Help! How to teach big classes, USFSA Basic 3 class?

[Query]

I've been a volunteer instructor in the volunteer-taught Fort Dupont Kids On Ice Program for a few years. It gives kids opportunities that some wouldn't otherwise have, in an inner city neighborhood. They get free lessons, free ice time, free registration as USFSA BS students, free use of and maintenance of skates, free use of skating dresses (many little girls love this! Includes bright colored short dresses with lots of lace, sparkles, and other frillies.), and other attire, all from donations from various people and organizations. One trade-off is that we volunteer instructors are largely untrained at the lower levels. (Some real coaches have volunteered at the higher levels, and the FS director is a coach. A couple volunteers used to compete.) There isn't much time to give the volunteers guidance.

But one bad experience can hurt the fun. I never meant to provide that problem.

Since I'm not a good skater, and have not been trained to teach, I've kept to Snowplow Sam and Basic 1 - 2 classes where the student/teacher ratio was low. There have been some challenges, but for the most part I/We have been able to pass most of the students most of the time, and sometimes had time at the end to introduce skills from future classes. This time around, I somehow wound up teaching one large Basic 3 class, and I was inadequate to the task. I tried to switch or get help, but for the director couldn't find another adult volunteer to teach or help out Basic 3. Sometimes I had the help of a 10 or 11 year old student, and she was sometimes good at helping individual students figure things out, but can be distracted, and is younger than many of the students. (No criticism. Maturity and responsibility are a lot to ask at that age.)

I can do the BS3 skills myself. But by the time we take attendance (the program is free, so the major selection factor is attendance), there are only about 20 minutes/class. There is no opportunity to do an off-ice lesson before or after class. We had about 7 classes. I had to miss one, which was taught by someone else, and had to came a bit late once, when someone more advanced substituted. That's all the time I or we have.

I feel guilty about the way things have gone. At the last class, today, I only passed 4/10 students. I'm sure some of the kids feel bad, and that many parents must be unhappy. I'm certain the problem is partly my inadequacy as a teacher. I will try to stay below Basic 3 in the future, if they let me. But in the mean time, students have suffered from my imperfections, and may feel bad and be discouraged.

Time management is the main issue, but there are other issues.

The syllabus

1. Forward stroking, showing correct use of blade. (Typical problems: Can't stay on one foot. Hard to keep hands and arms right)
2. Forward half swizzle pumps on a circle – 6–8 consecutive (Typical problem. Both feet swizzle. Can't bend knees much.
  a.  clockwise
  b. counterclockwise
3. Moving forward to backward two-foot turn (Typical problems: Everything. Arms won't embrace the circle. Many want to embrace and turn outside the circle. Sometimes can't turn. Sometimes can't turn smoothly. "Don't wanna do this direction." "Watch me spin instead." Tries to jump into position. Moves/turns very erratically, almost like suddenly jams toe pick, but doesn't. "I did it perfectly, but you weren't looking at me." "I'm dizzy." "I have to go to the bathroom." Can't do or properly time the down/up/down thing, or shift weight forward during turn. "This isn't fun." "Have to go home early today.")
  a. clockwise
  b. counterclockwise
4. Backward one-foot glides (Typical problems: same as forward stroking. Can't get enough speed. "I don't wanna." "This is dumb." "I did it, but you didn't see.")
  a. Right
  b. Left
5. Forward slalom (Typical problems: Little knee bends. Weak pushes. No speed. Legs splayed. Feet apart or in V. "This is dumb.")
6. Two-foot spin – up to two revolutions (Typical problems: Tries to do it all with arm twist/wrap. Very erratic speed. No pump. Many pumps. Both feet travel forwards, or one stays still. Arms won't come in for speed, so they only had 1/2 to 1 rotations. "This is hard." "I'm dizzy." "No!" "Bye. I have to go somewhere.")

has 9 skills total, counting both feet and directions. With 10 students typical, that's 2:13 (2 minutes and 13 seconds) / skill. If I spend half my time on the group, and half helping individuals, that's 1:11 / skill group instruction time, and 7 seconds/individual student/skill. That isn't enough to deal with fine points, or to help students with difficulties. On top of that some of these skills involve developing strength and balance to an extant that is impossible for some in that time frame, and many kids get no off-ice practice time. There was no time to deal with improperly laced boots, or help kids catch up whose parents brought them infrequently or late.

