Every class has them--the kids with ants in their pants. These kids are usually bright, very engaging, often athletically talented (it's all the muscles they develop because they Never. Stand. Still.).
But in a class situation they are challenging. They seem to get away with alot-- moving around when everyone else is standing and listening. This is extremely appealing, and inevitably, the other children will take their cue from Ms. or Mr. Can't Stand Still, and they'll start wriggling. By the time you catch the first one, two others have escaped. Got them back in line? The first culprit has zipped off again.
For some reason, the parents of these children seem to think that skating is a great thing to do with them, which I tend to disagree with. Especially for kids with actual ADD and ADHD, who often have sensory issues, a skating rink is a sensory nightmare- bright, loud, social, and visually complex. Plus, it's really really easy to move. And move is what these kids want to do, so they do it.
There are lots of tactics you can use with these children. Watch for coaches that use the following techniques; they understand your kid.
Keep the class moving. If you've got one or more child escape artists in your class, never explain anything in more than 10 words. You will lose those children. Their eyes will glaze over, and they'll either just skate off, or make you repeat the instruction, which they will keep missing.
Correct ONE thing. This is just good teaching technique in general, but it works especially well for these kids. They can listen to and execute one instruction (hold your glide for a count of 4). They lose focus at the second one (hold your glide for a count of 4 with your foot behind you), although they might pick it up through watching the other skaters. Instructions 3 and up (hold your glide for a count of 4 with your foot behind you and then push to the other foot and repeat) are lost in the ether of their active brains, which by now have come up with something entirely unrelated, and much more interesting, and which they will suddenly share with you, regardless of its pertinence to the class.
Separate buddies. Like I said, these children are utterly seductive. They seem to be above the rules, they engage that scary adult directly, they're charming and fun. Inevitably, they will find a soul mate in the class. Let them stand together and it's all over. Every time you stop the class, pry them apart.
Do not punish them. These kids are not misbehaving. This is their "normal". Giving them time-outs or sending them off the ice is utterly pointless because they literally do not understand the infraction, so punishing them for it is meaningless.
Phsyically restrain them. WHAT??!!! I don't mean handcuffs, although I confess to having entertained that fantasy every now and again. Ants-in-the-pants kids, all the way along the spectrum from wiggly to ADD to Aspergers, often dislike being touched or restrained. If a child simply will not stay put, call them over, continuing to talk to the rest of the class. Place them in front of you, and lightly place your hands on their shoulders. When they try to wiggle free, tell them you will let go if they stay put and listen, but if they start wriggling again, you will hold on. Threats, umthatistosay engaging the darling child in this way works wonders.
Use them as a demonstrator. Like I said, these kids are often very athletic, or at least fearless. If you spot them doing something well, send them out to do it and show everyone else. (Yes, this is also a bribe. What can I say.) You will have to find a strategy for the "me too's" from everyone else, but it's a great way to get the wigglers on your side.
Other than that, no demonstrations. This means coach can't demonstrate, especially if it means turning her back on the class. Just too much standing around time for these kids. But it also means no one-at-a-time skating for the kids. I hate this anyway, because it just eats up too much time. If you ever spot me doing this in a class other than testing day, you know I've checked out and am just counting the minutes and looking for time wasters. Having 10 kids stand around while 1 kid does a one foot glide is death for Ants in the Pants. You can observe what you need to three at a time if you must, or better yet, have them go back and forth the number of times=to the number of kids in the class. Two birds, one stone--class keeps moving, you get to observe each child.
Let them leave the ice. If they have to tell their mom something, or put their sweater on, or pee, or get a drink, let them do it. These things are all strategies they have developed themselves when they start getting too much input. Make sure you can spot the adult in charge of them, and make them ask permission before they leave, but let them do this. It is part of their own coping mechanism. Plus it gives you five minutes of quiet. (Did I say that?)
I love a class full of gifted, serious skaters committed to excellence in ice skating, who listen and then execute every instruction. Maybe someday I'll get one. In the meantime, I want my class to be as rewarding for the special child as it is for the gifted one.
Thanks to icepact.blogspot.com for inspiring the post.
May 9, 2010
May 8, 2010
So many choices, so little time
Soccer. Skating. Ballet. Hebrew school. Math tutor. Karate. Chinese dance. Tap dance. Jazz dance.
Add your kid's activity to the list. Children today are booked from dawn to dinner and beyond. Every now and then some hardy parental rebel decides "enough!" and takes their kid to the playground, but it doesn't work anymore. No one is there. Everyone else is at soccer, skating, ballet, Hebrew school, et cetera et cetera et cetera.
And every now and then the activities run up against each other. Our spring ice show lost a bunch of kids to a local dance recital this year. One parent suggested that we change the date of our show, because her child did not want to choose between them.
Right.
Come again?
One of the most difficult thing for teachers in our current version of child rearing society is the fact that children are never made to choose. Every answer is yes. But sometimes, you must choose, because the world is not going to rearrange itself around your convenience and desires, much less a child's.
I'm extremely flattered and gratified at a child's disappointment in not being able to skate in a show, or take a second class, or a private lesson. But I understand that sometimes other things take priority. With younger children (I'd say 8 or under), mom and dad can make the choice, and then just present it to the child as a done deal. Don't even let them know there was a choice to be made. If the child says "skating show? WHAT skating show?" just say, we're not doing that, because we're visiting Grandma that weekend! (or whatever). For a child who can backtrack that decision and understand a choice was made, you can make them choose, or tell them you chose for them. Teens? Gotta choose. It's part of growing up.
My point is, not doing the ice show, or the competition, or the dance recital, or going to the birthday party, is a reasonable decision. Parents often make this more fraught than it needs to be. If you're tired of skating in the Freestyle 5 number because you've done it five times, well, just don't do it. Don't gripe about it, don't complain about it. Simply skip the show this one time. In fact, you can still volunteer with a show you don't skate in--help out with the tots, or sell programs, or work in the costume shop.
