Stall and Stable s2

TEACHING – B2 Instructor’s Guide

Content of this section is a compilation of material from the following references British Horse Soceity and The Pony Club, The Instructors Handbook Canadian Pony Club, B/B2 Level Study Guide Canadian Pony Club, HA Testing Guidelines Harris, SusanE., THE USPC Manual of Horsemanship: Intermediate Horsemanhip C Level

Part I –The Lesson Plan Purpose 1. Know the parts of the lesson plan 2. Know how an instructor can demonstrate if not mounted 3. Know what to check for in a tack check 4. Know the principles of good instruction 5. Know characteristics of a good instructor Teaching Suggestions 1. Review the table materials 2. Have students do sample tack and safety checks at every opportunity

The parts of the lesson Introduction 2 minutes

1. look at area for safety (gates closed, distractions, anything flapping, etc.) with a comment on this fact to the examiners 2. place class participants in the best position for the pupils to hear and concentrate (consider wind, sun, light, etc) a) be sure the examiner (especially chief examiner) can hear you a) one way is with tails of participants horse’s facing examiner so that when you stand and face the group your voice will carry toward the examiner 3. introduce yourself to the students 4. get their names in return and ask if there is any information the student would like to give regarding themselves or their horses (NB this discussion can happen while you are checking their tack) a) any problems they have been having with their horse b) things they have been working on c) any concerns/worries 5. tack check (see tack check section) Explanation and 3 minutes Demonstration 1. state what subject will be covered in the lesson a) describe the subject (e.g., describe what a circle or serpentine is) b) describe the aids for performing it 2. be sure the students understand all the terminology and aids you are using 3. demonstrate the subject The demonstration must be both visually and verbally clear a) a rider who is not a pupil b) you on a pupil’s horse c) one of the pupils d) chalkboard e) other means 4. ensure the students know where, when and how the skill will be done

Teaching (B2) – Instructor’s Guide -- 1 ** prepare ahead to know exactly what you will say and how you will run the demonstration. You must be concise and accurate in order to get this done in the suggested time. Application, 8-9 minutes This is the main part of the lesson correction and practice 1. get the riders out on the rail for a brief warm up or mention that the warm up was accomplished by a previous lesson (if guinea pigs were used for the last candidate) 2. be sure you have control of the ride during the whole lesson 3. tell the students what to do and when to begin 4. work equally on both reins 5. focus on making sure the aids are being given clearly and correctly 6. give positional corrections throughout  stated in a positive way 7. use proper terminology 8. Stick to the subject at hand and include frequent positional correction. Corrections with  after students have all attempted one or more times discuss how it is going and explanations (2nd clarify any points that seem to be unclear (you may need to bring entire class in progression) to do this)  review the aids while you are halted if necessary  a second demonstration may be valuable as students now know what to look for and you know what to point out for them to watch  repeat exercise or move onto another if students are prepared Practice with  as above repeated again consolidation, re-  repeat exercises or more onto next exercise explanation (3rd progression) Evaluation 1-2 minutes before end of time allowed

1. gather students as you did to begin lesson (considering placements of students and examiners) 2. use question/answer method to reinforce knowledge a) ask specific questions such as “Susan, where is the inside leg used and what is its purpose?" to be sure students understand the aids and the purpose for what they have been doing 3. give a general evaluation first followed by positive reinforcement for each rider Critique 1. be honest - start by explaining the parts of the lesson that went well, 2. describe how it might be improved 3. outline any areas that were forgotten, i.e. "I forgot to do the tack check".

