Striving for Excellence in Coaching Chess

“I loved chess before I knew how the pieces moved. Because I loved my dad and he loved chess.” - Coach Jay

Dad won the Florida Experts Championship in 1963 with a 2340 (strong Master) rating performance. I was born a few years later.

In 1971, when I was five years old, Dad taught me how to play. A year or two after that, my life changed forever when I beat my older brother at something for the first time. On January 21, 1994, I taught my first chess class. Six months later, I quit my day job.

Creating Interest for Chess in Your Community

Creating an interest in chess, starts with creating an interest in the coach.

Passionate Interesting Fun Rewarding Stories Calculation

COACH CLASS CHESS

Animated Interested Surprises Connected Challenging Toys

Coach The coach is passionate about teaching, about chess, about fostering an enthusiasm for learning. The coach should be equipped with interesting material. Don’t bore the kids! The most effective coaches are animated enough to keep the kids’ attention after a day of school. A coach must be interested in the students. Know their names and their personalities.

Class Why would someone sign up for a class that wasn’t fun? Every class rewards the kids with knowledge. Add more rewards and get more interest. How is each student connected to your class and to his/her classmates? Strengthen that bond. Even the less ambitious children need to be challenged. They love answering a challenge.

Chess Know your chess history, especially the amazing stories. Share it with the kids. Make them calculate. Make it look tough, but talk them through it. It’s thrilling! Everyone loves toys – apps, websites, even chess books! Introduce them to your students. Our favorite thing to do in chess is surprise our opponent. Show them shockingly brilliant moves.

Why Chess? Why MORE Chess? Parents and school administrators need to know why their children/students should learn and play chess. Then, why should they continue to do it year after year. Take every opportunity to communicate the benefits of the royal game.

We (chess coaches) are indeed fortunate. We are not selling a product that people don’t really need. The more our students are involved in chess the better it is for us and for them.

Do we need to be salespeople? Yes, we really do. But it’s not at all a bad thing. Think of it from the parent’s perspective – they signed their child up for chess, hoping that it will give them all of the benefits that have been advertised. The more their child is involved, the more benefits they will enjoy.

To be the best salespeople, we need to know our market and have an overall marketing plan. Basically, you have four types (levels) of students: 1. Love chess and are willing to work hard to excel at it, 2. Love chess and enjoy playing often, 3. Like chess, but mainly for the social aspect and because it’s a break from Child Care, and, 4. Not really interested, but the parents signed them up for just this one session because they think that their kid should at least learn how to play. Also, it gives the parent an extra hour.

“The easiest customer to get is the one you already have.”

Your goal (marketing plan)? Move students up a group each session. Each coach will find their own tools to help them accomplish this. Try to keep track of who falls under what number. Very often, you won’t have more than a handful of #1’s in any of your schools, but if you don’t TRY to move Group 2 into Group 1, they will feel the neglect and will surprise you by dropping out.

Effective Coaching Techniques Know their names. Use your cell phone to make a video of the class saying their names. Start with yourself. Review it right before that class each week.

Use softballs for those who are not confident. “Softballs” are easily-answered questions. When a struggling student correctly answers this easy question, give them an “I’m impressed” eyebrow raise, but otherwise move on like it’s an everyday occurrence. If they are younger (Kinder or first grade), do the opposite – make a big deal with high fives and applause from the class.

When teaching a technique or pattern, begin with the final position and step backwards. When we know our end goal, it makes it easier to see the path. You can see this technique being used to teach Smothered Mate in the diagrams below.                               # 1 # 2 # 3 2

Teach a concept then start with challenging puzzles, then offer easier ones. It’s counter- intuitive, but it’s how you test those students who are quickly picking up the concept. If you are teaching castling, for example, use Position 1 to explain the idea, Position 2 (and ones of that level) to test your strongest students before dismissing them, and Position 3 as a starting point for re-teaching the lesson so your less-experienced students can grab on to the concept. The question for these below: Explain why White/Black can/cannot castle kingside/queenside.                               # 4 # 5 # 6 Clear out proficient kids whom others lean on. Don’t make a huge deal of this unless the kids are really complaining about not getting to move on to the next station; if that happens, spell out the system for them: “Once I know that you understand the concept, then you can move on to solve the puzzles in your book.” For a child who struggles and is always the last in the group, arrange with a coach ahead of time to keep a very close eye on him/her, then throw a softball to the student and dismiss with the students who always get dismissed first. This will build confidence.

