Teaching Commonly Used Conventions The BRIDGE By Audrey Grant Well, Commonly Used Conventions is TEACHER here! Finally. The eight-week course is now available through the ACBL Sales Department and covers the following conventions, all compatible with the Yellow Card (SAYC): • The • Jacoby Transfers • Openings and Responses — Part I (Jacoby 2NT) • Major Suit Openings and Responses — particularly good fit with partner — hopefully Teaching Commonly Used Part II (Drury, Truscott) there’s enough combined strength to make Conventions ...... pgs.1-2 • Minor-Suit Openings and Responses the contract or at least to come close! Teaching Online ...... pg. 2 • The Subsequent Auction (Fourth Suit Let’s change the hand. In hearts take Teaching Bridge Online ...... pg. 3 Forcing) away two low cards and add the ࡖK and Toronto Summer Schedule ...... pg. 4 ࡖ • Weak Two-Bids Q. We have a much better hand. Before Listen to the Numbers ...... pg. 5 • Strong 2ࡔ Openings. responding, imagine a hand for partner’s 2ࡕ Moving to Duplicate ...... pg. 6 opening bid. Here’s a sample of how the material works: Surfing the Web with Caitlin ...... pgs. 7-8 Chapter 7 — Weak Two-Bids Our Hand Partner’s Hand ࡕ ࡕ We first get their attention by discussing what 4 3 A K 10 8 7 6 Warm Socks for Cold Feet ...... pg. 8 ࡖ ࡖ is required to open with a weak two-bid. A K Q 9 3 ࡗ ࡗ Then we move on to some illustrations of Q 5 4 2 J 10 8 7 suit behaves favorably, there’s at least one ࡔ ࡔ responding to these preemptive bids. To Q 6 3 7 2 spade loser. If trumps break unfavorably, ࡗ pass a hand with 16 points is most difficult. We’re off four top losers, the A K and the even 2ࡕ could be difficult to make! ࡔ And yet when the participants talk about it A K. There’s also a likely loser in spades. How can we bring ourselves to pass with with two hands face-up on the table it makes Pass is the best call. 16 points? If we visualize that partner has a sense. Suppose we give ourselves a much six-card spade suit and a hand without the Partner has opened 2ࡕ, right-hand stronger hand. strength to open at the one-level, it’s difficult opponent has passed and it’s our call with the Our Hand Partner’s Hand to imagine a hand that would produce 4ࡕ ࡕ ࡕ following hand: 4 A K 10 8 7 6 opposite our 16 points. On the other hand, ࡖ ࡖ ࡕ 4 3 K Q J 9 3 what if we had this hand: ࡗ ࡗ ࡖ A 9 8 7 K Q 5 4 J 10 8 7 Our Hand Partner’s Hand ࡔ ࡔ ࡗ Q 5 4 2 K Q 7 5 6 2 ࡕ Q 4 3 ࡕ A K 10 8 7 6 ࡔ Q 6 3 With 16 high-card points, it’s tempting to ࡖ A K J 9 ࡖ 3 ࡕ We pass with this weak hand…no bid on…but 2 is still the best spot. There ࡗ 5 4 ࡗ J 10 8 7 problem. It’s an average hand which has no are three aces to lose, and even if the ࡔ K Q 7 5 ࡔ 6 2 The hand has one less point, but much better support opposite partner’s weak 2S Teaching Online opening. We can imagine making a game. The transitions of these hands are taken By Sue Himel from the Teacher’s Manual, Commonly Used I have been teaching online for several years. explanation, to each student. Conventions, Chapter 7. The lesson plan Recent new developments in online teaching I have never worked with the option of being continues to illustrate responses to the weak software are making online teaching much easier, able to input a hand or part of a hand in a bridge two-bid, introducing the 2NT response, and but prior to the development of OKBU and BBO format for a student to bid or play or to be able to handling interference. By the time one hour teaching online was not so easy. demonstrate a play or defensive technique. has passed, it’s on to the four pre-dealt All of my online teaching has been on Because that option is not available to me, I spend hands. OKBridge. Before each lesson, I email the lesson a lot of time putting hands into a format that I can After two hours, the class has a new with exercises to each student signed up for a class. email with the original lesson. I also spent a great understanding of the Weak Two-Bid. They’re They are asked to read the lesson and try to do the deal of time in the lesson typing in adjustments to more comfortable with it and look forward to exercises before attending the class meeting on hands we were discussing. Many times students seeing it in action. They’ll want to get out and OKBridge. Using a text book would greatly get disoriented about which hand is which since I use it — rather than secretly hoping they reduced my preparation time, but I have taught cannot put the hand into a bridge hand format. I never get a challenging hand after partner only from lessons that I have