based on cooperation between them and you.
4. Keep it fun, connected, simple, and active. Always be fl exible in your plan, but have a good idea about how things are going to be put together in the end.
–Greg Rhodes, PSIA-AASI Team (Cross Country)
1. Exhibit confi dence and caring. 1. Take small steps. 2. Have multiple ways of explaining instructions. 3. Find out what the client wishes to accomplish. 4. Make certain the equipment is appropriate. 5. Assess the client’s athleticism. 6. Use appropriate terrain. 7. Remain supportive. 8. Advance slowly. – Kneale Brownson (Central Division)
CHILDREN
1. Be silly, straight off the bat! If kids feel like they are in an environment that isn’t predicated on perfection, you are on your way to having a two-way line of communication.
2. Speak their language. Find out what words they connect with by asking questions that require more than a yes/no answer. T en use their language to form a dialogue that engages them in the learning – learning that they direct. It’s far easier to use words that connect with a student because they identifi ed a shape or movement than to pluck them out of the fencing after shouting “PIZZA!” at a kid who doesn’t know what that means.
3. Don’t try to fi t a square peg (kid X) into a round hole (parallel turner) if that isn’t what they want/need. Make sure to understand all parties (parent/guardian and child) and their motivations and goals before trying to teach anything.
4. Take the structure of the Teaching Cycle as a guide, not a hard-and-fast format. Meet the child, be silly, speak her language and fi nd out what she wants to get out of your time together. T at’s the hard stuff ; now, go play! – Christian Luening (Northern Intermountain Division)
In order to create a great lesson plan, you fi rst need to know who you are creating the lesson plan for. Don’t dive into teaching right away. Get to know your student. Talk for 5 minutes about anything and everything. T is will help you get a much better feel for personalities and how the student will best receive information. It also helps you to communicate that you have a genuine interest in who the student is, and this starts building trust. T ese 5-10 minutes will have a MASSIVE positive impact on the entire day. – Nick Alfi eri, PSIA-AASI Team (Snowboard)
I establish the fact that I am doing what I love to do: sharing my passion for the outdoors and my love of the mountains. When the average teenager spends less time outdoors than the average incarcerated prisoner I push nature. People don’t care about what they don’t know. In the learning partnership there is skill and there is human connection. While I think I have plenty of knowledge, I think
38 | 32 DEGREES • WINTER 2017 COURTESY OF LIBERTY MOUNTAIN AND
Before diving into a lesson plan, be sure to get to know your student. Talk about anything and everything.
teaching kids requires more empathy than understanding. T ey don’t care how much you know until they know how much you care. – Gary Vasseur (Northwest Division)
1. Skiing is inherently fun, help them discover that. 2. Instead of teaching them to be perfect, teach them to lose their balance and regain it.
3. Let them fi nd their own ski puzzles and solve them together. Step 1: Have a target – know what you want to work on. Step 2: Design games and play. Games should hit the same target all day long, and progressively get harder. Step 3: Point out when the kiddos hit the target so they know what they’ve done, and when they’ve done it. – Ann Schorling, PSIA-AASI Team (Alpine)
Humor is your best friend. When you can make kids laugh, it means they’re having fun. If a child is bored or frustrated, the environment will not promote learning. Taking a warm-up lap is always a good idea. Watch movement closely and determine the weakest and strongest components of the group’s skiing. Start the lesson by working on the weakest component and end the lesson working on the strongest component. – Paul Bodalski (Northern Rocky Mountain Division)
A group beginner lesson will include participants that are diff erent shapes, sizes, ages, abilities, sexes, fears, learning styles, etc. A great ski teacher will possess the fl exibility/skills to adjust lesson content to each individual. T e rate of success with this approach is considerably higher than the ‘one size fi ts all’ method. – George Cretekos (Eastern Division)
Have them talk about their skiing and what they’d like from the lesson. Formulate a preliminary lesson plan in your mind, then watch them ski and modify your lesson plan if you need to. T en collaborate with them: “If it’s okay with you (Note: It will be; you’re the pro!), here’s what I’d like us to focus on, and what I think we can accomplish with it.” T en outline your plan for them. Nobody likes the unknown, but they’ll buy in if they know what’s coming. A great lesson plan is a partnership – and YOU’RE the managing partner. – Gerry Bell (Eastern Division)
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