Use active (disruptive) students as junior coaches. This is a win-win-win. The active student reinforces concepts, a newer student receives one-on-one attention, and your class is less crazy.

Don’t escalate a confrontation with a student. This is critical. Poor handling of a confrontation can result in more than just one lost student. It could end your program at that school, in the district, and worse. (See appendix for “Methods of De-escalation”)

Use a new teaching method even if it’s not yet mastered. It’s okay that your students can tell that this is the first time you are using this method. If you are explaining a concept, and it suddenly occurs to you that there is a good analogy, don’t put it off until you have prepared it – use that idea right away. The students will sense your adventurous learning spirit and go along for the ride.

Break things up, but don’t be too funny or distracting. Make your funny stories last no more than one or two minutes, then quickly segue into an interesting concept or comment that stops them from talking amongst themselves about how funny your story was.

Reward good citizenship randomly. Once or twice a year, at schools that really seem tough to control, I quietly take out a dollar and hand it to a child who is minding their manners and say “Thank you for being respectful.” Try it – it’s worth the dollar!

Talk to parents about something positive their child contributed (in front of child). This is another win-win-win. The student is the star. You are the star teacher delivering great news. The parent is a fantastic parent for having a child who is obviously the next Magnus Carlsen. This will encourage more practice at home and continued participation in class.

Lecture Strategies & Techniques Minimal dead time – talk while you set up the next position. Face the class and maintain eye contact as much as possible. Whisper & lean in (like you are sharing a secret with them). Raise your own hand as you ask a question so students are reminded to do the same. Talk your calculating method out loud as if you are solving the puzzle with the class. Name patterns (for that lesson) after the kid who figured it out. Find something positive in every wrong answer. Otherwise, they will stop participating. For castling – have every student do it on your demo board while you repeatedly remind them of the rules and reasons for castling.

Typical School Class Issues and Solutions

Love to play, hate to work. Issue: The students only want to play chess and don’t want to learn anything new. Solution: Don’t bring out the chessboards until after the lesson/worksheets.

Love to work, hate to play. Issue: The students don’t want to play chess, they just want to solve puzzles in their lesson books. Solution: Give small rewards for results in mini-simuls*. Use a coach or advanced student to give the simul. A draw earns a chess pencil. A win earns a chess pawn keychain. Use domination endgame positions and have the students take notation if they know how.

Older students are bad examples. Issue: Your older students are the ones the others look to as role models. If they are not behaving, it will only get worse. Solution: Have a special meeting only for your oldest students. Talk to them like they are adults and let them know that the younger players need strong role models. Use a demo board to review some important ideas (development, Scholar’s Mate, basic endgame ideas) that they can teach (re-teach) to the younger students. Give out Jr. Chess Coach stickers or turn them into badges.

Students are not improving. Issue: Students are likely not playing at all at home and cannot move further in the curriculum. Solution: Have the students notate their games for tickets for a chance to earn a prize. Just 10 moves, then review the game with the players. Do that until they look solid after 10 moves, then bump it to 15 moves.

General chess advice to give the students on a regular basis ● Control 33 squares – more than half!

● Improve your position with each move. This is “grandmaster chess.” To a beginner, it might look boring, but the idea has been around since Steinitz introduced it as “the accumulation of small advantages.” Other great masters, including International Master Jeremy Silman offer good advice: analyze the imbalances, then play to your advantages while trying to rid your opponent of his/her advantages.

* “Simuls” is usually short of “simultaneous exhibition.” Here, it’s not on exhibit, but have one strong student or a coach play against several players at one time, walking from board to board. 4

● Look first for checks, captures, and attacks. Also, look ahead for the same that your opponent will be able to play after you make the move that you are considering. This is the basic list of “forcing moves”. As your students become more advanced, you can add to this list: Moves that threaten mate, moves that plan promotion, moves that prepare to threaten an unstoppable mate, etc.

● Remember that defense is more important than offense. Ask the students if they are guaranteed to win a baseball/soccer game if they score 10 times. Obviously, the answer is “No.” BUT, what if you play a soccer game in which the other team doesn’t score a single goal? Is it possible to lose that game? No.