written. have to type in a linear format. N: ࡕ A K 5 4 3, ࡖ opens a weak-two bid. Prior to a class meeting, I would convert the Q J 4 2 etc….. Students generally have to spend The material has been well tested and you main points of the text of the lesson into a file that time writing the hand down in a format with which can look forward to great results! Your could be used as an OKBridge and they are comfortable. students will appreciate your keeping them post it when I opened a teching table. This allows Keyboarding and written communication up-to-date. students to look at the lesson points while at my skills are absolutely essential for the teacher in an teaching table. Since OKBridge offers the option online teaching situation. If a teacher is using Coming Soon: of either a text or a graphic convention card, this email to send lessons, then a thorough knowledge More Commonly Used Conventions was relatively easy to do with the text format. It of the types of font and pitch available in browsers • Negative Doubles also permitted students with no printer to take a and in various word processing software and how • Other Doubles look at the lesson points during the lesson. that text appears in various files is necessary. In • and Responses During online classes, I refer to each section of addition to those skills, the teacher must be the lesson and ask for questions about the material • Two-Suited Overcalls completely familiar with the software being used first. Then we proceeded to go over the exercises and know how to communicate that knowledge • Blackwood and Gerber related to that section which are usually hands to online. Online students are sometimes new to the • Finding Key Cards bid or a question about which card to play. After a internet or computers and may have a very limited • Leads and Signals student gives an answer to an exercise, I ask if they knowledge of how the software works. I would get • Two-Over-One Game Forcing could give a reason for the bid or play then ask if students that did not know how to look at a everyone agrees or disagrees with an answer. convention card at an OKBridge table, for NOTE: If you plan to attend the Toronto These questions usually generate most of the example. And, a teacher must be comfortable with NABC, don’t miss the Teacher’s Update discussion and are an integral part of the learning the internet and all the problems associated with Seminar on Monday, July 23rd at 10AM at the process for the material. internet connections – students that disappear with Royal York Hotel. Audrey will talk about the After each lesson, I email a copy of the right lost connections, delays caused by poor connec- new course material. answers to the exercises, along with an tions, etc. attribution of the materials of 4. After the class is over, I e-mail copies of others is also greater when the hands to everyone with suggested everything you produce is the bidding and comments. written word rather than oral. You can see that preparing a class for the My classes fall into four parts, first time is quite time-consuming. I am as far as my preparation is con- hoping that when I offer a class for the cerned. second time (and after) that I will not need to do too much new editing of the prepared by Lynn Berg 1. I prepare an e-mail “lecture” before hand, material. Always, I think that when we re- which I send out at least two or three days read material we can see ways of improving, I have recently started ahead of our scheduled meeting. If you but these modifications should not take as teaching bridge online. There are using a textbook, you might not have long as creating wholly new lessons. are many similarities to teaching face to to send an extensive prefatory e-mail, but If you want to teach online, you should face, as well as some major differences. I am actually preparing my own material. prepare carefully. Your material will be out First, the similarities. You have to It’s easier to use a book and then simply there in print for the world to see (and to identify your target group and plan lessons introduce the material and try to focus the copy, by the way). Your ability to lead a which will feed a need. Or you have to students’ attention where you want it. class when you are being bombarded with create an awareness of need and then 2. When we meet as a class, in what amounts typed comments and questions requires new respond to it. You have to set prices and to a chat room, I have prepared examples skills, quite separate from standing in front schedules which are