highlighted the four prime ways of learning in your first paragraph.

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[GH] From Bob Hansell :

Gordy,

Thanks for this change towards teaching skills as it rounds out the complete picture at least for me.

One thing I have "grown into" is a belief that all my instruction is for the student and it is not for me. What is most relevant is what we pass on; not what we know.

I begin each session with a new student with reassuring to that student this endeavor is for him/her; not for me and what do they want to get out of this class. I am finding that this attitude or approach relaxes the student right away and usually their explanation on what they are looking for exposes a little (sometimes a lot) on how they think and learn. It is not exact each time but it does open up that kind of dialogue early to build the awareness we need as we go through our teaching.

Also, I have observed people who stick to a scripted lesson plan in casting, at work or in other contexts. Lots of them are boring and the connections between the teacher and the student suffer. Others (like you) "speak to me". I use the "speak to me" term to say that I connect right away and get excited about the lesson without ever seeing that the lesson plan is being executed. Seamless execution might be a good descriptive here. So my hypothesis is that lesson plans are very important, but pale compared to connecting with students during a class or session.

Thanks,

Bob

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[GH] Bob. Words of wisdom, born from teaching experience. I highlighted what I feel to be a key statement in your message.

Gordy

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[GH] From Bryan Martin. Highlighting is mine :

Hi Gordy, just got home from various travels and waded through a few hundred emails, most of which were junk as usual.

I have read the discussion on hauls with interest and will see if I can think of anything to add over the next few days. The teaching thread should be very useful as probably most of us are not trained specifically in teaching skills.

Just to add a small comment to the useful points already made, I find ‘self determination’ often very powerful in progressing a student’s skills.

Standing at their shoulder and providing direct input only works for so long in my experience.

When I feel I have give a student enough direct teaching, I back off, for a cup of coffee or whatever, and leave them alone to get on with things without my presence.

This tends to take the pressure off them and allows a more relaxed approach and from a distance, you often see a breakthrough or two occur.

Best wishes,

Bryan

Bryan Martin - APGAI/STANIC Qualified Fly Casting and Fly Fishing Instruction

Devon Fly Fishing

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[GH]

Brian,

That student's "self determination" is an instructor's joy ! Unfortunately we are not always blessed that way.

When we have students who don't have it, in order to be successful, we have to inspire them.

Reminds us of Mel Krieger's statement : " The essence of learning is doing. The essence of teaching is inspiration ".

your last paragraph says a lot. The student needs some time alone to put into practice what you have taught. I have found that to be the case when I have tried to learn and refine what my instructor has just taught me. Often, I go out alone and work on it myself. Sometimes what I've been taught pops into my brain as a sort of epiphany ..... from then on I'm cool with it !

One reason this works so well is that the subliminal ongoing stress inherent in the teacher/student relationship is suddenly relieved.

In the past I have been guilty of "over-teaching"..... giving the student so much instruction that much of it is lost and not retained.

That is likely to happen if we load our student with too many things in a short interval.

Lesson to be learned :-

Give just enough for the student to digest. Then let him practice alone. As he does that, he teaches himself. A solid way to learn.

Gordy

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>From Ken Cole :

Morning, Gordy

This may be oversimplified, but I ask the student how THEY THINK they learn the best; ie.. watching, listening, hands-on, etc. I also tell the student to stop me if something doesn't make sense, and I'll find different words or motions that do. This is not to say that the student can perform any particular task immediately, only if the instruction sequence makes sense to him or her. Then I know if a change of approach is needed.

Sometimes, the student doesn't know if something is working or not. Therefor, I must give the student a rest from my input and time to give me output. I'll step away, keep quiet, and watch. The student's self-awareness of his/her performance will tell me a lot. A bit of self criticism tells me we have mutual understanding. Someone going through the motions with a blank stare and a trickle of drool says I'm on the wrong path.

Ken Cole

Texas Fly Fishing Outfitters

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[GH] Ken. Your message speaks to meaningful effective dialogue between you as an instructor and your student.

You have also covered the value of the student having "alone time".

Gordy

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Jim Valle comes in with our closing message for this morning. As many of you know, Jim has hosted the "casting emergency room" and the "casting rendezvous" at the last several International Conclaves. In doing this he is presented with a new and different casting problem every few minutes. No "canned lectures" or rigid formats, there ! :

Gordy and Group,

If there is anything I love about what we as casting instructors do it is the challenge of finding the right approach for the student in front of us. The yellow brick road to that first smile of “I get it” for each student, and they are all different. The solution will come with experience so the real solution is to teach as much as possible. Teach children, they give instant feedback and they have a very low tolerance for “Boring” ( another term for … you ain’t getting through) You will need to be ready with a change-up or slider or better yet something fun. Be loose enough and willing to do something wild and crazy whatever it takes! Kids will teach you for sure! Find a 5 yr old and see if you can teach them to make a cast… You will be get an instant PHD. ( and adults are just bigger kids… you’ll see).

Best advice I can give other than teach more is to relax, a good lesson plan is an essential however a rigid plan can be devastating to the student. I keep my goals in the background (essentials etc) what I want to cover, but more and more I teach by Feeling, I let the student take the lesson where he wants to go with his questions… (they may not come in my preferred order, that’s ok, go with the students flow that’s where their learning is currently focused… usually ends up presenting an opportunity to tie in all my pieces. Once in a while it does end up in a box canyon and that is where I go to the background music… “Ok, here is the next piece…. Introduce something new and eventually the puzzle gets completed. If I can cover my goals while letting my student navigate the lesson I consider that the art form of teaching. My student has learned and I sense accomplishment.

I rarely make a hard and fast judgment as to the type of learner I have in front of me….I do however pay attention to clues, especially form the students response either verbal, facial or in their performance… if you relax, look and listen you will allow yourself to automatically adjust and shift gears…. Experience is what allows you make these automatic adjustments… and you just flow into another approach.

If you are giving a lot of lessons you will get bored presenting the same old program. I did. That is what led me to start experimenting with different approaches and that is when I started getting flexible which gave me the ability to “go with the flow”. Everything changed. I enjoyed the challenge, lessons were more fun for me and every student sensed the excitement and adventure and they started learning more and faster. Like wading a river every step is open to a change of direction but you are still casting in the same river.

Bottom line keep your plan in mind, don’t be afraid to let the student lead the way a bit, you can guide them back to the mainstream if you step back, watch and listen.

I totally agree with the instructors “not having enough education” comment, especially on how to teach, handle different scenarios and personally I like the off the wall stuff that brings students to a “Successful Lesson” through “Feeling the Cast” as a means of “Understanding the Cast”. The good news is that as Federation Instructors you will in the near future have more opportunities to receive this education. Our CICP program is growing and improving, we are working on it! I believe Great Stuff to follow soon!

Hope that helps,

Jim V