Are good instructors in short supply?

[TarrSteps]

I agree that often what we learn isn't what we think we should learn/want to learn, but is what we NEED to learn. Personally, I've never resented an instructor for that - I've had lessons where I've learned that I'M this biggest problem when I didn't realise I was, that my tack is causing half my difficulties, that my attitude needs changing or I need to be more patient/back off/ change my approach. However I feel that these, whilst painful a the time, are sometimes the best lessons!

However I can imagine from an instructor side, you don;t want to be teaching those lessons until you have a good working relationship - you don't want to scare potential clients off with the hardest lessons to learn first. So I can see how it might be tricky.

And *how* you teach those lessons is important - I had an instructor, an award-winning one who is very well spoken off, whom I've just never clicked with completely as in my first ever lesson with him at RC camp, I described my difficulties with jumping (something I'm not confident about) and what my horse did. His words were "well I think it's the pilot that has the problems, not the horse". A very true statement, but the way he said it (I've since realised he has a very banter-y teaching style, but I am very quick to get down if negatively criticised, I need positive 'do this' not negative 'don't do that' in order to react well) made me feel very defensive, and whilst I've had a few lessons with him and enjoyed them, I'm just not totally comfortable with him thanks to that offhand comment right at the start. So I can completely understand how it is difficult.

Yes, I know I'm a wuss, but I really take criticism very hard I guess because I try so hard, so I need a positive instructor who can show me what I need to do rather than what I'm doing wrong... at least 80% of the time, anyway.

You've hit another pertinent point here, re instructors following a "hard truth" line. While it's true this approach can scare people off because they don't want to know, equally, there are lots of students who just give up if the instructor is too blunt initially and it further fuels their lack of confidence/own (unwarranted) sense of inadequacy. If the student seems very down on themselves a sympathetic instructor will try to be a bit more encouraging initially, before tackling the hard truths.

How often do we see people on here saying they will never go to another clinic/lesson/dressage test because "negative" comments made them feel even worse about their riding?

Kids are much easier to teach in some ways because they are used to being taught and less inclined to take criticisms - which is, after all, what a student is ostensibly there for - less personally. With adults you sometimes have to be mindful of the baggage they bring to the equation.

Teaching, at least teaching people who are out of the habit of being taught, is often a case of getting them to hang in their long enough to see why change is necessary and how good it feels when positive change happens. I agree that *something* should obviously improve in the first lesson but actually, I find the real test comes a bit later, when there are fewer revelations and more hard work. Improvement is always a series of steps and plateaus - it's during the plateaus that the real test of a system comes. Almost any reasonably educated instructor will be able to produce something new or helpful the first few times, it's what happens in the long haul that makes or breaks the lasting improvements.

 

[olivia x]

I am very impressed with the quality of instruction I have had here--when I had my horses as an adult in the US I took lessons once a week or so and rode them on my own in between, on the flat or out hacking. I went to clinics as and when I could, so learned from a variety of people who were also professional riders and competitors. The lessons I have had here-- have been doing 2-3 x a week in the run up to getting my own horse--have been quality on a different level altogether. In fact, the very positive experience is what got me thinking of wanting a horse again.

Perhaps it is just old age creeping in-- but I prefer to think it is good instruction -- that I actually enjoy doing dressage work. Before, I just did not enjoy it-- but now I find it to be fun and challenging at the same time. Understanding the use of the aids and how subtle and intricate they can be-- it is a whole new world! Just was never taught that well before, nor understood the use of aids in combination in the way I am being taught now.

I am not very "sensitive" about my riding-- I know it needs WORK-- and if things do not go so well on some days, well, I just shrug it off, knowing sometimes it is two steps forward, one step back.

But I am very impressed with the quality of instruction I have had--each person somewhat different with their approach, but all very good.

 

[khalswitz]

You've hit another pertinent point here, re instructors following a "hard truth" line. While it's true this approach can scare people off because they don't want to know, equally, there are lots of students who just give up if the instructor is too blunt initially and it further fuels their lack of confidence/own (unwarranted) sense of inadequacy. If the student seems very down on themselves a sympathetic instructor will try to be a bit more encouraging initially, before tackling the hard truths.

How often do we see people on here saying they will never go to another clinic/lesson/dressage test because "negative" comments made them feel even worse about their riding?

Kids are much easier to teach in some ways because they are used to being taught and less inclined to take criticisms - which is, after all, what a student is ostensibly there for - less personally. With adults you sometimes have to be mindful of the baggage they bring to the equation.