The Tack Check Notes  always do it the same every time so you don’t miss anything  do this procedure on your friends, your own horse, your parents etc until you can do it quickly without having to remind yourself of each thing  that way you can talk to the student at the same time you are checking the tack  below is a suggested procedure that will allow you to work progressively around the horse and through a line of riders  remember to be sure the examiners can hear any conversation you have with the riders (you may need to speak extra loud for their benefit)

The use of spurs and dressage whips by beginners 1. beginner riders should not usually be using spurs or using a dressage whip a) make a point of asking if they always ride with them b) ask if they could try this lesson without the spurs and with a shorter crop

Teaching (B2) – Instructor’s Guide -- 2 c) if after this discussion they really want to keep their spurs and/or dressage whip and you are satisfied that they can handle them safely you may chose to allow them to use them  the examiners will know that you know it is not usual for beginners to use these aids 2. if a student will be wearing spurs be sure they are adjusted properly during the tack check a) level at the back of the boot b) buckle on the outside c) curve going downward Sample Procedure 1. start on the farthest left (when you are standing in front facing the riders) horse and rider 2. Start on the offside 1. saddle pad even and up in gullet 2. saddle clearance at withers 3. all leather and stitching in good condition 4. safety bars open 5. stirrup leathers correct length and in good condition 6. stirrups proper width for rider (1/2” on each side of foot) 7. girth and billets in good condition and properly adjusted 8. bridle pieces in the keepers and bridle and reins in good condition 3. Stand in front of horse 1. make sure stirrups are both equal length 4. Move to near side 1. check fit of bit, cavesson and throatlatch 2. do the same as for offside (c-h) but in opposite order 3. check any other equipment such as martingale or breaststrap 5. Check rider 1. helmet on and done up so it won’t fall off 2. proper foot wear 3. no gum or candy in mouth 4. no loose clothing 5. loose shirts tucked in (so you can see position) 6. no waist packs 7. no jewelry that could catch on horse or tack 8. no sharp object in hair or pockets 9. no wrist loops on crops 6. Check the horse and make a note if he is 1. at an inappropriate weight 2. requires farrier attention etc. 7. Turn around and you will be standing at the off side of the next horse ready to start over What to do if you 1. try to fix it if possible find something 2. briefly explain to student the problem and what they should do about it unsafe 3. if you cannot fix it and it is unsafe you may need to ask the student to leave the lesson to replace the piece of equipment

 try to be tactful so student does not feel stupid/embarrassed in front of their peers

Teaching (B2) – Instructor’s Guide -- 3 Teaching Notes General 1. come to the lesson prepared to ride a pupil’s horse if you need to a) wear appropriate boots and breeches b) bring helmet, gloves and short crop 2. unsafe practices will be heavily penalized against. They include a) losing control of the ride b) unclear directions c) allowing leg to slide back to flank when altering girth d) holding the whip in the hand when doing arm exercises e) no hat harnesses 3. use correct terminology and avoid using general terms such as “OK”, “you guys” or “good” when it obviously is not 4. ride control is very important a) do not turn your back on the group b) give clear instructions on what to do, how to do it, when to begin or end and where to be c) work equally on both reins 5. do not longe riders during a group lesson 6. you may wish to bring your tool kit for temporary saddle repairs (see Saddlery A level or USAB 446-450) 7. if you have a bad memory, bring a paper to jot down name or rider and/or description of horse so you don’t draw a blank part way through the lesson Positioning  position where you can be seen and heard and where you can see and hear responses from students  take wind (carries your voice) and sun (distracting to look into) into account  demonstrations must not take place behind the student’s back

Choosing Exercises 1. choose exercises that will involve the students demonstrating their understanding and ability to apply the aids for the given subject 2. if you will be doing more than one exercise, start with a simpler exercise then move to one that builds on what you have just completed 3. if you will doing the exercise in single file, alternate who will be leading so everyone has a chance but start with someone who will be able to follow your directions and get everyone off on the right track Positive Feedback 1. try to word feedback in a positive way. Compare these to statements a) "keep your heels down by ______" b) "don't let your heels come up"  statement (a) includes what is desired and how to do it  statement (b) is worded negatively and does not give the student any ideas how to get the desired result Voice 1. use a suitable tone, projection and volume 2. use concise and clear commands 3. position yourself and the exercise so that while you are interacting with the students the examiners will be able to hear 4. practice this at home or arena with someone listening in to discover how well your voice carries and if you need to speak up or change your tone