If you have a conflicting dance recital, or chorus performance, or church pageant, choose the one that is more important, or flip that coin. Literally nothing is at stake in the eventual choice, but the socialization of a child is at stake in the choosing.
Add your kid's activity to the list. Children today are booked from dawn to dinner and beyond. Every now and then some hardy parental rebel decides "enough!" and takes their kid to the playground, but it doesn't work anymore. No one is there. Everyone else is at soccer, skating, ballet, Hebrew school, et cetera et cetera et cetera.
And every now and then the activities run up against each other. Our spring ice show lost a bunch of kids to a local dance recital this year. One parent suggested that we change the date of our show, because her child did not want to choose between them.
Right.
Come again?
One of the most difficult thing for teachers in our current version of child rearing society is the fact that children are never made to choose. Every answer is yes. But sometimes, you must choose, because the world is not going to rearrange itself around your convenience and desires, much less a child's.
I'm extremely flattered and gratified at a child's disappointment in not being able to skate in a show, or take a second class, or a private lesson. But I understand that sometimes other things take priority. With younger children (I'd say 8 or under), mom and dad can make the choice, and then just present it to the child as a done deal. Don't even let them know there was a choice to be made. If the child says "skating show? WHAT skating show?" just say, we're not doing that, because we're visiting Grandma that weekend! (or whatever). For a child who can backtrack that decision and understand a choice was made, you can make them choose, or tell them you chose for them. Teens? Gotta choose. It's part of growing up.
My point is, not doing the ice show, or the competition, or the dance recital, or going to the birthday party, is a reasonable decision. Parents often make this more fraught than it needs to be. If you're tired of skating in the Freestyle 5 number because you've done it five times, well, just don't do it. Don't gripe about it, don't complain about it. Simply skip the show this one time. In fact, you can still volunteer with a show you don't skate in--help out with the tots, or sell programs, or work in the costume shop.
If you have a conflicting dance recital, or chorus performance, or church pageant, choose the one that is more important, or flip that coin. Literally nothing is at stake in the eventual choice, but the socialization of a child is at stake in the choosing.
May 1, 2010
Coaches are people too
I recently ran into a former student and her mother at the store, which is always fun.
Well, almost always.
In this instance, what I got was not "hey Xan, fancy meeting you here!" but an immediate diatribe about how our program could better accommodate this parent's child. I offered brief advice and tried to make my escape, but mom did not want to give in until I agreed with her. Since her idea was unworkable, for reasons too complex to get into while I was trying to shop, I refused to give in and repeated my advice with a smile while backing slowly away.
Whew!
Like I said, it's usually fun to run into students off-campus, as it were. Especially with the once-a-weekers I often don't recognize them, because they look so different without skates (shorter), hats (who knew she was a blonde?), and coats (heavens, she's not fat, she's bundled!). So I have my all-purpose "hey buddy! howeryadoin!" (what the heck is this child's name?) and we have a big smile and sometimes a hug.
The tweens usually look a little sheepish, wondering what greeting a teacher will do for their street cred. The former students give a baffled, do I know you? greet and move on.
Coaches have lives, just like you do. We shop, and we go to the library. We take our kids to school and attend political protests, or church, or book club. We have no problem making skating acquaintances a part of that larger life; what we don't want is for your personal skating issues to intrude on that life at inappropriate times. Talk to me in the rink, send me an email, invite me to coffee.
Don't demand that I fix the problems of the skating world when I'm trying to pick up milk.
Well, almost always.
In this instance, what I got was not "hey Xan, fancy meeting you here!" but an immediate diatribe about how our program could better accommodate this parent's child. I offered brief advice and tried to make my escape, but mom did not want to give in until I agreed with her. Since her idea was unworkable, for reasons too complex to get into while I was trying to shop, I refused to give in and repeated my advice with a smile while backing slowly away.
Whew!
Like I said, it's usually fun to run into students off-campus, as it were. Especially with the once-a-weekers I often don't recognize them, because they look so different without skates (shorter), hats (who knew she was a blonde?), and coats (heavens, she's not fat, she's bundled!). So I have my all-purpose "hey buddy! howeryadoin!" (what the heck is this child's name?) and we have a big smile and sometimes a hug.
The tweens usually look a little sheepish, wondering what greeting a teacher will do for their street cred. The former students give a baffled, do I know you? greet and move on.
Coaches have lives, just like you do. We shop, and we go to the library. We take our kids to school and attend political protests, or church, or book club. We have no problem making skating acquaintances a part of that larger life; what we don't want is for your personal skating issues to intrude on that life at inappropriate times. Talk to me in the rink, send me an email, invite me to coffee.
Don't demand that I fix the problems of the skating world when I'm trying to pick up milk.
Apr 28, 2010
A free style curriculum
By popular request, I'll be posting my lesson plans for Gamma through Freestyle levels over the next several weeks. You'll find prior posts on tots, Alpha, Beta and Figures; look under "curriculum" in the tag cloud.
Most free style levels, not just Freestyle 3, can use the following lesson plan, simply with the jumps/spins substituted per level. Freestyle curricula in both ISI and USFS Free Skate generally have one to three jumps, turns both in isolation and within footwork, a spin, and one or more gliding maneuvers. USFS adds in jump sequences and combinations as a testable skill, as well as the Pre-preliminary Moves test patterns.
This is my lesson plan for Freestyle 3 (USFS Freeskate 3)
Warm up: It's a good idea in freestyle classes to start using a standard warm up, or a couple of different standard warm ups, to start giving kids an idea of what they should be doing for warm up on their own. At my current rink, where freestyle classes are a full hour, we often run the warm up for 20 or even 30 minutes, with a serious emphasis on power, pattern, and covering the ice. Generally we do 5 minutes of stroking and alternating back crossovers, then "5 circle pattern" forward and backward crossovers, waltz 3s, forward and backward edges, edge pulls, power 3s, bunny hops, spiral and lunge, left and right. Warm up is mixed levels and full ice. Parents often don't like the long warm up, but I have found that it really helps kids develop not only power, but also confidence. For a USFS program, the warm up should include the Pre-pre moves patterns on full ice.
