Published jointly by Chicago Chess Foundation and Illinois Chess Association.
Chicago
Chess Foundation
Illinois Chess Association
Teaching
Chess to Groups
Handbook
for Coaches
August,
2015
Section
1: The Main Idea: Keeping Kids Engaged 3
Section
2: Classroom Management and Teaching Techniques 7
Section
3: Tiered Coaching and Competitive Success 13
Introduction:
Who is this handbook for?
Many good chess players are interested in coaching but have not
previously taught chess to groups. This may include parents,
community residents, high school players, members of local chess
clubs, and serious competitive players. If you are such a person,
this handbook is for you. It
does not teach chess, but instead lays out a method of teaching it.
It assumes you know the rules and at
least some tactics and strategy.
In
Section 1, we lay out our general approach to teaching and recommend
ways to keep your group engaged. Section 2 is devoted to classroom
management and teaching techniques. In Section 3, we discuss
“tiered” coaching and other ways to increase your club’s
potential for competitive success.
We
are completing a companion document which will recommend a sequence
of topics and will include written and electronic teaching aids.
There
are many ways to teach chess, and another approach may work better in
your setting. But this handbook, prepared and reviewed by
experienced coaches, is one place to start.
Section 1: The Main Idea: Keeping Kids Engaged
Nothing
is more satisfying for a teacher than creating an atmosphere in which
kids are fully engaged and excited about what they are learning. How
do good chess coaches do it?
Harness
the excitement of chess.
As a chess coach, you have
an advantage over many other teachers: you are
teaching the greatest board battle game
ever invented. The thrill of combat rivets kids’ attention.
The desire to win in chess — whether to earn a trophy, club points,
or to beat their friends or parents - means you are likely to
have a group eager to learn. Harness this excitement, and convey
whenever possible the cleverness of good moves, the strength of an
attack, and the beauty of the game.
Set
high expectations, teach interactively, and keep your kids
challenged.
Kids
respond best when expectations
are high. Challenge them continuously. Keep them on their toes.
Get them in the habit of being prepared to explain every move they
suggest. (See “The Answer is Not Enough” below.) Teach
them notation if they don’t know it so they can communicate
moves efficiently (“rook
to b5”). If they do well
on difficult questions and you tell them so, the excitement will be
contagious.
Get
all your students involved in the lesson.
Tell your group that each one of them is expected to participate in
lessons. Don’t let a small group dominate.
Encourage them to volunteer, but explain
you will call on them if they don’t. Knowing
they may be called on may help keep them focused. Be
sure each has a chance to talk at least once or twice per lesson.
They will participate willingly if the exchanges are gentle and
positive. (See “Keep Things Positive” below.)
Don’t
skimp on lessons. Nothing will ensure your
club’s success and popularity as much as the strength of your
teaching program. Much of this handbook is devoted to building
quality, but don’t ignore quantity. Lessons
should ideally be at least 30 minutes in length, and we prefer 45.
Some may tell you their kids won’t last that long, but don’t
believe it. If you’re good, and convey the excitement of the
game, you’ll be able to keep their attention — even the kids
in kindergarten (See “Special Considerations for K-1’s”
in Section 2).
Aim
part of each lesson to each skill level within your group.
Every teaching group has kids at
different skill levels. Try to ensure that a part of every lesson is
aimed at everyone in the group. For example, although many coaches
like to “aim above the middle,” be sure to include some
easier material for your less advanced kids, and some challenging
material for those who are more advanced. Learning is always a
percentage proposition, but every kid should “connect”
with at least a part of every lesson.
Get
them out of their seats.
When
they volunteer or you call on them, encourage them to come to the
board. Using the board usually makes it easier for them to
explain their answer. Kids who move around occasionally are also
less likely to get
antsy. This can work even if you think you’ve lost someone’s
attention.
Combine
didactic lessons and game play against a computer.
There will be times when you’ll want to simply
explain chess rules and skills to your students. Examples of such
focused lessons are how the pieces move, their point values, a new
tactic, or a mating pattern. Didactic lessons are efficient and
often a good way to start.