Teaching (B2) – Instructor’s Guide -- 4 Controlling the 1. never turn your back on the riders ride 2. keep the riders together in a ride so that you can see them all 3. at the start of the lesson state that the riders will riding in a line (or however else you have chosen to do it) and make sure they understand the terms you will be using to control the ride. Below are some ideas a) “Form a ride behind …” everyone gets in a line with ½ to 1 horse length between each rider behind the person you have named b) “Lead file (or rider) circle to the back of the ride” means that the person at the front of the ride circles to the back so that you have a new leader c) “… in succession behind the lead rider (e.g., change rein in succession behind the lead rider) means that the riders do the command you have given while staying in single file behind the lead rider d) “whole ride…” means that all the riders do it at the same time (they will end up being abreast of each other for awhile)

Teaching Aids and their uses (CEF 38) Dressage letters  :to mark locations on the perimeter of the arena Pylons:  to mark locations within the arenamark where you want something to happen e.g., change from sitting to rising trot)  define a set area for the riders to go between e.g., a gate for them to ride through Polo wraps  used to draw attention to horse’s legs

 e.g., different colors on the demonstration horse’s legs (applied before the lesson begins) to show diagonal pairs when learning to rise on the correct diagonal or for learning about how the legs move at canter Blackboard and  illustrate movements and positions chalk Movie camera  excellent for showing any moving sequence on the flat or over fences Slide projector  use with good effect, particularly for some dismounted subjects

Tape recorder  for recorded lectures, music to ride to (enjoyable and good for rhythm development). Good for coach to hear and practice methods of delivery

Video tape and  produces a result for immediate viewing  students can still remember what monitor they were feeling at the same time as they see themselves

Overhead  can be used instead of blackboard for classroom and can show transparencies projector or diagrams Opaque projector  reproduces photos, printed materials or pages from books

Posters and  good visual impact, particularly multi-color, reinforced by voice of diagrams teacher/coach Loud speaker and  no excuse that student cannot hear Loud hailer Sample Subjects  basic position at walk/trot  up/down transitions  first canter lesson  sitting trot  riding a circle  positional corrections over trotting poles  riding small fences to 2'

Teaching (B2) – Instructor’s Guide -- 5 Characteristics of a good instructor Safety First  always put safety (for horses and humans) first  learn and keep learning about safety procedures USAB 191  establish safety rules and procedures and insist that they are followed  consider age, experience, physical condition and abilities of each rider  never overface a rider or horse Knowledge of  you cannot teach what you do not know subject  both practical knowledge and theory involved  be open minded, receptive to new ideas CEF 22  keep up to date with methods of the sport  read up on the subject before teaching a class Be a model  students will do what they see you do not what you say  be properly turned out USAB 191  never smoke, chew gum or use crude language when teaching  set the kind of example you want the students to follow Discipline and  having a clear, positive authority and being in charge Respect  ground rules that are reasonable and can be easily followed  self discipline to set a safe example USAB 191  disciplined riders who pay attention and respond to you promptly  proper and safe behaviour from nonriding spectators and helpers  well schooled horses that are under control  riding is too dangerous for sloppiness or lack of discipline  respect for horse, for others and for oneself  punctual, polite, considerate and neatly turned out shows respect Be interested in  know the students individually your students  find out about special problems (learning disabilities, physical or emotional problems) USAB 191  discuss goals, what he enjoys and what he finds difficult  be patient  what comes easily to one student may come hard to others  understand fears: physical fear (falling or getting hurt)  mental fear (failure, embarrassment looking foolish)  never embarrass or degrade a student or allow others to do it Be fair, honest and  treat all students equally and have respect for all regardless of ability positive  give equal attention to each member of the class and never play favourites  be specific with praise USAB 192  if you suggest an exercise that doesn’t work, admit it and move on  state things positively whenever possible  reinforce and build on the good things about your students, their riding and their horses Break material  anything is easier when it is broken into smaller steps down into simple  each step is taught thoroughly before going on to the next steps  develops solid skills and builds confidence through success at each step USAB 192  do not push quickly through some steps or move on before student has clear grasp of each  break every skill into basics and then add progressions Use variety to keep  use various teaching methods and exercises lessons interesting  use your creativity and sense of humour  find different ways to say the same thing and express new ideas USAB 193  listen to other instructors, read and write down new exercises or techniques  ask questions, use analogies and relate riding to everyday things such as riding a bicycle  include some independent work in each class