Week one: After warm up, review waltz jump, half lutz (ISI), toe loop (USFS), ballet jump (ISI) or mazurka (USFS), moving forward 3 turns (especially inside), and one-foot spin (not scratch spin). If there are problems or inadequacies with these skills, freestyle 3 becomes challenging. I like to introduce the toe loop from a standing position, and then from a forward inside 3-turn in the first week. Also using that forward inside 3-turn, I'll start working on edge and body alignment for the back spin (which in FS 3 is used in the change foot spin). We'll do spin drills like spinning without pulling in, and backwards glides lightly dragging the toe.
Week two: Warm up waltz jumps, review toe loop and one foot spin; introduce salchow, introduce forward outside mohawk. If the class is small and/or sharp, you can start introducing a scratch spin in this lesson as well. Work on the first two parts of the change foot spin-- one foot spin 4 rotations, and a change to other foot back spin just one full rotation without losing the check. I never let my students add rotations to the back spin until they have one solid back spin on the proper edge; if you encourage multiple rotation too soon, they just drop to the inside edge. I know that ISI now says that the change foot doesn't have to change to a proper back spin, really, what's the point of teaching this wrong.
Week three: Forward and backward spirals should be added to the warm up in this week; work on improving waltz jumps, introduce waltz jump combos: with ballet jump and wj/toe loop, emphasizing proper toe pick entry and upper body movement, start working on toe loop from stroking and inside 3 turn. Review salchows, review & drill one foot spins including strong entry edge, intro 3 leg of spin, the return to the forward spin. Still just looking for 4-1-3 rotations foot to foot to foot. Drill outside forward mohawks left and right. If time, intro waltz 8 pattern.
Week four: Introduce jump combo; if it's a USFS program, this is prescribed, otherwise set one up, or let the skaters figure out 2, 3, and 4 jump combos or sequences on their own utilizing all jumps starting with bunny hop. If there are parts of the testable skills that have not yet been touched on, introduce them here. In week 4, the coach should be aware which students are in this level for the first time, and which are repeating and how many times they have repeated. The coach needs to decide if any student should move up mid-session. (I don't encourage this, but sometimes it's okay; now is the time to figure this out.) The coach will need to juggle week four to give each student help with his or her weakest elements, in preparation for:
Week five, mid session evaluation: review and evaluate jumps and spins; if other skills are testable do these as well. Remember that the mid-term evaluation has two purposes: to let you as the teacher know where the students or your lesson plan have been weak, and therefore where the focus should be for the remaining time, and as an encouragement to the students. Never give a mid term without some positive marks. Be prepared to justify your marks to all the freaked out parents.
Week six: Review progress report, focusing on both class-wide and individual weaknesses; teach a full rink jump entry pattern for each jump in the level, review all moves and footwork patterns; major effort on back spin part of change foot, trying to reach 3 full rotations on proper edge.
Week seven: review all, correcting common errors. Common errors in FS 3 are over rotation on jump entries, wrong toe pick placement on toe loop, salchow free leg, checking landings on combo, losing the check on back spin (forcing an inside edge), underrotation on back spin, wrong edges or steps on footwork, spiral not held long enough, etc.). For USFS programs, all moves patterns should be run at test standard on full ice if you can get it.
Week eight: review all for testing following week. Try to fit every skill in, but if there isn't time make sure to get all jumps and spins, and any new turns that are part of footwork (e.g. the outside mohawk). It's also a good idea to try out moves that indicate readiness for the next level. At freestyle three, you'd want to see kids able to do backward shoot the duck (for sit spin), at least one back outside three (these can be taught in a single session), two foot loop jump.
Week nine: Test week in most rinks. This is not an encouragement test. This is the real deal for class purposes. The skater should show easy, confident ability at every maneuver. ISI has rather specific breakdown of marks. I'm not sure what their language is, but I break it down like this: 0= did not try; 1=tried, but hopeless; 2=tried, can't do; 3=good understanding of maneuver but not at passing standard; 4 (F)= almost there; 5 (D)=passing standard; 6 (C)=very good, above passing standard; 7 (B)=excellent; 8 (A)=superior; 9 (A+)=pro; 10= perfect. No one gets a 10. I've given out 2 nines in 11 years of teaching. I once had a teacher give me a "1." This is just mean. ISI lets you pass with what I consider a "D," i.e. a 5, but I tell my kids I want them passing with 6s and 7s. When I do a test, I watch for kids who will be able to succeed at new skills on the first day of the next level. At most rinks class level and competition level will be different, with the skater competing one to two levels lower than their most recently passed class.
Week ten: You can have a "Game Day" in freestyle classes, tailored for the greater range of skating skills, age range, and ability of the class. I like to introduce a skill from the next level, or even from two levels up, as well as things like jump and spin games-- most waltz jumps in a row, longest jump combo or sequence, biggest jump; most rotations, best feature. You can also have the skaters put together 20-second programs. This is enough time to do one jump, one spin and one gliding maneuver with transitions.
Skaters who are not taking private lessons should expect to take every freestyle level twice or even three times. This moves you up 1 to 2 levels per year. If you start freestyle classes at the age of 10 this gets you to Freestyle 8/Intermediate (all double jumps) by sophomore year of high school. It's a very rare rink that has enough freestyle skaters still in levels classes beyond FS 8. Please remember that it's not a race, and there are no prizes for being the youngest freestyle skater in the program. If you want to move through faster, take private lessons and practice properly; however, I still firmly believe in taking the classes one at a time, and in their full 10-week span. At the very least, it's a really cheap way to get a second or third lesson per week.
Most free style levels, not just Freestyle 3, can use the following lesson plan, simply with the jumps/spins substituted per level. Freestyle curricula in both ISI and USFS Free Skate generally have one to three jumps, turns both in isolation and within footwork, a spin, and one or more gliding maneuvers. USFS adds in jump sequences and combinations as a testable skill, as well as the Pre-preliminary Moves test patterns.