New
players also need to learn the flow of the game and how to integrate
the ideas they have been taught such as opening principles, counting
attackers and defenders, and recognizing board patterns vulnerable to
tactics. We recommend having your group play together against a
computerized opponent, using a smart board or projector. We suggest
some techniques in Section 2 below.
Often,
in a particular lesson, you’ll want to use one method or the
other. If their attention is good, stay with the method you started
with. If they’re beginning to drift, mix it up.
Ask
open-ended questions and encourage free-association.
If you’re having your students analyze board positions which
contain “best moves” or sequences of moves, ask them
first to describe what they see on the board, especially strengths
and weaknesses for both sides, before asking for “the answer.”
Tell them you’re not looking for a single answer, and that
there may be many good answers. Teach them to keep their minds open
and flexible without feeling pressed to come up with “the”
solution; this is easier for them and will invite them into the
process. Encourage free association, and reward them for finding
clues which, when pieced together, will lead to the answer you’re
looking for.
Teach
the process. “The answer” is not enough.
Your better students may quickly see the best move, or a good
move. If they simply suggest the move, without explanation, many in
your group may not understand why the move makes sense. More
important, they may not know how the move was discovered.
This is a difficult but crucial part of teaching — articulating or
recreating the thinking process leading to discovery of the move.
Sometimes there will be particular aspects of the board position,
such as a threat, a vulnerability or an attacking opportunity, that
led to the move being suggested. Try to get your students to
articulate the creative process leading to the suggestion. This is
what critical thinking is all about.
Keep
things positive. Do
all you can to keep your sessions upbeat. When they are doing well,
give your students verbal “attaboys,”
club points, or other positive feedback. Tell them in front of the
group that you are pleased by their progress. If they are
struggling, ask increasingly simple questions until they can give a
right answer. (See “Rescue them when they are stuck” in
Section 2 below.) Each
exchange with a student should be “ego positive.”
There
will inevitably be times when your group is not focused and kids are
not volunteering answers. See “Having trouble keeping them
focused?” in Section 2. But keep in mind that nothing
distracts a group of students faster than criticism.
Teach
the psychology. Talk
with your kids about the inevitable psychological ups and downs of a
typical game. Remind them not to be overconfident when they have
captured a major piece, or to be overly discouraged when they lose
one. The focus should always be on slowing down and being patient.
All of us reach a point when we feel pressure to make a move, but
learning to recognize this feeling can sometimes allow us to extend
our period of concentration. Even 15 or 30 more seconds can make a
big difference. Try to get them to stretch their patience.
Encourage
them to try to ignore potential distractions. Bobby Fischer famously
insisted that his playing conditions be as close to perfect as
possible, including the temperature of the room, the lighting, the
reflectiveness of the pieces, and the noise. He did so to minimize
his distractions. Asked to describe how he differed from other top
players, he said it was not that he was more intelligent, or had
studied chess more diligently, or had a better memory. The
difference, he said, was that he spent as much as 90% of his mental
energy concentrating on potential moves and their consequences. He
thought other players spent as little as 30% of their time doing so.
Make this real for your kids, encouraging them to ignore their stream
of consciousness (the “ticker tape”). Talk about
potential distractions they can relate to. (“I wonder what’s
for dinner?” “Who’s that cute boy/girl across the
room?” “I really want to win that trophy.”)
Talk
to them about recovering from losses. Tell them about experiences
you have had, including blunders. Share your own games and your
thought processes at key moments. Make them comfortable thinking and
talking about the stresses they’ll feel which all chess players
experience.
Teach
with a computer.
Large, bright images will keep the kids’
attention longer than a conventional demonstration board. If you
have access to an interactive white board such as a Promethian or
Smart board, use a utility that allows you to both operate your chess
software and mark up the board. Using a computer not only saves time
(you don’t have to reset positions manually) but also keeps
kids’ attention. Considerable mischief can take place when you
turn your back on the group and there is dead time while you are
setting up a new position on a demo board. It can take time and
effort to get kids refocused.