Teaching (B2) – Instructor’s Guide -- 6  help students set goals to work on during a period of free riding and discuss their work afterward  give students “homework” or exercises to practice on their own  use games and challenges to encourage skills and horsemanship while having fun Set ground rules  be sure everyone knows what is expected of them  people feel unfairly treated if they break a rule without knowing it exists USAB 193  keep rules simple, clear and few in number  give reasons for them  have group discuss reasons for rules or have them formulate them Technically  Rider security Correct  Lack of unnecessary restriction  beginning coaches teach a basic seat  effective use of aids both on the flat CEF 22 and over fences Manner of  projection of ones own personality Presentation  stress good characteristics and suppress the poor ones  teaching totally different than your normal personality will appear artificial and CEF 22 rarely successful  develop the channels of communication with the student Lesson  voice should be clear, audible and precise Presentation  have expressive voice, variation of tone and articulate with self-confidence and authority CEF 22  communicate by using word, demonstration and student feel  be interested in and vary the presentation depending on the individual student  have a sound lesson structure and knowledge and personality to deliver information that you have prepared

Teaching (B2) – Instructor’s Guide -- 7 Part II – Gymnastic Basics Purpose 1. Know value and use of trot poles 2. Know the correct distances for setting simple gymnastics Teaching Suggestions 1. Review table materials 2. If possible, involve students in setting up gymnastics and adjusting to suit horses so they learn how to recognize a correctly set distance. 3. The end of this guide (both instructor’s and student’s) contains some possible lesson statements to give students some ideas of what they could say. These are only a suggestion. 4. The end of this guide also contains a table for developing a good resource for teaching for students. This table can be photocopied and filled out by students for topics which they may need to teach (they may ask for riding instructor’s help) or new skills they are learning. The more subjects they have them for the better resource they will be. These sheets will allow them to more easily prepare lesson plans.

Value of Trotting Poles to rider Trotting poles 1. balance teach and develop 2. rhythm 3. feel and co-ordination of aids MH 96 4. rider’s eye for distance 5. knowledge of how to use the area, leading to a sensible line of approach Setting trotting Pony poles  3 feet 3 inches to 4 feet 6 inches apart Horse  4 feet 3 inches to 5 feet apart

adjusted so horse steps exactly in the center of the distance between the poles Number of poles never use less than three or horse may be inclined to jump them all MH 96

Gymnastic Distances (MH 103) Elements Distance Notes Between trotting 4’6”  adjust to be correct for horse poles Trotting poles to 9’  start with cross rail with correct ground line first fence  can be changed to inviting, low staircase fence  keep it inviting First fence to second 18’  one non-jumping stride if approached with good trot via the trotting poles  raise and widen second element (eventually to a parallel) once you know distances are correct and horse is relaxed and confident Second element to 19’6”  start with simple spread third  vary type as training progresses  one non-jumping stride Third to fourth 21’  simple upright element  use upright until confidence has been established over all four elements  one non-jumping stride  distance may be a little long for some adjust as necessary Bounce fences at 10’  for horses trot

Teaching (B2) – Instructor’s Guide -- 8 Elements Distance Notes Bounce at canter 12’  for horses

Approach in Trot Summary (MH 113) Fences approximately 2 feet Pony Horse between elements 1 16’-18’ 18’ - 20’ and 2 one non- jumping stride Between elements 24’-27’ 17’ - 30’ on and 2 for two non-jumping strides Between elements 2 18’ – 19’6” 19’6” – 21’ and 3 for one non- jumping stride Between elements 3 19’6” – 21’ 21’ – 23’ and 4 for one non- jumping strides Bounce 9’ – 10’ 10’ - 11’