This is my lesson plan for Freestyle 3 (USFS Freeskate 3)
Warm up: It's a good idea in freestyle classes to start using a standard warm up, or a couple of different standard warm ups, to start giving kids an idea of what they should be doing for warm up on their own. At my current rink, where freestyle classes are a full hour, we often run the warm up for 20 or even 30 minutes, with a serious emphasis on power, pattern, and covering the ice. Generally we do 5 minutes of stroking and alternating back crossovers, then "5 circle pattern" forward and backward crossovers, waltz 3s, forward and backward edges, edge pulls, power 3s, bunny hops, spiral and lunge, left and right. Warm up is mixed levels and full ice. Parents often don't like the long warm up, but I have found that it really helps kids develop not only power, but also confidence. For a USFS program, the warm up should include the Pre-pre moves patterns on full ice.
Week one: After warm up, review waltz jump, half lutz (ISI), toe loop (USFS), ballet jump (ISI) or mazurka (USFS), moving forward 3 turns (especially inside), and one-foot spin (not scratch spin). If there are problems or inadequacies with these skills, freestyle 3 becomes challenging. I like to introduce the toe loop from a standing position, and then from a forward inside 3-turn in the first week. Also using that forward inside 3-turn, I'll start working on edge and body alignment for the back spin (which in FS 3 is used in the change foot spin). We'll do spin drills like spinning without pulling in, and backwards glides lightly dragging the toe.
Week two: Warm up waltz jumps, review toe loop and one foot spin; introduce salchow, introduce forward outside mohawk. If the class is small and/or sharp, you can start introducing a scratch spin in this lesson as well. Work on the first two parts of the change foot spin-- one foot spin 4 rotations, and a change to other foot back spin just one full rotation without losing the check. I never let my students add rotations to the back spin until they have one solid back spin on the proper edge; if you encourage multiple rotation too soon, they just drop to the inside edge. I know that ISI now says that the change foot doesn't have to change to a proper back spin, really, what's the point of teaching this wrong.
Week three: Forward and backward spirals should be added to the warm up in this week; work on improving waltz jumps, introduce waltz jump combos: with ballet jump and wj/toe loop, emphasizing proper toe pick entry and upper body movement, start working on toe loop from stroking and inside 3 turn. Review salchows, review & drill one foot spins including strong entry edge, intro 3 leg of spin, the return to the forward spin. Still just looking for 4-1-3 rotations foot to foot to foot. Drill outside forward mohawks left and right. If time, intro waltz 8 pattern.
Week four: Introduce jump combo; if it's a USFS program, this is prescribed, otherwise set one up, or let the skaters figure out 2, 3, and 4 jump combos or sequences on their own utilizing all jumps starting with bunny hop. If there are parts of the testable skills that have not yet been touched on, introduce them here. In week 4, the coach should be aware which students are in this level for the first time, and which are repeating and how many times they have repeated. The coach needs to decide if any student should move up mid-session. (I don't encourage this, but sometimes it's okay; now is the time to figure this out.) The coach will need to juggle week four to give each student help with his or her weakest elements, in preparation for:
Week five, mid session evaluation: review and evaluate jumps and spins; if other skills are testable do these as well. Remember that the mid-term evaluation has two purposes: to let you as the teacher know where the students or your lesson plan have been weak, and therefore where the focus should be for the remaining time, and as an encouragement to the students. Never give a mid term without some positive marks. Be prepared to justify your marks to all the freaked out parents.
Week six: Review progress report, focusing on both class-wide and individual weaknesses; teach a full rink jump entry pattern for each jump in the level, review all moves and footwork patterns; major effort on back spin part of change foot, trying to reach 3 full rotations on proper edge.
Week seven: review all, correcting common errors. Common errors in FS 3 are over rotation on jump entries, wrong toe pick placement on toe loop, salchow free leg, checking landings on combo, losing the check on back spin (forcing an inside edge), underrotation on back spin, wrong edges or steps on footwork, spiral not held long enough, etc.). For USFS programs, all moves patterns should be run at test standard on full ice if you can get it.
Week eight: review all for testing following week. Try to fit every skill in, but if there isn't time make sure to get all jumps and spins, and any new turns that are part of footwork (e.g. the outside mohawk). It's also a good idea to try out moves that indicate readiness for the next level. At freestyle three, you'd want to see kids able to do backward shoot the duck (for sit spin), at least one back outside three (these can be taught in a single session), two foot loop jump.
Week nine: Test week in most rinks. This is not an encouragement test. This is the real deal for class purposes. The skater should show easy, confident ability at every maneuver. ISI has rather specific breakdown of marks. I'm not sure what their language is, but I break it down like this: 0= did not try; 1=tried, but hopeless; 2=tried, can't do; 3=good understanding of maneuver but not at passing standard; 4 (F)= almost there; 5 (D)=passing standard; 6 (C)=very good, above passing standard; 7 (B)=excellent; 8 (A)=superior; 9 (A+)=pro; 10= perfect. No one gets a 10. I've given out 2 nines in 11 years of teaching. I once had a teacher give me a "1." This is just mean. ISI lets you pass with what I consider a "D," i.e. a 5, but I tell my kids I want them passing with 6s and 7s. When I do a test, I watch for kids who will be able to succeed at new skills on the first day of the next level. At most rinks class level and competition level will be different, with the skater competing one to two levels lower than their most recently passed class.
Week ten: You can have a "Game Day" in freestyle classes, tailored for the greater range of skating skills, age range, and ability of the class. I like to introduce a skill from the next level, or even from two levels up, as well as things like jump and spin games-- most waltz jumps in a row, longest jump combo or sequence, biggest jump; most rotations, best feature. You can also have the skaters put together 20-second programs. This is enough time to do one jump, one spin and one gliding maneuver with transitions.