Teaching, at least teaching people who are out of the habit of being taught, is often a case of getting them to hang in their long enough to see why change is necessary and how good it feels when positive change happens. I agree that *something* should obviously improve in the first lesson but actually, I find the real test comes a bit later, when there are fewer revelations and more hard work. Improvement is always a series of steps and plateaus - it's during the plateaus that the real test of a system comes. Almost any reasonably educated instructor will be able to produce something new or helpful the first few times, it's what happens in the long haul that makes or breaks the lasting improvements.

I think the 'hard truths' are something that is easier to take from a long-term instructor than a new one that you don't know as well. Once you have a good working relationship with someone, and, certainly in my case, know that they don't think I'm totally incompetent, I'm much less defensive when told something I don't necessarily want to, but need to hear.

RE: kids an adults though, I'm not sure I agree. I've certainly always been like this, since I was a kid, and have never taken negative attitudes very well. When I worked at an RS, I saw a LOT of kids who were nervous, and needed lots of positive encouragement, but for some reason I think it's easier to do this for kids than adults. Part of it is trust - kids trust someone in authority much easier than an adult will trust whoever is shouting at them from the ground when nervous. Equally, I think the style of teaching kids is very different - instructors try to make in fun, and engaging, and very positive, whilst adults are expected to get on with it a bit more, since the know the 'why' behind what they're doing.

To use a bad analogy, it's like comparing primary school teachers and secondary school teachers. Primary school teachers have to get the basics across in a fun and engaging way, and most kids come home from primary school having enjoyed their day. However secondary school teachers are aiming to get their students to a specific point i.e. exams, and are therefore trying to get much more across and the understanding to go with it - and when it's wrong, it's wrong, and they have to know about it. The students learn a lot more, but equally, which teenager likes school...

 

[olivia x]

I think an effective instructor ought to be able to adapt their style to what the rider needs and responds to. One size fits all does not make for effective instruction. For instance, if the instructor is explaining something and the rider doesn't "get it", the instructor should have another approach to help it make sense. It probably also depends on someone's goals- do they want to just get on for a fun ride in the lesson, or do they have very specific goals and aims for their riding.

 

[PaddyMonty]

Some very interesting responses re 'Hard Truth'.
I guess I am of that school but approach it in a roundabout way.
I ask the pupil what they are struggling with and what they think the problem is.
They I shut up and watch them ride for anything up to 20 minutes.
Then we start exercises to work on the problem all the time asking the pupil to feedback to me what they think is going on but more importantly asking them to feel what is going on. Getting the pupil to really start to think about what is happening and how they might influence change is to me key.
Normally by the end of the session progress has been made. The final part is a chat (de-brief). I remind the pupi about what they said before we started and ask if they still feel the problem is where they thought. 99% of the time the pupil has come to the 'Hard Truth' themselves which is much easier for them but more importantly they know it is solveable and already have some of the tools in their kitbag.

As for the problem of what a pupil wants to work on vs needs to work on, I have a simple solution that fits me. I dont charge a penny to teach people. This means I can select who I work with and more importantly I decide what is worked on (keeping in mind the pupils ultimate goal). If they disagree with me thats fine, they move on. This rarely happens due to the approach above. Sadly this is more difficult for people who need to earn money from teaching as there then becomes a balancing act between deealing with the real issues and keeping the pupil.
I wonder if the need to keep pupils has a limiting effect of how effective an intructor can be?

 

[windand rain]

I think the best instructors know the physics of what the horse and rider are doing how one pressure result in a reaction and what that reaction is and what it should be. Too many have a set terminology that often the inexperienced dont understand or dont get the mechanics of what is going on
Like sitting still it is yelled at people all the time but effectively you dont want the pupil to sit still (that will make them rigid and stiff) you want to have them moving in synchro with the horse to give the appearance of sitting still.
Sit up is another one yelled at regular intervals what exactly does that mean to most?

 

[charlie76]

GS you have hit the nail on the head for me. I am very lucky to have a horse who makes riding easy, he makes even me look good. When he was ill, I was riding my friends horse, who has never had any serious schooling. Dear God it was abysmal. I got a friend who is not qualified, but experienced to PSG level to come and teach me. It has been a revelation and I have learned so much. I have had to go right back to basics. She explains exactly why I have to do something, and the effect on the horse. I am hopefully going from being a passenger to actually "riding" the horse. It is simply wonderful.