I did the best I could, as an untrained teacher - e.g., I handed out a printed sheet of paper at the end of one of the classes, with the list of skills, though I know many younger kids can't associate words with motions. I enouraged them to get their parents to bring them to public sessions to practice, but you all know how that goes.

The age span was from about 6 to maybe 14 or 15. Most are tweens. So I wasted 30 - 60 seconds getting their attention and into place, between skills, and sometimes had trouble getting kids to do the desired thing, in part because I'm have never been good at discipline. Many try to waste time saying they don't want to work on a skill that is hard for them, especially but not exclusively the 2 boys. E.g., one direction of pumps or two foot turns is harder than the other. It's a large age span, and learning styles are different.

Maybe my standards were too high? But the Basic 4-5 class teacher wanted high standards. She said that if students can't do all the Basic 3 skills well, Basic 4-5 is too hard to teach. I didn't ask for major style points. Stroking, I wanted them to hold the glides at least a couple seconds. I wanted one foot to stay on the circle in pumps. I wanted the arms to embrace the circle on the turn (though I let one student do a pre-turn to create momentum), which had to be in the right direction, and I wanted the turn reasonably smooth, with both feet on the ice. I wanted some knee bend and noticeable push on slaloms. I wanted the spin to be propelled by one pump, at least a little more than one rev. On everything but the spin, I insisted they do both feet or directions.

All the kids could learn, given more time. But we didn't have it.

-----

Help!

If I do have to do something like this again, I would like some guidance on how to deal with this. I've looked at the material in the USFSA BS Instructors' Manual, and in the PSA on-line class on Basic 1-8, but they don't really address practical time management of large classes, or maintaining discipline.

[isakswings]

first of all, I want to say that I think the program you are involved in sounds wonderful. Sure, it is not perfect, but it is giving those kids a chance to do something that many kids don't have the chance to do.

Second, I am not an instructor, but I do have experience as a skating mom and as student in a LTS class. In my opinion, I think you did the best you could! It sounds to me that your reasons for not passing a student were valid. A lot of the things you described are crucial to moving up to the next level. If they cannot successfully do the skill set from basic 3, how can they possibly do the skill set in basic 4? Being able to stay on one foot is essential as you move up the levels. Being able to do half pumps on a circle leads to being able to do crossovers. The list goes on. Free or not, your job was to make sure they could adequately do the elements required of the level you were teaching. They couldn't do it, so you didn't pass them. Yes, they might be upset but you would have been doing them a disservice if you passed them when they were not ready to move on. They can retake the class and move up when they are ready. I think you did the right thing!

[FigureSpins]

Someone at a group instructors' seminar suggested not doing attendance until the midpoint of each class.  That way, latecomers don't make attendance a lengthy, interrupted process.  You can have them work on a skill as you check them off. 

When you start the class on time, students learn to be on time , rather than their dawdling because "the instructor's *just* taking attendance."  Always have them warmup for 2-3 minutes with stroking, swizzles or crossovers, then move onto the skills.  When latecomers come in, you just say "find a place - we're doing (skill)" and keep going.

Ten students is a normal size group.  At least they were all B3's.  I'm teaching B3&4 this session and it takes juggling to keep all of them doing something productive towards their particular level.

You're the instructor, so don't let them procrastinate or complain.  Each level has a specific set of skills that must be mastered before they can move up for a reason, so stand firm.  If the program uses evaluation forms, bring one to every class and go over what skills they have to master.  When it says "R&L" or "CCW and CW" explain that they can't just do it in one direction, they have to master both.  When I introduce each element, I explain what it is the stepping-stone for...for example, backward pumps become backward crossovers in a higher level, so it's important to master this now so they don't get stuck later.