Approach in Trot Summary (MH 114) Fences approximately 3’3” Pony Horse one non-jumping 20’ - 24’ 23’ – 25’6” stride between elements two non-jumping 31’ – 34’ 34’ - 36’ strides Bounce 10’ – 12’ 11’ – 14’

Fence Construction Use of ground-lines  horse looks from the base upwards  assesses point of take-off from the bottom of the fence MH 107  a clearly defined ground-line will help the horse’s judgement  pull out in front of vertical to prevent him taking off too close to the fence Encouraging good 1. staircase as first element encourages novice horses to jump jumping 2. spreads should not be used as second element for very novice horses or those with little scope (especially out of a one non-jumping stride double) MH 115 3. use two non-jumping stride double for very novices horses so they can put in three strides if necessary 4. approach in trot in early schooling 5. make fences solid looking with true ground line 6. build fences along a wall or fence to help novice jumpers 7. set distances correctly 8. parallel bars encourage horses to be supple and round their backs

Teaching (B2) – Instructor’s Guide -- 9 POSSIBLE LESSON STATEMENTS Introduction and 1. state the riders are already warmed up (previous lesson) or warm them up warm-up briefly at beginning of explanation and demonstration 2. Introduce yourself “Hello, my name is .” 3. Have them introduce themselves “Will you please start at this (gesture) end and tell me your names” 4. Do a tack check while chatting  “What is your horse’s name? Have you had any problems in your recent lessons? Does your left iron feel longer than the right? No, let’s keep an eye on that during the lesson. Will you please remove your gum?” Explanation and 1. Introduce topic “Today’s lesson will be on .” demonstration 2. Describe the topic “A is when the horse and rider .” 3. Describe how it is done “To perform a the rider must then .” 4. Call in your demonstrator if you have one and state something like, “Julie will now demonstrate how to .” While she is demonstrating, point how she is aiding the horse. If she does something incorrectly during the demonstration, say something like “Julie, could you please do the again, this time making sure that the .” Application, 1. Tell the students how they are going to practice the subject by stating practice and something like “To practice you will all go out on the left rein at corrections the (pace). When you reach the letter A you will .” or “When you reach the letter A the first rider will and the other riders will .” Make sure that every rider knows exactly what they will be doing 2. Before the riders move out, ask if they have any questions about what they will be doing or how they will do it. 3. Let the riders go out on the rail working large around the arena for minute or two until you have clear control of the ride 4. While the riders are working on the exercise, give positional and aiding corrections. Be sure to address every student 5. Let them repeat the exercise once or twice 6. Have students return to walk or halt 7. Explain any points that seem unclear, make specific corrections such as “To give an outside leg aid, the leg is moved….” and ask if the students have any questions 8. Repeat the exercise or move onto the next one Evaluation and 1. Line the students up as you did at the beginning ( such as with rears facing chief conclusion examiner) 2. Give general comments: “While doing a it is important to have an active .” Try to be positive about their improvements/skills and suggest something else to work on. “You can continue this exercise during your schooling sessions, adding in a after the .” 3. Give specific positively worded comments: “Susan, I was pleased to see that by the end of the lesson your outside leg was providing a clear outside aid. By keeping your heels down you will become even more effective.”

Teaching (B2) – Instructor’s Guide -- 10 TOPIC

DESCRIPTION AIDS

EXERCISES AND IDEAS

POSSIBLE PROBLEMS AND SOLUTIONS

Teaching (B2) – Instructor’s Guide -- 11 TEACHING – B2 Homework Key 33 marks total

1. List three of the parts of the lesson plan (3) 1. Introduction 2. Explanation and Demonstration 3. Application, correction and practice 4. Corrections with explanations (2nd progression) 5. Practice with consolidation, re-explanation (3rd progression) 6. Evaluation 7. Critique