Get
kids to teach each other. Some kids,
perhaps a quarter or more, enjoy teaching, especially teaching
younger kids. This is a frequently ignored resource, but should be
actively developed. Possibilities range from informal, short-term
help to organized longer-term efforts.
Perhaps
you have a new member of your club who needs to learn how the pieces
move, or their point values. Ask for volunteers, or ask specific
kids to help out. If you have a “reward point” system,
give them points for teaching. Perhaps you realize that a more
advanced player does not understand a tactic. Do the same, picking
an advanced player you are confident has the requisite knowledge.
Some
of your players may enjoy teaching so much that they will take on
more regular assignments. Students in middle and high school can be
excellent teachers of your youngest players (See “Special
Considerations for K-1’s” below). Give them a written
curriculum to follow.
Strong
and mature high school players can also be excellent group coaches,
and some can teach groups as large as 15. Like all coaches, they’ll
need to be trained and observed. Some will need or benefit from the
presence of a parent or other adult.
Section 2: Classroom Management and Teaching Techniques
Control
your group. Keep
them focused on the questions you are raising. At the same
time, make your group as comfortable as possible and encourage
them. Use humor and praise, and be fair in giving each of them
opportunities to contribute to the discussion by explaining what they
see.
Make
clear how you expect them to behave, and be specific (e.g., no
running, no playing catch, no giving advice to others during their
games). Some coaches post rules of behavior at their clubs or
include them in a club handbook.
Keep
your group compact. Arrange the chairs in
your teaching room into fairly tight rows relatively close to the
board or screen. Kids farthest back
often pay less attention and are the most disruptive. Small kids
should be in first row. Leave aisles in the rows so kids can easily
get to the board.
Frame
your lessons. When
you start a lesson, remind your kids where you are in your overall
teaching plan. For example, if you’ve done the rules and
opening principles and are moving on to ideas for the middle game,
tell them. Do the same as you teach tactics: remind them you’ve
already done forks and skewers, and are moving on to pins. This
helps kids understand how the various parts of the game fit together.
One coach displays a simplified listing of the major objectives of
the opening, middle game and end game and points to the location of
that day’s lesson on the list.
Move
around. Most of us
get bored focusing on a speaker who remains in one location.
Therefore, when your space and lesson
plan permit, move around the room. Get in behind your
students sometimes as you look at board positions together. The ones
in the back are more likely to pay attention.
Special
Considerations for K-1’s.
Students in kindergarten and first
grade can be excellent chess players, and some of them can learn as
quickly as older kids. Some of them, however, may have trouble
visualizing the game on a computer screen or demo board, or may be
intimidated by being in a group of mostly older kids. We therefore
recommend that K-1’s be taught in one or more separate small
groups of six or fewer, using an actual chess board. We often leave
these groups in our main playing room, where they can be overseen by
an adult. Parents, high school or middle school students can be
excellent teachers. Keep an eye peeled for kids who are mature and
would enjoy the experience. Parents of these young coaches often
comment on how rare and valuable it is for their kids to be given
real responsibility and to work in an environment where expectations
are high that they will be steady and reliable.
If
your club is tiered, some K-1’s may be able to quickly move up
into your larger groups. Others need to learn more slowly or in
smaller doses. When teaching a small group, we suggest the coach sit
on one side of a table, with one student on each side, and three
others directly across. Let the kids handle the pieces and have each
of them demonstrate they have learned each segment of what they have
been taught.
Having
trouble keeping them focused?
You will learn to quickly recognize
when you’ve lost the attention of some or all of your students.
Perhaps they (or you) are having an off
day, or they are finding a new concept particularly difficult, or you
are not being as clear as you usually are.
If
you’re doing a puzzle, it may help to make the problem easier
by giving your group additional clues to a move “hidden in
plain sight.” For example, ask questions such as “Does
White’s Knight have a problem defending the Queen?” or
“Is there anything about Black’s position in this corner
which may cause Black to lose a piece?” Many coaches feed
their students such clues one at a time, and challenge them at each
stage, to build suspense.