It would have been good to clue in the parents after the midpoint of the session. Suggesting practice time and focus on weaknesses gives them the opportunity to move up if they put in the effort. 

Keep an eye on this page: http://www.usfsa.org/Programs.asp?id=359  The USFSA offers low-cost Basic Skills instructor workshops that are excellent.  If a rink is willing to host the workshop, the USFSA will help coordinate it and bring in instructors.

You could also ask to observe group lessons at another rink with more experienced instructors.  That can be eye-opening since every instructor has their own tricks and cues for teaching.

[Query]

Those seminars in Anchorage and Dearborn sound wonderful. But expensive to travel from Maryland.

Do you try to teach every skill every class? I thought about doing every other class, every other skill, and likewise for tests, the last two classes.

Yesterday (final test day) was particularly hectic. I could have spent the entire class doing nothing but getting with each student, asking to see each skill, marking it as good or bad, and doing nothing else. In retrospect, that was maybe the only possible way to do it well with that crowd. Maybe two students at a time. No fun there.

How do you get kids' attention and make them practice the specified skill? I don't want it not to be fun. I had a kayak instructor who told everyone that we would get what we put into her class, and it wasn't her job to make us work hard. Would that work with kids?

What fraction of students do you pass through BS3 the first time?

[Kim to the Max]

With my lower level classes, it takes me 2-3 minutes to take attendance at the beginning and then we do one pass of just skating, then move into whatever skills we need to work on. Usually we do 2 passes of each skill with me (and my assistant if I have one) floating around. Depending on the class, we do end up doing skills every other week, lots of times every week. There are some skills I don't spend as much time on as others.

For testing, by that point I usually know if they can do the skill or not. Sometimes I will have them go one at a time down the ice doing the skill so I can clearly see, but in general, I know by week 7, 8, 9, or 10 if someone is going to pass or not. I also don't like to "test" kids because it isn't about passing the level, it is about knowing you can do the skills. Too much emphasis is placed on testing. I also don't always wait until the end of the session to start working on new skills if the vast majority of the class is ready.

[Skittl1321]

Do you try to teach every skill every class? I thought about doing every other class, every other skill, and likewise for tests, the last two classes.

No.  Most of the time we do half the skills each class.  Some of the levels are better set up to do all the skills each class then others.  For the basics levels I do try to have them do a wide variety of things.  In freeskate you can better get away with an entire lesson on edges or spins.  Basics- they need variety.

I also don't like to test my lower levels one at a time.  Having two "lines" going where they do a one foot glide, then are followed by the next two kids is an efficient way to do it, but sometimes I just mark off on my sheet when they have done it, and if they have everything marked by the end of the session, they pass.  No formal test at all.  It is important to know names for that to work though.

[retired]

I teach 90% group classes and have done so for a long time.  I  I didn't get good at groups in one day, or one year so don't expect a lot from yourself.   

Be in charge.   Give clear, short instructions and don't take any backtalk from the kids.     That's the teacher part of it.   But give children closed choices:  "We have to do stops and turns today, which one do you want to do first?".     Having a lesson plan is quite useful to track what you've taught, what didn't work, and what are the big gaps. 

Know the progressions to an element and be able to adapt it.   That might be where you are struggling because it sounds a little bit like your kids are at the bottom end of that level and need some reinforcement.   

Use an obstacle course.    I set up a path of cones (I personally have a lot of cones), they follow it, and every so often a cone has something written on it they have to do.   
I'll often start with an obstacle course as a review, and then pick the part I want to actually teach.   During this time as they're skating around but occupied, I take attendance as they pass by me.      Then I'll pull them all in, tell them that their pushes are getting better but their glides are kind of stinky so let's talk about glides for a minute.  Instruct, send them to practice,  repeat as necessary.     I know pretty quick who can do what and mark it on my sheets after the session.    If I was teaching the equivalent of your B3, the last half of the session from weeks 5 to 10 would be spent mostly on back glides on-the-foot-they-don't-like.     The other elements would come together quicker and they end up in the obstacle course just for variety and practice.

