Teaching methods / The STOP

Walter & Group...

After today, I will be away on a trip for a few days .....   Gordy

 

I asked Lefty if he would send us a brief description on his teaching of fly casting.  You will find his answer in the attachment.  

Lefty has been teaching this way for many years.  It is a form of "direct instruction" given with a minimum of fly casting theory and/or physics.             G.

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From Phil Gay on "direct teaching" and Dusty's message, yesterday :

Gordy,

 

    Dusty couldn't have said it better.  I wrote a loop article entiled "Getting them stream ready" where I detail how I get sttudents up to speed quickly so I can get them on the water which is what they want to be doing.

 

Phil

 

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From Jim Gill :

 

Gordy, I was asked if I would stand in as a "candidate" whilst a student coach was being assessed .... it came home to me that too much information dulls the senses and that my attention diminished rapidly as he proceeded to explain all the mechanics of the cast; appreciating the relationship of rod and line and so on, and so on and so on ....... I got very bored and actually never got to touch the rod at all .... technically he was sound but as a coach needless to say he failed. However, the important lesson for me, that is reflected in these replies, especially when at game and countryside shows where time is of the essence - it has to be simple with a quick result. Where there is a one-to-one then establishing rapport with one's candidate and then teasing out what the requirements and expectations are is the skill of the coach. I like the "building a watch - telling the time" says it all  ........ Regards, Jim.
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Jim ...   I'm for a balance based upon several factors:

 

1. Time constraints.

 

2. The Goal.

 

3.  Assessment of the student's ability to absorb things beyond the bare bones physical instruction.

 

4.  The student's motivation.

 

5.  The teaching situation (Large or small classes or individual instruction, classes of mixed learning types and abilities....etc.)

 

6.  The level already achieved by the student (s).

 

7.  The "type" of student.  (Is he/she a scientific person who needs to know details in order to proceed ?  Or one of Mel Krieger's "poet's"..... or, perhaps a "Zen" person (If it feels good it's ok.)

 

 I think it can be overdone in either direction.

 

Overteaching was once my biggest fault ..... I still have to apply the brakes from time to time and remind myself of something some smart person once said:   "TO OVER ANALYZE IS TO PARALIZE".

 

Gordy

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From Troy Miller....

 

I like the concept of asking the student exactly what they hope to learn in the session – although I admit that I rarely do it.  I will pay more attention to that in the future and hopefully provide only what they need.

 

There’s one point that I will probably respectfully disagree on, and that’s regarding the requirement to “only” show good casts.  Students (especially rank novices) will see all kinds of loops while they practice -- and if we can help them discover what motion results in what loop, they’ll be able to fix their own problems at home much more readily.  It also serves as a great icebreaker, if you make some silly casts that make them laugh.  Each of us has our own presentation style, and mine is ultra-casual.  In my mind, a student who is comfortable and relaxed is able to absorb info much more thoroughly.  JMHO, though.

Regards,
Troy Miller
Baker Oil Tools
281-638-0176 cell

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Troy...   You won't find disagreement on my part.

I've watched Tim Rajeff add ice breaking humor to his instruction by demonstrating some ridiculous moves as he softens up tense students.

The Humor, I think is an important ingrediant.  I learned a lot about that from Lefty.

Gordy

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                                                                                    The STOP

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From Chris Dore...

I personally think the word 'stop' creates a vivid image in the students mind. Imagine how confusing it would be if you told them to "speed up then sharply decelerate the rod". Its all about finding those phrases that connect with the student - switch on those lightbulbs. I havent found anyone who doesnt understand when told to 'stop the rod.'

Chris

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Chris....  Let's be clear.   There is no way I'll cease to use the term STOP when teaching fly casting !   I think I can speak the same for our other authors as well.  This despite the physics involved.

Gordy

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Attachment: Lefty's Thoughts about teaching people to cast.doc
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