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RWYM Teacher Training
May 22-24, we are hosting Mary Wanless and Lisa May for our annual RWYM Teacher Training. This educational seminar focuses on teaching teachers how to teach by enhancing their skill sets in listening, descriptive vocabulary, visual demonstrations, relational examples, cognitive and social learning styles. Participants must have ridden with Mary already but do not necessarily have to be an active dressage coach. This educational event is beneficial to dressage coaches who want to be able to communicate with their students more effectively and get more positive results. This teaching methodology gives the coach skills that enables them to avoid the frustration that leads to "yelling louder at the natives" when they don't speak your language when a point or concept isn't understood by a student. Coaches will also learn how to "describe the color blue to a blind person," for example, describe a feeling that the rider has likely never felt in his/her own body before. Participants fly in from all over the country for this event, and this year, we also have one participant joining us from Canada. This is a powerful learning and growth opportunity; one not to be missed by any coach who desires to better his/her ability to teach. Contact Jen at Jen@myDHF.com ASAP if you want more info.
These courses are intensive and demanding, with lots of hands-on learning opportunities that will develop your 'eye' and your riding and coaching skills. For more information about Mary's Ride With Your Mind methodology, please visit her web site: www.Mary-Wanless.com
RWYM Teacher Training (TT) Day Schedule at DHF:
8:30 – 10:30 am: Each morning begins with workshop time where the coaches discuss biomechanics, learning, and/or the communication skills of coaching. These sessions are usually highly interactive, often amusing, as well as informative.
10:30 am – 12:30 pm: The learning moves to the arena where we will have horses, and, if possible, will use the same horses for each of the three days. Each coach gets at least one chance to ride for about 20 mins during a morning session. This format allows us to see multiple riders on each horse over the course of the three days which can prove extremely interesting!
The session is primarily for the coaches watching rather than for the riders. Coaches watching should ask themselves: “What are the issues here? What are this rider's strengths and weaknesses? What is ripe for change? What patterns are causes and what are symptoms? How is the rider impacting on the horse? How is the horse impacting on the rider? How could we most help this rider?”
We may or may not work with those issues during this session. If not, we may suggest that they form the “meat” of that rider's afternoon lesson.
12:30 – 1:30 pm: Lunch break
1:30 – 4 pm: The TT coaches break up into groups of three where each group has one horse, and the coaches rotate between the roles of teacher, pupil, and consultant to the teacher. Consultants may be given a set role in observation, or may just be there as back-up for the teacher, however, they are not allowed to take over the lesson! Mary and her co-teacher will walk around observing and assisting each group throughout the process. This is learning by doing - in a supportive environment, where it is OK to flounder and make mistakes.
Some coaches might feel overwhelmed or challenged when working with a rider who appears to be beyond their perceived teaching abilities-this is one reason the consultants and Mary are there to assist. It is through these experiences that each coach will develop the skills to coach beyond their own riding capabilities by asking invaluable questions like: “What can I say that will help you the most? Show me what you look like when you get it, and show me what you look like when you lose it.” The supportive camaraderie among coaches in RWYM TT provides security to reach beyond your current comfort level. Through these positive “stretch zone” learning experiences and with assistance from Mary and other coaches, TT coaches advance their current teaching skill sets to see and diagnose many new biomechanical patterns they may not have previously recognized or had solutions for in the past.
4 – 5 pm. Wrap up/debrief in the lecture room. Coaches are asked to give feedback on the day’s sessions and explain what they learned during their various roles. Where were the problems? What coaching tactics were most successful? What did people need more of?
These courses are intensive and demanding, with lots of hands-on learning opportunities that will develop your 'eye' and your riding and coaching skills. For more information about Mary's Ride With Your Mind methodology, please visit her web site: www.Mary-Wanless.com
RWYM Teacher Training (TT) Day Schedule at DHF:
8:30 – 10:30 am: Each morning begins with workshop time where the coaches discuss biomechanics, learning, and/or the communication skills of coaching. These sessions are usually highly interactive, often amusing, as well as informative.
10:30 am – 12:30 pm: The learning moves to the arena where we will have horses, and, if possible, will use the same horses for each of the three days. Each coach gets at least one chance to ride for about 20 mins during a morning session. This format allows us to see multiple riders on each horse over the course of the three days which can prove extremely interesting!
The session is primarily for the coaches watching rather than for the riders. Coaches watching should ask themselves: “What are the issues here? What are this rider's strengths and weaknesses? What is ripe for change? What patterns are causes and what are symptoms? How is the rider impacting on the horse? How is the horse impacting on the rider? How could we most help this rider?”
We may or may not work with those issues during this session. If not, we may suggest that they form the “meat” of that rider's afternoon lesson.
12:30 – 1:30 pm: Lunch break
1:30 – 4 pm: The TT coaches break up into groups of three where each group has one horse, and the coaches rotate between the roles of teacher, pupil, and consultant to the teacher. Consultants may be given a set role in observation, or may just be there as back-up for the teacher, however, they are not allowed to take over the lesson! Mary and her co-teacher will walk around observing and assisting each group throughout the process. This is learning by doing - in a supportive environment, where it is OK to flounder and make mistakes.
Some coaches might feel overwhelmed or challenged when working with a rider who appears to be beyond their perceived teaching abilities-this is one reason the consultants and Mary are there to assist. It is through these experiences that each coach will develop the skills to coach beyond their own riding capabilities by asking invaluable questions like: “What can I say that will help you the most? Show me what you look like when you get it, and show me what you look like when you lose it.” The supportive camaraderie among coaches in RWYM TT provides security to reach beyond your current comfort level. Through these positive “stretch zone” learning experiences and with assistance from Mary and other coaches, TT coaches advance their current teaching skill sets to see and diagnose many new biomechanical patterns they may not have previously recognized or had solutions for in the past.
4 – 5 pm. Wrap up/debrief in the lecture room. Coaches are asked to give feedback on the day’s sessions and explain what they learned during their various roles. Where were the problems? What coaching tactics were most successful? What did people need more of?