[blue111moon]

Just a side comment:  10 skaters isn't really a big class, if they're all on the same level and about the same age.  I've taught the Barely-Moving First-Time-on-Skates classes in groups as large as 24 (with just one helper) without much trouble and most of the programs around me average 10 to 12 skaters per coach at the height of the season anyway.  The current Snowplow Sam I have now has 16 skaters ranging in age from 4 to 13.  That's a challenge, more from the teaching technique standpoint than anything because skill-wise, they're all on a par.

The main tools I've found effective for larger groups are organization and consistency.  I follow the same routine every week:  warmup (5 minutes to give everyone a chance to get on the ice),  review (one or two repetitions of what we did last week), additions (refining the old skills) and introduction (one totally new skill, maybe two if they pick up quickly and we have time).  This year I have a couple club skaters as helpers so I have one of them take attendance as the kids arrive.  I try to talk to each skater personally during the class and call them by name (really tough for me since I have a poor memory for names) when they do something well.

It helps to keep the class moving at all times too.  Parents don't want to see their kids standing around.

[Sk8Dreams]

Two attention getting tips I learned from other coaches:
"Eyes on me!" and "Your lessons is here!"
I use both frequently to bring students back when I see their attention wandering.  Knowing names also helps a lot.

[Skittl1321]

Two attention getting tips I learned from other coaches:
"Eyes on me!" and "Your lessons is here!"
I use both frequently to bring students back when I see their attention wandering.  Knowing names also helps a lot.

I also do "hands on your head and mouth closed if you are listening to me".  (I'll vary the on the head)

It usually cues the few stragglers in that they need to pay attention too when they see everyone else holding their right ear or something.

[phoenix]

Hi Query,

I've been there! It can be hard to manage a large class. As someone else said, keeping them moving is very important, it helps cut down on the messing around/talking, etc, when everyone is skating.

I have learned over the years to break things down into manageable pieces before having them try the full-blown skill. I recorded a little video of how I teach the pumps on a circle, which can be hard for the kids to get. This approach seems to work pretty well, hope it's helpful! (If anyone else has tips on teaching certain skills, maybe we should start a new video thread or coaches board thread about that?) I don't know how to make the video show up here, if someone else can do that, thanks in advance!

http://youtu.be/UMZUOsp2Rms

[FigureSpins]

I like that progression!  Thanks - have some GOE

[retired]

Find out what the local schools use to have kids pay attention.  In my area, kids put one hand up instead of hands on head.      The school plays a certain piece of music at the beginning of the day, I found this out and use the same piece on our PA system which means that kids get out of the lobby and onto the ice a lot quicker.

For kids that have behavior issues, ask the parents what the school plan is and follow it.   

We have a "did you pee?" sign by the  ice  door. 

[Query]

Ha!, I love the "Did you pee?" sign idea.

Phoenix, nice video. Very clean pushes, with a nice held extended leg. We don't require such fancy technique.

[phoenix]

Phoenix, nice video. Very clean pushes, with a nice held extended leg. We don't require such fancy technique.

"Maybe my standards were too high? But the Basic 4-5 class teacher wanted high standards. She said that if students can't do all the Basic 3 skills well, Basic 4-5 is too hard to teach." (from original post)

I thought you were going for correct technique. I do them better than the kids will -- I'm not a basic 3 level skater! But the progression will fix the problems you discovered of not getting the weight to one side, resulting in both feet swizzling. And if you don't show them good technique they have no reference point of what it's supposed to look like.

[AgnesNitt]

A friend of mine who is not only a skating coach but a dance coach recommends not teaching the skills in the same order everytime. This is so the officious little girls who want to boss everybody around can't go and say "We do X next." to every one.