If
you’ve lost your group but have enough time left, change what
you’re doing. Switch to a new topic, or
change teaching method (e.g. from didactic to “play”
mode). Offering the kids bonus points
for good answers will sometimes wake them up. Sometimes you can
get their attention back by telling them a good chess story you’ve
been saving for them. In any
event, try not to show your frustration.
A
useful and amusing book on classroom management is “Tools
for Teaching” by Fred Jones; much of the content is also online
(http://bit.ly/1GymIar). Much of
it is written from the point of view of a student who doesn’t
want to pay attention but doesn’t want to get caught. Jones
makes useful suggestions about using your voice and making eye
contact, including using what he terms the “Queen Victoria”
look (making yourself look like you don’t want to be meddled
with).
Set
up a system of bonus points.
Kids love earning points, which also frequently motivates them to do
things they otherwise might not do. You’ll want a reward
system such as medals, certificates, or objects they can display such
as school color key chains. Some clubs use “thinking tags”
(http://bit.ly/1e2Y8SR).
Some award points for teaching other kids, doing notation, and
helping clean up at the end of club sessions. If your lessons are
dragging, offering points to students who perform well often wakes
them up.
Playing
against a computer may
be the best way to gauge the overall progress of a teaching group and
to see if they are able to integrate the lessons you’ve taught.
Can they make sound opening moves, spot tactical opportunities, and
make the common mates?
A
few suggestions: If they can choose the strength of their opponent,
guide them but let them decide. Often they’ll be willing to
play an opponent they think is better than they are. Then decide
what color they will be playing. If they are playing white, ask
someone to suggest a move. Let others make another suggestion or two
and then ask the group what move they think is best. Make sure they
can articulate a reason for each suggestion. Then let them decide,
by vote if there doesn’t seem to be a consensus. Don’t
aim for perfection, as it will take too long. See what move the
computer makes, and repeat the process. Keep all of them thinking
about good moves and knowing they might be called on if they don’t
volunteer.
Usually,
you won’t be able to finish a game when playing against a
computer. Use software that allows you to save the game position so
you can return to it in a subsequent lesson. Lots of software has
this feature, including Chessmaster
and Fritz.
Avoid
team games. Some
coaches set up team games, with half the class playing against the
other half, and each team huddling before their moves. The problem
with this approach is that teams are usually dominated by one or more
top players, leaving the others disconnected, discouraged or bored.
Team games also make it harder for you as the coach to tease out the
thought process behind each move, since the two teams are each trying
to be secretive. We don’t recommend them.
Game
reviews.
Previously played games provide
extraordinarily good teaching content. This includes not only famous
games in chess history played by the game’s great players but
may include games played by the coach or others. Some coaches,
especially those teaching more advanced players, teach primarily by
doing game reviews. We heartily endorse this practice. At the same
time, we recommend sparing use of this technique with inexperienced
players. The subtlety of moves by the masters will likely be lost on
them until they are thoroughly familiar with tactics and strategy.
A
related point: Most players agree that the best single way to learn
is to have someone more experienced review their own games, focusing
especially on weak moves. This is a terrific way to teach,
especially with small groups or individual players. It is frequently
a mainstay of private lessons.
Homework
and handouts. Some
coaches give kids homework, usually in written handouts, and
occasionally online. While there is much to be said for this, and
the most eager students may participate and benefit, our experience
is that most kids do not have the time or interest to do homework, so
the results are often disappointing. We leave it to you to decide
whether it’s worth the effort.
At
the same time, kids and parents often like chess handouts to peruse
at their leisure. This includes articles about chess and lists of
strategy tips. For one example, see http://bit.ly/1APULbF.
Many kids also enjoy interactive tactics trainers like those at
chess.com, chesskid.com, and chesstempo.com.
Say,
see, and do. When
you can, follow the rule “Say, See, and Do.” First
explain the point. For example, if the lesson topic is how to mate
with a king and queen, explain the idea of using the queen to put the
king in a box and making it smaller and smaller, advancing your king
as necessary, until you can mate. Use the board as an aid while you
do so. Then demonstrate the technique with an example or two. Then
bring one or more kids to the board and have them do it themselves.
Then, if time permits, have them practice the technique over the
board with a partner. The sooner they practice what you’ve
tried to teach, the more likely the lesson will sink in.