Skaters who are not taking private lessons should expect to take every freestyle level twice or even three times. This moves you up 1 to 2 levels per year. If you start freestyle classes at the age of 10 this gets you to Freestyle 8/Intermediate (all double jumps) by sophomore year of high school. It's a very rare rink that has enough freestyle skaters still in levels classes beyond FS 8. Please remember that it's not a race, and there are no prizes for being the youngest freestyle skater in the program. If you want to move through faster, take private lessons and practice properly; however, I still firmly believe in taking the classes one at a time, and in their full 10-week span. At the very least, it's a really cheap way to get a second or third lesson per week.
Teaching mistakes I made this week
What I did: Gossiped with the other teacher during warm-up, to the extent that we forgot to actually run the warm up.
Why I did it: Human foibles? Seriously, this is one of the easiest traps for coaches to fall into. The kids are having a good time, they'd rather just be skating around half the time anyway. (In this case they were playing tag and having a blast.) Coaching is an extremely autonomous job--at many rinks you can go for days without any interaction from a boss, and in my experience they tend to ignore warm up altogether. So you can get away with a lot out there. It's very easy to bellyache during warm up-- no one can hear you except the coach you're talking to, and she or he is usually sympathetic because they've got the same issue.
What I should have done: Save the bellyaching for your own time. The kids have a right to the coach's attention. Five minutes of free skating before a formal warm up or class is it; use the time for a couple of gripes or exchanges with your fellow coaches and then get on with it.
What I did: Lost my patience with a child and sent her off the ice.
Why I did it: She just wouldn't listen. I tried repeated warnings, I tried on-ice time outs, I tried threats (stand still or I'll send you off the ice).
What I should have done: Examined my own teaching approach with this class and this child. If there's a child who can't stand still, then she needs to be given something to do. Keep a class like this moving. There is only bad coaching; there are no "bad" children.
What I did: Talked too much about technique, making the kids stand around.
Why I did it: I talk a lot. I am an ubergeek when it comes to skating. I just know a lot about the how's and why's. I get caught up in it.
What I should have done: I know what things tend to require wordy explanations. I need to learn, and even practice off-ice, bullet-pointing those things. Say it, demonstrate it, then have the kids do it.
What I did: Pulled a child from another coach's class to talk to her about her ill-fitting skates.
Why I did it: I have something of a relationship with this child-- she has been in many of my classes, and her brother is also my student. She was having a terrible time with her ankles, so I thought her skates needed tightening (they didn't, the skates themselves are way too big).
What I should have done: So many options here. Watch to see if the coach said something to her or checked her skates. Waited until after class to talk to her. Ask the coach if he had noticed anything and talked to her.
What I did: Forgot about a regular private lesson.
Why I did it: Got caught up in a family activity.
What I should have done: Check my calendar, for pity's sake, every day! Then offer the student a make up lesson at no cost.
Teaching is a dynamic profession. You're never done learning how to do it, and to be effective you have to be aware of your own mistakes and learn from them. In a repetitive atmosphere like coaching, where you rewind to start every ten weeks (Alpha class done? Let's start over with Alpha class) constant reevaluation of your own skills and approaches helps to keep it fresh and interesting for you and everyone in your class.
Well, week's not over. I'll keep updating and share the rest of this week's screw ups. In the meantime, what suspicious coaching have you observed?
Why I did it: Human foibles? Seriously, this is one of the easiest traps for coaches to fall into. The kids are having a good time, they'd rather just be skating around half the time anyway. (In this case they were playing tag and having a blast.) Coaching is an extremely autonomous job--at many rinks you can go for days without any interaction from a boss, and in my experience they tend to ignore warm up altogether. So you can get away with a lot out there. It's very easy to bellyache during warm up-- no one can hear you except the coach you're talking to, and she or he is usually sympathetic because they've got the same issue.
What I should have done: Save the bellyaching for your own time. The kids have a right to the coach's attention. Five minutes of free skating before a formal warm up or class is it; use the time for a couple of gripes or exchanges with your fellow coaches and then get on with it.
What I did: Lost my patience with a child and sent her off the ice.
Why I did it: She just wouldn't listen. I tried repeated warnings, I tried on-ice time outs, I tried threats (stand still or I'll send you off the ice).
What I should have done: Examined my own teaching approach with this class and this child. If there's a child who can't stand still, then she needs to be given something to do. Keep a class like this moving. There is only bad coaching; there are no "bad" children.
What I did: Talked too much about technique, making the kids stand around.
Why I did it: I talk a lot. I am an ubergeek when it comes to skating. I just know a lot about the how's and why's. I get caught up in it.
What I should have done: I know what things tend to require wordy explanations. I need to learn, and even practice off-ice, bullet-pointing those things. Say it, demonstrate it, then have the kids do it.
What I did: Pulled a child from another coach's class to talk to her about her ill-fitting skates.
Why I did it: I have something of a relationship with this child-- she has been in many of my classes, and her brother is also my student. She was having a terrible time with her ankles, so I thought her skates needed tightening (they didn't, the skates themselves are way too big).
What I should have done: So many options here. Watch to see if the coach said something to her or checked her skates. Waited until after class to talk to her. Ask the coach if he had noticed anything and talked to her.
What I did: Forgot about a regular private lesson.
Why I did it: Got caught up in a family activity.
What I should have done: Check my calendar, for pity's sake, every day! Then offer the student a make up lesson at no cost.
Teaching is a dynamic profession. You're never done learning how to do it, and to be effective you have to be aware of your own mistakes and learn from them. In a repetitive atmosphere like coaching, where you rewind to start every ten weeks (Alpha class done? Let's start over with Alpha class) constant reevaluation of your own skills and approaches helps to keep it fresh and interesting for you and everyone in your class.
Well, week's not over. I'll keep updating and share the rest of this week's screw ups. In the meantime, what suspicious coaching have you observed?
Apr 25, 2010
That is never going to come together
Ever watch the first day of the ice show rehearsal? What a mess. I always lose my voice because those kids are Never Going To Pay Attention.