2. List ten things you might check on the horse while doing the tack check (10) 1. saddle pad even and up in gullet 2. saddle clearance at withers 3. all leather and stitching in good condition 4. safety bars open 5. stirrup leathers correct length and in good condition 6. stirrups proper width for rider (1/2” on each side of foot) 7. girth and billets in good condition and properly adjusted 8. bridle pieces in the keepers and bridle and reins in good condition 9. make sure stirrups are both equal length 10. check fit of bit, cavesson and throatlatch 11. do the same as for offside (c-h) but in opposite order 12. check any other equipment such as martingale or breaststrap

3. List five things you may check on rider while doing a tack check (5) 1. helmet on and done up so it won’t fall off 2. proper foot wear 3. no gum or candy in mouth 4. no loose clothing 5. loose shirts tucked in (so you can see position) 6. no waist packs 7. no jewelry that could catch on horse or tack 8. no sharp object in hair or pockets 9. no wrist loops on crops

4. List 5 teaching aids (5) 1. Dressage letters 2. Pylons: 3. Polo wraps 4. Blackboard and chalk 5. Movie camera 6. Slide projector 7. Tape recorder 8. Video tape and monitor 9. Overhead projector 10. Opaque projector 11. Posters and diagrams 12. Loud speaker and Loud hailer

Teaching (B2) – Homework Key -- 1 5. List 10 characteristics of a good instructor (10) 1. Safety First 2. Knowledge of subject 3. Be a model 4. Discipline and Respect 5. Be interested in your students 6. Be fair, honest and positive 7. Break material down into simple steps 8. Use variety to keep lessons interesting 9. Set ground rules 10. Technically Correct 11. Manner of Presentation 12. Lesson Presentation

Teaching (B2) – Homework Key -- 2 TEACHING – B2 Student’s Guide

Part I –The Lesson Plan Purpose 1. Know the parts of the lesson plan 2. Know how an instructor can demonstrate if not mounted 3. Know what to check for in a tack check 4. Know the principles of good instruction 5. Know characteristics of a good instructor

The parts of the lesson Introduction

Explanation and Demonstration

Application, correction and practice

Corrections with explanations (2nd progression)

Teaching (B2) – Student’s Guide -- 1 Practice with consolidation, re- explanation (3rd progression)

Evaluation

Critique

The Tack Check Notes

The use of spurs and dressage whips by beginners

Teaching (B2) – Student’s Guide -- 2 Sample Procedure

What to do if you find something unsafe

Teaching Notes General

Positioning

Choosing Exercises

Teaching (B2) – Student’s Guide -- 3 Positive Feedback

Controlling the ride

Teaching Aids and their uses (CEF 38) Aid Use Dressage letters

Pylons:

Polo wraps

Teaching (B2) – Student’s Guide -- 4 Aid Use Blackboard and chalk

Movie camera

Slide projector

Tape recorder

Video tape and monitor

Overhead projector

Teaching (B2) – Student’s Guide -- 5 Aid Use Opaque projector

Posters and diagrams

Loud speaker and Loud hailer

Sample Subjects

Characteristics of a good instructor Safety First

USAB 191

Knowledge of subject

CEF 22

Teaching (B2) – Student’s Guide -- 6 Be a model

USAB 191

Discipline and Respect

USAB 191

Be interested in your students

USAB 191

Be fair, honest and positive

USAB 192

Break material down into simple steps USAB 192

Use variety to keep lessons interesting

USAB 193

Teaching (B2) – Student’s Guide -- 7 Set ground rules

USAB 193

Technically Correct

CEF 22

Manner of Presentation

CEF 22

Lesson Presentation

CEF 22

Teaching (B2) – Student’s Guide -- 8 Part II – Gymnastic Basics Purpose 1. Know value and use of trot poles 2. Know the correct distances for setting simple gymnastics

Value of Trotting Poles to rider Trotting poles teach and develop (5)

MH 96 Setting trotting Pony poles

Number of poles MH 96

Gymnastic Distances (MH 103) Elements Distance Notes Between trotting 4’6” poles

Trotting poles to 9’ first fence

First fence to second 18’