The
4 questions. As
kids learn, make sure they follow the fundamentals. We encourage our
kids to memorize four questions to be asked before every move:
a)
Am I in trouble? (Do I have a piece that can be captured, or is
there a mate threat?) b) Is my opponent in trouble? (ask the same
questions as above).
c)
Why did my opponent move there? and d) Am I sure I’m moving to
a better square, and one which is safe? (This is more complicated,
as “better” can mean a lot of things, but it reinforces
the need to be able to explain every move.)
At a
certain point, these questions become automatic, but encouraging kids
to ask them consciously prevents many a careless blunder.
Repetition.
Don’t hesitate to review or repeat lessons or parts
of lessons, especially if some time has passed since the last time
the material was taught. Many of us need to hear something more than
once for it to register. And kids might have missed the lesson the
first time it was taught.
Rescue
them when they are stuck. We talked above
about keeping things positive. Let your
students know that if they are called upon and can’t think of
something useful to say, they can “pass.” If they
participate and get something wrong, gently correct them. Whether
they have volunteered or been called upon, they may also stumble or
freeze. Do everything you can to make sure the exchange ends on a
positive note. If they are stuck on an answer, ask easier and easier
questions until the student finds one he or she can answer. If the
question involves seeing something in a board position, provide clues
to help them focus, like drawing their attention to a key part of the
board and asking “what’s going on here?” or even
focusing them on a particular piece. Be sure, though, that by the
time they sit down, they have reason to think they have done at least
part of the exercise well. Encourage them and protect their egos.
Consider giving them bonus points for the part they got right, or
even for trying hard.
Disruptive
behavior.
Participants in your club should be
required to attend lessons. You will therefore want to have a system
in place for kids who are disruptive.
This may occur because a child has been placed in an incorrect
ability section (recall that groups should be based on ability, not
age). Assuming the child is properly placed, you should consider an
escalating series of sanctions. Most club directors start with a
warning to the child. If your club has a point system which includes
behavior, consider taking points off. Consider moving the student to
a seat away from the main group. These “time outs” can
be of whatever duration seems necessary.
Note that we do not recommend that you ask
disruptive kids to leave the teaching room. This can reward bad
behavior.
If problems persist, tell the child you will
talk to his parents, and do so. In extreme cases, call the parents
and ask them to pick up their child. The vast majority of parents
will understand and support you.
If the situation continues or deteriorates, you
will need to consider other options. One is to require that a parent
or caregiver be with the child when he or she is at your club.
Another is to suspend the child temporarily (often a week or two is
sufficient) or drop them permanently from the club. Even a small
number of disruptive students can be a drain on the group and can
make learning impossible for the others. Do everyone a favor by
demonstrating that negative actions have consequences.
Section 3: Tiered Coaching and Competitive Success
“Tier”
your club if you can, and use multiple rooms.
Ideally, especially after the first year, your club will be divided
into lesson groups based on ability, with separate coaches teaching
different groups. Many clubs convene in a large space, usually a
cafeteria, multi-purpose room, or library. Once lessons start,
however, kids go off into separate, quiet rooms, where it will be
easier to focus without distractions. Most principals will help you
find appropriate space, including classrooms. It may be helpful to
speak to chess-friendly teachers in advance and tell your principal
which are willing to have their rooms used.
Students
in kindergarten and first grade may do better if kept together in
small groups in your main room. See “Special Considerations
for K-1’s” in Section 2 above.
Add
coaches. To "tier" your
club, you will need to add coaches. The Chicago Chess
Foundation should be able to help. Potential coaches may be
closer than you think – parents, teachers, community residents,
and high school and college students. They will need to pass a
background check, and will need guidance and training, which CCF
plans to provide. Their skill level will likely determine which
lesson group they will teach. Some may volunteer; others
will need to be paid, but sometimes not very much. High school
students may be willing to coach in exchange for community
service credit. CCF’s Fellows Program will identify and train
qualified student candidates. As we’ve mentioned, middle
school students can be effective teaching
K-1’s.
You may need to place a parent or other adult with them to assist in
discipline.