But by the third or fourth rehearsal it really starts to come together. We're lucky at my current rink, because we get six 30-minute rehearsals with the ice to ourselves, plus a run-through, plus a tech/dress rehearsal. But even at my former rink-- with three and four groups sharing the ice for a rehearsal, only 3 weeks, no run-through, and two casts, it followed pretty much the same pattern-- chaos giving way to a really good time.
Here's how choreographing the ice show tends to work.
Once the music has been assigned, the pro or pro's in charge of each group number listen to the music and map out a basic pattern. Some coaches do this on the fly at the first rehearsal, some do it in advance. I love seeing people's different notational systems; since there isn't a set system it's like reading heiroglyphics. First rehearsal for some reason NEVER has all the kids there. I've had first rehearsals with fewer than half the participants. So you sketch it out, see how it fits the music, then clean it up as the rehearsals progress and parents remember to start bringing the kids. sigh.
Here's a good sign-- if the kids run over the music by 10 to 20 seconds at the first rehearsal, it's going to work out with very little additional choreography. This is because as inexperienced skaters get comfortable with a pattern, they will skate faster, and will also tend to jump cues and shrink the pattern. So choreography that's too long for the music at the first rehearsal with tighten up and fit. Choreo that's on time or, worse, short, will need to be expanded.
There's a LOT of yelling in rehearsal. The kids have more ice, and know that it's just for fun (I agree) so they're a little less disciplined than in class. There's also not that much time in each rehearsal, so the coaches tend to yell a lot. Sorry.
You will usually start to see it come to together in the third rehearsal. If it really starts to come together you can add dance steps and other fun accents. I don't start to worry until the last rehearsal. If it's still not coming together there, you're in trouble. But I've seen numbers get fixed at the run-through and even at the dress rehearsal. I always remind the kids not to let on if there's a mess up, because the people in the stands won't know unless you signal it. After all, they don't know the choreography!
Oddly, it's the higher level numbers that seem to have the most problems. Even though the choreo is going to be more complex, I somehow expect the older and more experienced skaters to pull it together sooner, but this is not usually the case. It's the little guys that seem to rock the choreography.
Here's my advice to parents-- don't watch the rehearsals. Let it all be a surprise, with the lights and the soloist and the music at the actual show. Let your child have her mess-up with her team; she's entitled to do the hard work without having to share the mess ups with you. You'll find it's really enjoyable when all you're seeing is the end result.
But by the third or fourth rehearsal it really starts to come together. We're lucky at my current rink, because we get six 30-minute rehearsals with the ice to ourselves, plus a run-through, plus a tech/dress rehearsal. But even at my former rink-- with three and four groups sharing the ice for a rehearsal, only 3 weeks, no run-through, and two casts, it followed pretty much the same pattern-- chaos giving way to a really good time.
Here's how choreographing the ice show tends to work.
Once the music has been assigned, the pro or pro's in charge of each group number listen to the music and map out a basic pattern. Some coaches do this on the fly at the first rehearsal, some do it in advance. I love seeing people's different notational systems; since there isn't a set system it's like reading heiroglyphics. First rehearsal for some reason NEVER has all the kids there. I've had first rehearsals with fewer than half the participants. So you sketch it out, see how it fits the music, then clean it up as the rehearsals progress and parents remember to start bringing the kids. sigh.
Here's a good sign-- if the kids run over the music by 10 to 20 seconds at the first rehearsal, it's going to work out with very little additional choreography. This is because as inexperienced skaters get comfortable with a pattern, they will skate faster, and will also tend to jump cues and shrink the pattern. So choreography that's too long for the music at the first rehearsal with tighten up and fit. Choreo that's on time or, worse, short, will need to be expanded.
There's a LOT of yelling in rehearsal. The kids have more ice, and know that it's just for fun (I agree) so they're a little less disciplined than in class. There's also not that much time in each rehearsal, so the coaches tend to yell a lot. Sorry.
You will usually start to see it come to together in the third rehearsal. If it really starts to come together you can add dance steps and other fun accents. I don't start to worry until the last rehearsal. If it's still not coming together there, you're in trouble. But I've seen numbers get fixed at the run-through and even at the dress rehearsal. I always remind the kids not to let on if there's a mess up, because the people in the stands won't know unless you signal it. After all, they don't know the choreography!
Oddly, it's the higher level numbers that seem to have the most problems. Even though the choreo is going to be more complex, I somehow expect the older and more experienced skaters to pull it together sooner, but this is not usually the case. It's the little guys that seem to rock the choreography.
Here's my advice to parents-- don't watch the rehearsals. Let it all be a surprise, with the lights and the soloist and the music at the actual show. Let your child have her mess-up with her team; she's entitled to do the hard work without having to share the mess ups with you. You'll find it's really enjoyable when all you're seeing is the end result.
Apr 21, 2010
B is for Backwards
I've always liked the confluence of B-Beta-Backwards. Just my obsessive compulsive tendencies kicking in I suppose.
Beta is my favorite level to teach. For one thing, I think I'm really good at it. It also tends to hit at right about the ages of 7-9 when kids are old enough to carry on intelligent conversation, but still too young to have figured out what idiots most adults are. Plus, not one of them ever believes that backward crossovers are actually possible, so it's fun when they get it. (Don't get me started on adults and backwards crossovers. That's a whole alternate universe right there.)
One of the first things I did when I started teaching was to work out a weekly lesson plan for every level through Freestyle 3. This really helped when I was an inexperienced teacher, because it kept me on track and gave me a prop around which to organize my lessons. I worked in drilling and games, to keep the kids interested. Here's the Beta lesson plan (in practice, it varies from this considerably depending on the class):
Week one
Review forward crossovers with 25 fwd XO each direction; Straight line backward swizzles with glide; straight line forward and backward pumps, L & R, straight line pumps alternating (slalom); introduce back 1-ft glide from slalom and on circle
Week two
Review forward crossovers with 25 fwd XO each direction; review back slaloms with one-foot lift/glide, introduce stroking concept (foot held forward); back pumps & I/O edges on circle; start cross if class is ready. (You're ready for the cross if you can hold the one-foot back glide, foot in front for 2wce your body height, on a curve.)
