Ask questions, listen to the answers, and observe all their behaviors, not just the ones involving skiing and riding.
EXTERNAL ROADBLOCKS TO LEARNING
Q Conditions are not well suited to trying something new. Flat light, grabby snow, insane wind.
Q Student is tired, cold, or hungry. Q They got in a car accident/
argument/etc., on the way to the hill.
Q Their kid is in lessons and they’re worried about them.
Q They need to go to the bathroom.
WHOSE PERSPECTIVE? Okay, despite your best efforts, you think your lesson was a flop. Why do you say that? In some cases it may be true, but in other instances, the student might just have a different pace of learning than you expect. Everyone digests new information and skills in their own way. A student who appears to be barely making any progress may still be having the time of his life. Maybe the idea of tipping the ski onto the little toe edge has made sense but just not clicked completely. After lunch and a break, the student may go out on his own and totally nail it. Your frame of reference for what constitutes a successful lesson is based on the cumulative effect of all the lessons you’ve taught. But for the student in front of you right now, all that matters is their frame of reference. Don’t let your expectations for
Even though you might think students aren't progressing as fast as you'd like, they may be having the time of their life. It's the student's perspective that matters, not yours.
success get in the way of your student’s definition of fun and learning. As with everything else in the lesson, it’s the student’s perspective that matters, not yours.
A MUTUAL PROCESS As instructors, we encounter an enormous array of variables in our jobs, and there’s no way to make everything smooth and perfect every time. But dealing with those variables is how you grow. Alongside your students, you learn more
and more with each lesson you teach. You can vary your approach, experiment with new ideas, and look for the root causes of student behavior. All of this will expand your bag of tricks and give you more depth
THERE’S ALWAYS THAT ONE STUDENT….
You know that student who is late to the lesson, doesn’t follow directions, is in the wrong group, and is on outdated gear? All of WKLV PDNHV \RXU OLIH GLɝFXOW ULJKW" 7KH OHVVRQ ZRXOG EH VR PXFK easier without that one student. But consider this from that student’s point of view. Have you ever been the slowest, least experienced, least prepared person in your group? It’s pretty miserable. Have empathy and use your educational prowess to make the situation as fun as possible.
REACH OUT TO THOSE WHO NEED IT MOST: Q Cue in on the particular learning style or class dynamic that works
for the struggling student and coach that way most of the time. Students at the top of the class will likely get it no matter how you approach it, so cater to those who are having a harder time.
Q 3HHUV FDQ H[HUW D SRZHUIXO HffHFW RQ OHDUQLQJ 7KLV FDQ EH a helpful force or a hurtful one. See if you can harness the positive energy of the group to be supportive and enthusiastic
60 | 32 DEGREES • WINTER 2017 for their classmate.
Q Along those lines, some students will learn better from their peers than they will from you. Select another student to lead the way or to do the demo.
Q 3UDLVH HffRUWV UDWKHU WKDQ UHVXOWV %XW EH KRQHVW Ȃ GRQȇW SLOH RQ praise for something you both know isn’t working.
Q Take a moment to relate to the student one-on-one to let them know that you understand what’s going on and that you are keeping a protective eye on them. “I know this is hard, but I’m here for you.” “You’re safe; I won’t leave you behind. “ “You’re making solid progress, and we’ll keep working through this together.”
Q As you probably know from your own training, there is value in the struggle to master a new concept. But keep an eye out for the balance tipping from productive to destructive, where self- HVWHHP DQG FRQfiGHQFH JR RXW WKH ZLQGRZ 'R HYHU\WKLQJ \RX can to prevent things from escalating to that point.
in your movement analysis, instructional style, and ability to relate to people. Let’s face it, anyone can teach the ideal, bright, athletic, motivated students. Te best way to stand out in your job as an instructor is to be able to succeed in tricky situations or to convert a downward-trending lesson into a successful one. At the end of the day, when the locker room storytelling time rolls around again, those are the tales that are the most fun to tell.
Karin Kirk LV D /HYHO ΖΖΖ DOSLQH LQVWUXFWRU VWDff WUDLQHU DQG 5LGJH *XLGH DW 0RQWDQDȇV %ULGJHU %RZO 2ff VKRZ VKH ZRUNV LQ VFLHQFH HGXFDWLRQ DQG FXUULFXOXP GHVLJQ :HEVLWHV karinkirk. com,
Karin@kirkframeworks.com.
KARIN KIRK
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