Train
your coaches. You may be fortunate
and find coaching candidates with experience in classroom teaching
and technology. More likely, your coaches will need training. CCF
should be able to help. The approach we favor is outlined below.
Start
with an orientation session. Explain the basics such as when your
club meets, when they will need to get there, your goals for your
club, logistics (security clearance, payroll, etc.), available
technology, and intended curriculum. Give them any documents or
handbooks you’d like them to use or be aware of, including this
handbook.
Then
have them watch other coaches teach. If you have coaches of very
differing styles, have them watch more than one as they decide for
themselves what appears to work best. Encourage them to develop
their own styles.
When
they are ready, and if you have the luxury, have them teach segments
of a day’s lesson, alternating with you or another coach.
Encourage them and help them build confidence as teachers. Even top
players can be nervous and unsure of themselves in front of a group
until they gain experience. Stress the importance of simplicity,
clarity and eye contact. Tell them to call the kids by their names.
Whenever
possible, observe your new coach before you give him or her a class
of their own, and get them used to the idea of being watched. If you
don’t have the time, have another coach or parent observe them
and talk to you afterwards. If your
new
coach needs improvement, be blunt with them afterwards and as precise
in your critique as you can. Demonstrate what you think may be more
effective techniques. Combine any criticism with praise whenever you
can.
Encourage
them to talk about the wider chess world. If they are comfortable
doing so, encourage them to tell their kids stories about great
players, moments in chess history, or their own chess ups and downs.
Have them bring the chess world alive.
Talk
about tournaments. Most kids are
eager to compete, and it therefore makes sense for coaches to talk up
tournament play. Kids almost invariably enjoy playing in tournaments
and school-versus-school matches. Like it or not, there are few
incentives as powerful to kids as winning trophies and medals.
Perhaps more important, competition spurs kids to improve their game
by continuing to learn. If you have played competitively, weave
anecdotes and examples from your own experience into your lessons and
convey the excitement of playing under pressure against opponents
they probably won’t know.
When
there are upcoming tournaments, be sure to tell your clubs, and have
flyers available. Many coaches notify parents by email as well. For
details on how tournaments are organized and run, and a description
of the major events in Illinois, see the discussion on the ICA
webpage at http://bit.ly/1APZbiO.
Use
a rating system.
Some clubs use a computerized rating
and ranking system which allows players to track their progress as
they move up and down on their club “ladder.” One such
system, which we recommend, is “Chess Club Manager” from
the makers of Think Like a King software. It utilizes an algorithm
to calculate the value of wins and losses which is similar to the Elo
method used by the United States Chess Federation.
True,
putting ratings on display may be dispiriting to some kids at the
bottom of your ladder. But we have found those situations to be
surprisingly rare. On balance, we think the advantage of using such
a system — supporting and nurturing the competitive instincts of
your stronger players — outweighs any disadvantages. It’s
your call.
Section 4: Other Resources
A
vast amount has been written about chess and is available in both
hard copy and online. Whether you are starting a club or trying to
improve one, we especially recommend the comprehensive package of
online youth resources appearing on the website of the Illinois Chess
Association (http://bit.ly/1APZbiO).
The
resources include the research on the
benefits of chess; links to videos of kids, teachers, and experts
talking about those benefits; an
overview of chess in Chicago and the state, a section on competition
including a description of major tournaments and a detailed guide to
how tournaments are run, and a discussion of sportsmanship and
etiquette.
But
the centerpiece of the online resources is a section called
“Starting a Chess Program” (http://bit.ly/fLs6uL)
which addresses every step in the process including initial planning,
equipment, instruction and curricula (including
computer-aided instruction), budgeting, volunteer recruitment,
publicity, and club management. The Resources section also includes
a guide to choosing a private service provider.
Chicago
Chess Foundation (chicagolandchess.org)
Michael Bologna, President (mbologna@bna.com)
Illinois
Chess Association (il-chess.org)
Carl Dolson, President (carl_dolson@yahoo.com)
Jerry Neugarten, primary author, CCF and ICA Boards
(jerryn@statetel.com)