This is the basic drill portion for backward crossovers, and I always go back to this lesson when kids are having trouble-- pumps and one foot glides on the circle.
Week three
Review forward crossovers with 25 fwd XO each direction; back stroking review & refine; back pumps with 1-foot glide on circle; start crosses (most of class time). Reward skill.
Week three is the money week. To get at least some of the kids solid in Beta by Week 10, you have to start the crossovers by week three. A kid who isn't at least stumbling through them at this point is going to repeat beta without divine intervention. Don't tell anyone I told you. Most of the lesson will be going round and round and round in circles just throwing out terrible crossovers. I never try to get kids to bend, pump, or stay off their toe picks at this stage. I just want crossovers and continual backwards movement. Introduce t-stops.
Usually, because this is hard and boring, I'll throw in something fun, the "reward skill" for the last 5 minutes. Kids love learning shoot-the-duck, spirals, spins, and synchro moves at this level.
Week four
Review. Week five is often a mid-session evaluation, so in week four you want to review everything in Beta, let the kids know where they should be for the evaluation, and encourage them to come on their own and practice. I wish rinks would hand out discount or free coupons for public skating the week before evaluation, but they never do this.
Week five
Evaluation week. For mid-term evaluation, a coach with sense will always pass something and never pass everything, especially if it's the skater's first time through the level. Only the rare exceptional skater can step into the next level 5 weeks in and not be utterly lost, and only the rare exceptional skater can't spend an extra 5 weeks getting better at the level they're at. I think it is lazy and irresponsible of coaches to pass kids up halfway through a session; I almost never do it. If you're a skater that I passed halfway through, pat yourself on the back. You were really really good.
Also, coaches? Please never give a child only "needs improvement" marks. It's not going to kill you to make a little white lie and tell them they are good at ONE thing. I've seen more skaters quit at mid-term because the coach decided to be brutally honest. Really, what's the point? If worse comes to worse, I'll write "Alpha review exceptional!" on a struggling skater's evaluation form. By extension, don't pass everything, because it confuses the kid and their parent. They think they should now get to move up, and it isn't true. You can't drop a kid into the next level when they've missed the first five classes (unless you're using this as a marketing tactic-- "oh have him take a few lessons with me, I'll help him catch up").
One of the things I like to emphasize at midterm is that the test is not about how well the skater is doing, more it lets me know what the class, and I, need to work on as we move toward real evaluation week in a month.
Week six
Week six is a work week. First, review forward crossovers: start with 25 fwd XO each direction...
Okay, wait. What's with all the forward crossovers? I thought this was Beta?
Every skill a skater learns, right up through quad jumps, doesn't stop improving once you've "learned" it. Kids barely understand this, and it drives their parents crazy. But especially because class skaters seldom practice, it takes a lot of drilling to remind them to do prior-learned skills properly. I try to sweeten the pot by telling kids we're now working on "freestyle" crossovers, with improved rhythm, power, and body alignment.
After their 25 forward crossovers, we start just putting mileage on the backwards ones, starting with 25 bwd XO each direction. I watch for common and specific weaknesses (generally toe-pick dragging, and opening up the hip so that they face the circle when they cross) plus I'll introduce moving two foot turns & step forward, which they'll need on the first day of Gamma. Review stroking and t-stops.
Week seven
Here we go again: start with 25 fwd XO each direction, then 25 bwd XO each direction. Work on noted weaknesses, two foot turns & step forward; Review stroking and t-stops. Introduce freestyle skills such as spins, waltz jump, pivot for fun.
Because they've been working really hard and they deserve a reward.
Week eight
Another serious review week, because next week is The Test.
Week nine
Evaluation week! Expect tears, because some silly mother has told her kid that she's going to pass without consulting the coach first. (That's me crying; the kids are usually fine.) Review standards, practice the move, observe a demonstration, and then have them skate one at a time, attempting to keep all the ones not skating from getting bored and killing each other. Pry the adults who are ready out of Beta with a crowbar.
So what should proper Beta/Basic 5 backwards crossovers look like? Skater should be able to do 6 backward crossovers in a row with no extraneous pumps or wiggles in between. Skater should have a clear understanding of the first pump, with proper push and knee bend, and be able to cross fully either by lifting (ISI) or cut back (USFS Basic Skills) with a clear understanding of proper edges and weight shift, and strong arm position. Backward stroking should be smooth and continuous, and at least one T-stop should be mastered; a clear understanding of proper edge should be demonstrated on the "hard" side.
Because many rinks don't split Beta into Beta 1 and Beta 2, absolutely no toe pick dragging is allowed to pass, or you'll never get rid of it. Students should expect to go through Beta twice. I always call my second-timers "Beta 2" just to make them feel better, even though it's not a real level.
I also feel strongly that someone entering Gamma should understand moving rotation and be able to do a two footed turn from a glide both clockwise and counterclockwise. This is part of the Basic Skills, but not of the ISI curriculum at this level.
Week ten
Every damned rink in America calls this Game Day. I hate Game Day. I hate it with a passion. Please please please no more relay races on the ice. Or maybe ONE. They are boring, pointless, and leave out the kids who are intimidated by speed.
Here's some better things to do with Game Day.
Beta is my favorite level to teach. For one thing, I think I'm really good at it. It also tends to hit at right about the ages of 7-9 when kids are old enough to carry on intelligent conversation, but still too young to have figured out what idiots most adults are. Plus, not one of them ever believes that backward crossovers are actually possible, so it's fun when they get it. (Don't get me started on adults and backwards crossovers. That's a whole alternate universe right there.)