I think the best instructors know the physics of what the horse and rider are doing how one pressure result in a reaction and what that reaction is and what it should be. Too many have a set terminology that often the inexperienced dont understand or dont get the mechanics of what is going on
Like sitting still it is yelled at people all the time but effectively you dont want the pupil to sit still (that will make them rigid and stiff) you want to have them moving in synchro with the horse to give the appearance of sitting still.
Sit up is another one yelled at regular intervals what exactly does that mean to most?

I teach my riders to relax and move with the horse especially in sitting trot. Otherwise they stiffen and bounce. As for sitting up, I teach my riders to open their shoulders and close the back of their arms. If I tell them to sit up the simply lean back!

 

[Deseado]

In short supply? They are like gold dust! Certainly if you judge instruction by the product (riders) then they are practically extinct!

 

[oldie48]

I hate it when I hear instructors telling riders not to do things...You're sitting crooked, sit straight, stop nagging with your legs, stop blocking the horse with your hands, stop leaning forward etc as if the rider is doing any of these things deliberately. At the first lesson I had with a trainer who has been teaching me for 12 years, she came up to me and asked me to move my seat, my legs etc and then asked me how I felt, I told her I felt really odd at which point she told me I was sitting straight! a previous RS had just shouted sit straight and I always wanted to shout back, I thought I was! Teaching should be about helping the rider to do the "right thing" otherwise we could all teach by just shouting "stop being a rubbish rider and ride better!"

I think the best instructors know the physics of what the horse and rider are doing how one pressure result in a reaction and what that reaction is and what it should be. Too many have a set terminology that often the inexperienced dont understand or dont get the mechanics of what is going on
Like sitting still it is yelled at people all the time but effectively you dont want the pupil to sit still (that will make them rigid and stiff) you want to have them moving in synchro with the horse to give the appearance of sitting still.
Sit up is another one yelled at regular intervals what exactly does that mean to most?

 

[viola]

As for the problem of what a pupil wants to work on vs needs to work on, I have a simple solution that fits me. I dont charge a penny to teach people. This means I can select who I work with and more importantly I decide what is worked on (keeping in mind the pupils ultimate goal). If they disagree with me thats fine, they move on. This rarely happens due to the approach above. Sadly this is more difficult for people who need to earn money from teaching as there then becomes a balancing act between deealing with the real issues and keeping the pupil.
I wonder if the need to keep pupils has a limiting effect of how effective an intructor can be?

I think it does. Four years ago, when I ventured into running my teaching own way I tried to see if it was possible to find that chameleon teacher inside oneself and bring the best out of virtually anybody. Deep down I knew this was pretty much impossible, at least for me, but trying taught me a lot too.

I have similar view on this as you do nowadays, I have my system (which I still work on, develop and learn more) which suits certain types of riders. Interestingly, they span from total leisure happy hackers to very ambitious die-hard riders , but I now have more understanding of how I can best bring help to what kind of riders.

Perhaps staying true to oneself, the values and teaching methods is the key to both be professionally fulfilled (and therefore give meaningful lessons) and "produce" good riders happy about their learning experiences...

 

[mirage]

The girls have weekly lessons with a fabulous instructor,she knows just how much to push them without knocking their confidence.My eldest had a new pony at the end of the summer and was getting on well with him,our instructor said he was perfect for her,forward enough that she could concentrate on her position without having to constantly kick on,but not fizzy.

A friend was having lessons with someone and raved about her,and invited us to join in one day.Well it was a huge mistake,the pony behaved perfectly,unlike the others in the lesson,but the instructor refused to let my daughter jump in the field,and made her trot in small circles whilst the others cantered over jumps.The pony,who loves to jump,got very frustrated and put in a small buck,upon which,the instructor called me over,and in front of my daughter,told me that the pony was too big,too strong,and it wasn't safe to jump him in a field.She added that we should get rid of him asap as he wasn't at all suitable.

I was gobsmacked,and pointed out that she jumped him in a field every day as we don't have a school,that our regular instructor said he was ideal for her,he was only 3 inches bigger than her last pony,and his previous owners had had him when their kids were far younger than mine and kept him for 5 years-hardly an unsafe pony.She was a bit taken a back,but insisted we should send him back or our daughter would lose her confidence and give up.The poor child was in floods of tears,as all this was said in front of her,and cried all the way home,begging me not to return him.Obviously we did no such thing,and our regular instructor couldn't believe her ears when we told her.But the damage has been done,and there is a little seed of doubt now,in my daughter's mind.She did jump him in the field again the next day,and 4 months on,they are getting on well,but I'm kicking myself for taking her for that lesson,it has knocked her confidence and worried her.Never again.Good instructors are worth their weight in gold and bad ones can cause huge problems.