● Trade bad pieces for strong ones. Explain that a good bishop has a lot of scope compared to a bad bishop that is blocked by its own pieces. Show these examples so they can see when a piece is stronger than one that is typically of equal value.                               # 7 # 8 # 9   ● Understand the purpose and main strategies for the opening, the middle game, and the endgame. ► In the opening, the main plan is to develop your pieces, control the center, and get your king to safety. ► In the middle game, you want to gain space, trade bad pieces for good ones, and look for tactical opportunities. ► In the endgame, your main goal is to safely promote a pawn. Follow these simple guidelines to help you achieve this goal:  Use your strongest piece to attack weak, unprotected pawns;  Activate your king;  Create a passed pawn; and, most importantly,  Stop your opponent from doing those three things!

● Never give up! (Tell a story)

Every Chess Coach Should Know a little something about the World Champions Wilhelm Steinitz – First world champion. Preached “the accumulation of small advantages plan. Emanuel Lasker – World Champion for 27 years. Played precarious moves to create imbalance. Jose Raul Capablanca – “The chess machine,” he played quickly. An endgame genius. Alexander Alekhine – First modern master. He studied openings (and his opponents) thoroughly. Max Euwe – Took Alekhine’s title briefly before it was taken back. Mikhail Botvinnik – Became champ by winning an event after Alekhine’s death. He lost his title in 1955 and 1960 and regained it each time. Vassily Smyslov – Proclaimed to have no particular style, he just played what was called for. Mikhail Tal – A tactical super-genius, he won many games with unsound sacrifices. Tigran Petrosian – A positional, defensive player. Very tough to beat. Boris Spassky – When he beat Petrosian, fans wondered if anyone would ever be as good. Bobby Fischer – Demolished the competition in 1970-72, then did not play again until 1992. Anatoly Karpov – Won many events to prove that he was a deserving champion after taking the title by default. Garry Kasparov – Had fierce battles with Karpov. Famously beat, then lost to IBM computer. Vladimir Kramnik – Surprisingly, Kasparov couldn’t win a game against him in their match. Viswanathan Anand – Top 3 player in the world in four different decades! Magnus Carlsen – Wunderkid current champion from Norway. The highest-rated player ever.

Dealing with a Confrontation It’s going to happen. A child will be embarrassed about losing to a younger player. A student will accuse another of cheating and you of allowing it. You will offend a student without even realizing it. What you do next is critical!

First … What are the possible bad effects of escalation? 1. Lost learning time 2. Endangerment of children 3. Damage to your program

What NOT to do: 1. Lose control. 2. Give the teacher glare 3. Talk, talk, talk. If you lose control of yourself, you will lose control of your class, and you will lose the respect of many of your students.

Giving the teacher glare challenges the student and the class, and demonstrates that you don’t have the ability to do anything more than that. Talking (lecturing) is not effective because students are caught up in the moment of the confrontation and your talking will usually just prolong it. They aren’t in the mood to listen.

Methods of De-Escalation 1. Prove you care. Build positive relationships from Day One. 2. Stay calm. The hotter the child, the cooler the adult. Never take it personally. 3. Be clear. Post expectation (words and pictures) and model what you want. 4. Pause silently. Stay silent. Point resolutely and quietly to what you want the child to do. Keep your hand still. Nod sympathetically. Don’t repeat the statement. They heard it the first time. 5. Back off. Give the child space and time to cool down and “reset.” 6. Loud then soft. Get attention with a sudden short sound, then switch to an appealing subject and speak in a soft, engaging voice. “Whoa! … Let’s get back on track.” 7. Teach virtues. Recognize their greatness. Show how to get attention in positive ways. 8. Move slowly. Nod slowly. Walk gracefully. Gesture gently. 9. Take a refreshing break. Invite student to get a drink of water, take a peaceful walk, change the environment. 10. Practice in advance. Figure out in advance where trouble often starts, the practice your expectations for that situation. Over and over. After a break, you can ask students to “review our expectations.” 11. Ask for their help.” How do you…?” “I need help with…” (set up chessboards, teach a beginner, etc.) 12. Change position. Get side-by-side. When you talk, use a kind voice and long, patient pauses. Don’t maintain eye contact when addressing this behavior. They don’t want you “staring” at them. Questions, not directives.