One of the first things I did when I started teaching was to work out a weekly lesson plan for every level through Freestyle 3. This really helped when I was an inexperienced teacher, because it kept me on track and gave me a prop around which to organize my lessons. I worked in drilling and games, to keep the kids interested. Here's the Beta lesson plan (in practice, it varies from this considerably depending on the class):
Week one
Review forward crossovers with 25 fwd XO each direction; Straight line backward swizzles with glide; straight line forward and backward pumps, L & R, straight line pumps alternating (slalom); introduce back 1-ft glide from slalom and on circle
Week two
Review forward crossovers with 25 fwd XO each direction; review back slaloms with one-foot lift/glide, introduce stroking concept (foot held forward); back pumps & I/O edges on circle; start cross if class is ready. (You're ready for the cross if you can hold the one-foot back glide, foot in front for 2wce your body height, on a curve.)
This is the basic drill portion for backward crossovers, and I always go back to this lesson when kids are having trouble-- pumps and one foot glides on the circle.
Week three
Review forward crossovers with 25 fwd XO each direction; back stroking review & refine; back pumps with 1-foot glide on circle; start crosses (most of class time). Reward skill.
Week three is the money week. To get at least some of the kids solid in Beta by Week 10, you have to start the crossovers by week three. A kid who isn't at least stumbling through them at this point is going to repeat beta without divine intervention. Don't tell anyone I told you. Most of the lesson will be going round and round and round in circles just throwing out terrible crossovers. I never try to get kids to bend, pump, or stay off their toe picks at this stage. I just want crossovers and continual backwards movement. Introduce t-stops.
Usually, because this is hard and boring, I'll throw in something fun, the "reward skill" for the last 5 minutes. Kids love learning shoot-the-duck, spirals, spins, and synchro moves at this level.
Week four
Review. Week five is often a mid-session evaluation, so in week four you want to review everything in Beta, let the kids know where they should be for the evaluation, and encourage them to come on their own and practice. I wish rinks would hand out discount or free coupons for public skating the week before evaluation, but they never do this.
Week five
Evaluation week. For mid-term evaluation, a coach with sense will always pass something and never pass everything, especially if it's the skater's first time through the level. Only the rare exceptional skater can step into the next level 5 weeks in and not be utterly lost, and only the rare exceptional skater can't spend an extra 5 weeks getting better at the level they're at. I think it is lazy and irresponsible of coaches to pass kids up halfway through a session; I almost never do it. If you're a skater that I passed halfway through, pat yourself on the back. You were really really good.
Also, coaches? Please never give a child only "needs improvement" marks. It's not going to kill you to make a little white lie and tell them they are good at ONE thing. I've seen more skaters quit at mid-term because the coach decided to be brutally honest. Really, what's the point? If worse comes to worse, I'll write "Alpha review exceptional!" on a struggling skater's evaluation form. By extension, don't pass everything, because it confuses the kid and their parent. They think they should now get to move up, and it isn't true. You can't drop a kid into the next level when they've missed the first five classes (unless you're using this as a marketing tactic-- "oh have him take a few lessons with me, I'll help him catch up").
One of the things I like to emphasize at midterm is that the test is not about how well the skater is doing, more it lets me know what the class, and I, need to work on as we move toward real evaluation week in a month.
Week six
Week six is a work week. First, review forward crossovers: start with 25 fwd XO each direction...
Okay, wait. What's with all the forward crossovers? I thought this was Beta?
Every skill a skater learns, right up through quad jumps, doesn't stop improving once you've "learned" it. Kids barely understand this, and it drives their parents crazy. But especially because class skaters seldom practice, it takes a lot of drilling to remind them to do prior-learned skills properly. I try to sweeten the pot by telling kids we're now working on "freestyle" crossovers, with improved rhythm, power, and body alignment.
After their 25 forward crossovers, we start just putting mileage on the backwards ones, starting with 25 bwd XO each direction. I watch for common and specific weaknesses (generally toe-pick dragging, and opening up the hip so that they face the circle when they cross) plus I'll introduce moving two foot turns & step forward, which they'll need on the first day of Gamma. Review stroking and t-stops.
Week seven
Here we go again: start with 25 fwd XO each direction, then 25 bwd XO each direction. Work on noted weaknesses, two foot turns & step forward; Review stroking and t-stops. Introduce freestyle skills such as spins, waltz jump, pivot for fun.
Because they've been working really hard and they deserve a reward.
Week eight
Another serious review week, because next week is The Test.
Week nine
Evaluation week! Expect tears, because some silly mother has told her kid that she's going to pass without consulting the coach first. (That's me crying; the kids are usually fine.) Review standards, practice the move, observe a demonstration, and then have them skate one at a time, attempting to keep all the ones not skating from getting bored and killing each other. Pry the adults who are ready out of Beta with a crowbar.
So what should proper Beta/Basic 5 backwards crossovers look like? Skater should be able to do 6 backward crossovers in a row with no extraneous pumps or wiggles in between. Skater should have a clear understanding of the first pump, with proper push and knee bend, and be able to cross fully either by lifting (ISI) or cut back (USFS Basic Skills) with a clear understanding of proper edges and weight shift, and strong arm position. Backward stroking should be smooth and continuous, and at least one T-stop should be mastered; a clear understanding of proper edge should be demonstrated on the "hard" side.
Because many rinks don't split Beta into Beta 1 and Beta 2, absolutely no toe pick dragging is allowed to pass, or you'll never get rid of it. Students should expect to go through Beta twice. I always call my second-timers "Beta 2" just to make them feel better, even though it's not a real level.
I also feel strongly that someone entering Gamma should understand moving rotation and be able to do a two footed turn from a glide both clockwise and counterclockwise. This is part of the Basic Skills, but not of the ISI curriculum at this level.
Week ten
Every damned rink in America calls this Game Day. I hate Game Day. I hate it with a passion. Please please please no more relay races on the ice. Or maybe ONE. They are boring, pointless, and leave out the kids who are intimidated by speed.
Here's some better things to do with Game Day.
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