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Instructor Resources
On Teaching
I wish to promote team teaching canoeing courses. Over the years I have been fortunate to teach course with other instructors. I have learnt many things from fellow canoe instructors such as different ways to explain concepts or alternative methods for practicing a skill.
A part from this professional sharing of knowledge there are numerous other benefits to team teaching courses. For tandem courses, having two instructors means that you can demonstrate tandem skills without the need of enlisting a student partner. For solo courses, one instructor can preform the demo while the other instructor talks the students through the manoeuvre or skill. When students are practicing manoeuvres one instructor can be at the start of the manoeuvre to insure the students understand the set-up and the second instructor is still available to act as safety and position him or herself at the end of the manoeuvre to provide feedback. This greatly decreases the time required while at the same time increases the quality of the practice session. Another advantage to having two instructors is the ability to pull out a student
and work one-on-one without interfering with the rest of the class.
Once I did not have sufficient student numbers to offer a solo or a tandem course but by combining the two courses into one solo and tandem combination course we were able to offer the course.
Remember that a good play site does not necessary mean a good teaching site.
Below are several links to handouts and forms that I offer use during courses.
The Parallel or Curl Rescue is an alternative to the Canoe over Canoe. See it in action on this video. It is 4 minutes long and at 3:40 you get a pretty impressive Parallel Rescue.
Excerpt from Canoe Safety DVD coming winter 08 showing the curl rescue with canoe coach Leo Hoare. Uploaded by getafixcoaching on Jun 3, 2008
Moving Water Introduction to Tandem and Solo Course Quick Reference Guide
By Brian Johnston
Over the last several years there has been a boatload of changes in the Paddle Canada Canoe Program. Instructors need to have a grip on what’s new. In each course, there is a lot of material to cover. Thus, instructors better have a plan.
Part of my plan is my quick reference guide. It stems from the canoe manual as well as from my experience. I have with me while I’m instructing. Every year I review the sheet and update it as required.
Of course any quick reference guide is specific to the course one is teaching. In this case, it is for the popular Introduction to Moving Water. I sometimes teach a combined tandem and solo course so both aspects of paddling are reflected in the guide.
There are some assumptions built into the guide that may not be readily evident. Two important and embedded assumptions in the reference sheet are 1) the inherent features of the course site or location and 2) the style of the instructor.
First, I’m blessed with a suitable course site that offer both flatwater as well as current and class I rapids. The nature of the site is such that I can focus on teaching strokes and manoeuvres before addressing other topics such as river signals or route finding. For my guide to be relevant at other course locations, say a more continuous river current site, it may have to be reorganized.
Second, the topics are organized into an order that works for my co-teaching style. The guide itself does not show what one instruct is teaching, when we are teaching together, or when we are split into separate groups. All this may change depending on who the participants are or who the co-instructor is, etc.
Embedded in the guide are other nuances that are site-specific as well as instructor specific. For example, the topic throw bag appears twice. If it is a hot day I get paddlers to practice throw bag by swimming a rapid in the heat of a day. Not a hot day, then I hold off till the warmth of the car, camp, or home is near.
My quick reference guide has been very helpful over the years. It provides an order or structure that has proven successful. It is easy to use. Forgetful?—it remembers all the course material to instruct. It keeps me on track. It’s flexible. It’s easy to modify the plan. With a quick glance I can see where the course is going. It is quick to scan ahead and assess the pace—compare what’s left to the time. Participants seeing you reference it tells them you are prepared and have a plan. Lastly, it’s easy to update.
Don’t use my quick reference guide—make your own! It’s good professional development.
I’m always trying to improve my sheet, so please comment. Your feedback is welcomed.
Student Evaluation Form *to be updated
Whitewater (tandem) Student Evaluation Form (for Instructors) *to be updated
Whitewater Course/Instructor Evaluation Form (for Students) *to be updated
Defining Current Lines
©2012 Brian Johnston. All rights reserved.
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