CHESS IN SCHOOLS DO WE TEACH IT THE RIGHT WAY?
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1 CHESS IN SCHOOLS DO WE TEACH IT THE RIGHT WAY?
2 WHY THE HELL DID OUR TEACHER USE TO TAKE US TO THE SWIMMING POOL EVERY WEEK? (AND WE DIDN T LIKE IT TOO MUCH) She wanted us to swim as fast as possible She wanted us to take part to the national championships She wanted us to learn the best way to start a race She wanted to develop our physical abilities (coordination, strength ) She wanted us to be more confident She wanted us to be able to understand safety rules
3 IF YOU WERE A SKI TEACHER You would take 6 years-old children skiing on the black ski run as soon as possible? You would train them to ski as fast as possible because that s the best way to become a champion? You would train on the race start, because you can get an edge over your opponents in this phase?
4 As chess teachers, that s what we do! We make children play the same game Magnus Carlsen plays. We make children play games as soon as they know how to move pieces. We insist so much on openings. Why do we have any interest in teaching openings? Because we make children play games as soon as they know how to move pieces
5 So, please, don t let children play chess games in schools! And don t spend time teaching them useful notions to play and win games. Clubs will do.
6 Traditional chess learning learning = 6 weeks playing games = the rest of your life (and learning so few from 3500 blitz games)
7 So many teachers call me to say the same thing : Jerome, I showed them how the pieces moves, how to checkmate and how open a game. Now I have a question : I feel blocked. I don t know what to teach them after that. - A typical reaction : what to teach pupils once you have showed them every basic things. Chess teachers feel blocked because -They think there is a chess teaching method. -They play chess in schools and not chess for schools -They start where they should stop.
8 «Write down a chess game between two pupils. How many big mistakes? How many Kings staying in check ten moves long without anybody noticing it? Who will get the victory? Nine times over ten, the luckier one. Nine times out of ten victory goes to the one who makes the second to last mistake. What do we propose as remedial teaching, then?? «Take care of your Queen» «Keep concentrated» «Analyze the position» What about saying «Play well» or «Become the World champion»!? These might be good advice but there is no remedial teaching here. There is no teaching method. Those mistakes will disappear at last. 100% sure. Not because we helped children to understand their mistakes et get rid of them, but because our teaching method consists in getting rid of children who do mistakes. Most of the time, the chess teaching method consists in getting rid of «unskilled» children.»
9 Maybe do we have to admit that
10 CHESS IN ITS COMPETITIVE FORM, IS INEFFICIENT TO DEVELOP ABILITIES IN EVERY CHILD The best children keep the motivation but about 90% lose it. A very poor result to convince the education community actors. No chess in schools teaching method exists. You will find dozen of training methods, but the only teaching method we have for the moment is to teach how to play chess, to play games, to win points and get closer to the world champion. At last, show me a study proving that children have made progress in academic fields thanks to playing chess games. (and we are not talking about studies led or funded by chess federations, institutions, foundations, organizations or chess enthusiasts ). You won t find any. The only serious studies show that chess does not help. To be more precise : they show that competition chess does not help because there is no transfer of a chess ability to an academic field.
11 DO WE SERIOUSLY BELIEVE THAT MATE-IN- ONE ARE A REAL TEACHING METHOD FOR CHESS IN SCHOOLS? You already know what to play (and maybe the name of this famous checkmate) But what about the method to make a student find the solution?
12 Let s see how it goes : -Tell me where the King is. -e7 -Good. Tell me where the King can go. -f6. -Great. So, you have to attack e7 and f6 in one move to win. How can we attack those squares.? -With a Bishop! -Well, you are right, but it s not the answer. Your Bishop is stuck on c1 Try again -I can t see. -Try a Knight. Unfortunately, I can t see any solving method here. Just hints and hopes.
13 Strong guidance poor autonomy no transferability
14 Developing chess abilities will develop chess abilities!
15 The Queen tries to catch the Knight. Can you find a method and explain it?
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18 That s the right moment to ask questions to students
19 How can we go on? -I don t know. -You have to control the squares where the Knight can go, not where he is. That s what we call anticipation. Colour in green the squares where it can go. -c8, g8, c6, g6, d5, f5. -Perfect! Do some of these squares stand on the same line? -Yes, c8 and c6. -Ok, draw a line with your ruler. Are there Others squares on the same line? If so, draw as many lines. Then put your Queen on a square where two lines cross. -I see c5 and e4 -Which one will you choose? -c5. -Ok. Now you go on alone. Call me when you have finished.
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30 The Knight is trapped!
31 -The teacher helps building up a plan -Autonomy -Anticipation - Complex task achieved (as an answer to an open question) Transferability!!!
32 TRANSFER TO A NEW SITUATION
33 FROM PARIS, I CAN HEAR YOU SCREAM : IT HAS NOTHING TO DO WITH CHESS ANYMORE!
34 IT S STILL CHESS. NOT CHESS IN SCHOOLS BUT CHESS FOR SCHOOLS
35 THANK YOU!!!
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