Second element to 19’6” third

Teaching (B2) – Student’s Guide -- 9 Elements Distance Notes Third to fourth 21’ element

Bounce fences at 10’ trot

Bounce at canter 12’

Approach in Trot Summary (MH 113) Fences approximately 2 feet Pony Horse between elements 1 16’-18’ 18’ - 20’ and 2 one non- jumping stride Between elements 24’-27’ 17’ - 30’ on and 2 for two non-jumping strides Between elements 2 18’ – 19’6” 19’6” – 21’ and 3 for one non- jumping stride Between elements 3 19’6” – 21’ 21’ – 23’ and 4 for one non- jumping strides Bounce 9’ – 10’ 10’ - 11’

Approach in Trot Summary (MH 114) Fences approximately 3’3” Pony Horse one non-jumping 20’ - 24’ 23’ – 25’6” stride between elements two non-jumping 31’ – 34’ 34’ - 36’ strides Bounce 10’ – 12’ 11’ – 14’

Teaching (B2) – Student’s Guide -- 10 Fence Construction Use of ground-lines

MH 107

Encouraging good jumping

MH 115

Teaching (B2) – Student’s Guide -- 11 POSSIBLE LESSON STATEMENTS Introduction and 1. state the riders are already warmed up (previous lesson) or warm them up warm-up briefly at beginning of explanation and demonstration 2. Introduce yourself “Hello, my name is .” 3. Have them introduce themselves “Will you please start at this (gesture) end and tell me your names” 4. Do a tack check while chatting  “What is your horse’s name? Have you had any problems in your recent lessons? Does your left iron feel longer than the right? No, let’s keep an eye on that during the lesson. Will you please remove your gum?” Explanation and 1. Introduce topic “Today’s lesson will be on .” demonstration 2. Describe the topic “A is when the horse and rider .” 3. Describe how it is done “To perform a the rider must then .” 4. Call in your demonstrator if you have one and state something like, “Julie will now demonstrate how to .” While she is demonstrating, point how she is aiding the horse. If she does something incorrectly during the demonstration, say something like “Julie, could you please do the again, this time making sure that the .” Application, 1. Tell the students how they are going to practice the subject by stating practice and something like “To practice you will all go out on the left rein at corrections the (pace). When you reach the letter A you will .” or “When you reach the letter A the first rider will and the other riders will .” Make sure that every rider knows exactly what they will be doing 2. Before the riders move out, ask if they have any questions about what they will be doing or how they will do it. 3. Let the riders go out on the rail working large around the arena for minute or two until you have clear control of the ride 4. While the riders are working on the exercise, give positional and aiding corrections. Be sure to address every student 5. Let them repeat the exercise once or twice 6. Have students return to walk or halt 7. Explain any points that seem unclear, make specific corrections such as “To give an outside leg aid, the leg is moved….” and ask if the students have any questions 8. Repeat the exercise or move onto the next one Evaluation and 1. Line the students up as you did at the beginning ( such as with rears facing chief conclusion examiner) 2. Give general comments: “While doing a it is important to have an active .” Try to be positive about their improvements/skills and suggest something else to work on. “You can continue this exercise during your schooling sessions, adding in a after the .” 3. Give specific positively worded comments: “Susan, I was pleased to see that by the end of the lesson your outside leg was providing a clear outside aid. By keeping your heels down you will become even more effective.”

Teaching (B2) – Student’s Guide -- 12 TOPIC

DESCRIPTION AIDS

EXERCISES AND IDEAS

POSSIBLE PROBLEMS AND SOLUTIONS

Photocopy and fill out during your own lessons as preparation for teaching

Teaching (B2) – Student’s Guide -- 13 TEACHING – B2 Homework

1. List three of the parts of the lesson plan (3)

2. List ten things you might check on the horse while doing the tack check (10)

3. List five things you may check on rider while doing a tack check (5)

4. List 5 teaching aids (5)

5. List 10 characteristics of a good instructor (10)

Name: Teaching (B2) – Student Homework -- 1