[Kim to the Max]

A friend of mine who is not only a skating coach but a dance coach recommends not teaching the skills in the same order everytime. This is so the officious little girls who want to boss everybody around can't go and say "We do X next." to every one.

I tend to do the same skills in the same order every week. It gives some consistency. I usually reserve the last 5 minutes or so for something "fun" - whether that is spins or lunges or even shoot the ducks (I have a B4 class that loves those).

[VAsk8r]

First off, this program sounds wonderful! I wish my rink did something similar. It sounds really organized and well-taught. I'm also surprised there are enough kids to do a separate class for each level; the levels tend to blur at my rink.

I don't know what the USFSA requires for passing Basic Skills. My rink does ISI for skating classes or some hybrid of it. So maybe what I'm about to say wouldn't fly with them.

But it sounds like the evaluation process in your class may be a little overly formal, especially since most of these kids are unlikely to become serious figure skaters. Is it really necessary to check off each element for each skater or tell the skaters, "OK, you passed" and "you failed"? Why not just, at the end of the series of classes, tell them, "OK, next time, you'll be going over to Miss so-and-so's group" or "you'll be coming back to see me."

At our rink, the instructors give parents a sheet at the end that says what class they should sign their kid up for next time. The parents can ask questions, but they're not told their kid passed or failed. Also, if it seems like a kid is more advanced than the rest of the class, the instructor will tell the parents to bring them to the next class up next time. The kids also get stickers and a "good job!" at the end of every class.

Sure, if they're older, your kids will figure out for themselves what means passing and failing, but at least it doesn't feel like a formal evaluation and maybe it won't come with the same disappointment as being told you failed. I think that would've been a downer for me when I was starting out skating.

[Query]

I don't run the program, and can't restructure it. One little very imperfect cog.

Wonderful, as with anything else, is a mixed blessing. A coach I know was unhappy that some of the students who take advantage of the free lessons could have afforded to pay for them. It's in a disadvantaged community, but not all the kids are from there.

Experienced professional coaches would likely teach them better. I've told some of the parents of the most athletic children that their kids would benefit from private lessons from a good pro, but not all the instructors do.

It would be very hard for there to be many such programs. The USFSA sacrifices some of their income to make it possible. So do other members of the skating community, including some coaches, choreographers, judges, one of the best local boot and blade technicians - the list goes on. Even the NHL and the local NHL team give a lot of money to help make the program possible. And we get donations of skating clothing and equipment from all over the U.S.

[Schmeck]

I don't know what the USFSA requires for passing Basic Skills. My rink does ISI for skating classes or some hybrid of it. So maybe what I'm about to say wouldn't fly with them.

But it sounds like the evaluation process in your class may be a little overly formal, especially since most of these kids are unlikely to become serious figure skaters. Is it really necessary to check off each element for each skater or tell the skaters, "OK, you passed" and "you failed"? Why not just, at the end of the series of classes, tell them, "OK, next time, you'll be going over to Miss so-and-so's group" or "you'll be coming back to see me."

At our rink, the instructors give parents a sheet at the end that says what class they should sign their kid up for next time. The parents can ask questions, but they're not told their kid passed or failed. Also, if it seems like a kid is more advanced than the rest of the class, the instructor will tell the parents to bring them to the next class up next time. The kids also get stickers and a "good job!" at the end of every class.

USFSA Basic Skills is very organized (much more so than any of the ISI I've been to, but that might just be that USFSA is a lot more prominent here) and students get booklets with each element needed for each level. They also get badges when they pass levels. Since the skills build off of each other as one progresses, it's very important to have a certain level of mastery before attempting the next set of skills.

Also, since skaters are charged a fee to join USFSA, there's a certain level of professionalism that is maintained, and the skaters and their parents expect the booklets, testing, and all that goes with it. We even have some prety intense Basic Skills competitions.