practible. You have to of hands which I put up, one at a time, for of a class. And you will be typing in “real be prepared. All the issues of not over- the students to analyze and comment on. time,” when it is difficult to correct typos loading your students with too much infor- We have a discussion as we go along. I and “misspeaking.” There’s no “undo” mation are magnified online. use an online version of Audrey Grant’s button for your pronouncements as you lead The biggest difference, the obvious one, “cards on the table” approach often, in the class discussion. If you were only can’t be overstated. You will be communi- which I put up a hand, then keep changing posting your lecture notes for the students to cating with the written word. You won’t it by just a card or two as we consider read, you could avoid the peril of live have the luxury of gesture and expression various aspects of the bidding question at typing, but then you would not be offering and intonation to back up your words, nor hand. I have been teaching on OKbridge’s the immediacy and spontaneity which are will you usually be able to “unsay” errors class site where it is easy to load hands for the best part of teaching on the Internet. very quickly. You need to prepare even this purpose. This element makes up 80 And don’t forget the thrill of having more carefully and thoroughly than when to 90 minutes of a 150-minute session. students in California and Calgary, Alabama your “lecture” is actually the printed word. 3. Next, the class plays hands I have and Australia, Peoria and Pakistan! It’s If you are not an accurate typist, if you are prepared in advance and loaded, again exciting and fun to deal with a diverse not used to having to marshal your thoughts using the OKbridge class site’s facilities. student population. in good order, expressing them with some They can ask questions and I can kibitz NOTE: Join Fred Gitelman at the economy, you will not enjoy the process of and comment as I wish. What OKbridge Toronto NABC (Monday Noon – Royal teaching online, and neither will your calls “free play” usually goes on for 40 York) for more information on teaching students. Your responsibility for fair minutes to an hour or more. online. Monday, July 23 ACCREDITED TEACHER UPDATE MEETING Special Seminars Join Audrey Grant and the Education Depart- and Programs ment Staff to hear more about the new textbooks and teacher manuals. You’ll want to teach You Will Want to Attend these courses, so don’t miss Audrey’s tips and comments on Commonly Used Conventions and in Toronto, Ontario More Commonly Used Conventions. Fred Gitelman will be available at noon to demon- at the Summer NABC strate his software for teching online. Time: 10 AM–12 Noon Site: Royal York Hotel – Library Friday, July 20 Sunday, July 22 SEMINAR — Sandra of TIPS ON SCORING HIGH AS A BRIDGE Tuesday July 24 through England introduces you to the teaching method CRUISE INSTRUCTOR — Audrey Grant, host Thursday July 26 that is causing a sensation in English schools. of the Crystal Symphony Cruises, shares her EDUCATION LIAISON WORKSHOP Don’t miss this once-in-a-lifetime opportunity. secrets for success as a teacher/game director Liaisons, IN Coordinators, Club Managers, Teacher manual and MiniBridge software on a cruise ship. This seminar provides an Teachers, Unit Officials are all invited to attend included in price of the course. Fee: $30 U.S. interesting morning program. these three sessions dedicated to ideas, Site: Royal York Hotel – Saskatchewan Room. Fee: $25 U.S. at door Time: 9 AM–12 Noon programs, and tips for increasing membership, 1st Session: 1:30–4:30 PM Site: Royal York Hotel – Library retaining members, and growing your local 2nd Session: 7–10 PM bridge attendance at games and tournaments. ACCREDITED TEACHERS Join Betty Starzec and the ACBL Education Saturday, July 21 DUTCH TREAT SOCIAL Department staff. BRIDGE FOR ALL — of England ACBL Accredited Teachers are invited to Tuesday: Sandra Landy of the UK & Mini Bridge will talk about the new EBU (English Bridge network with fellow teachers from all areas of Wednesday: Betty Starzec & Unit Growth Union) national bridge program, Bridge For All. ACBL at this new get-together. Join us for a Program Sandra developed both the program and the good time over cocktails and dinner. No teaching materials used in the program. An business tonight! Check the Daily Bulletin for Thursday: IN, New Player Services, Mentoring excellent opportunity to get some new teaching location. Bring your guests. Time: 5–7 PM Fee: None. Site: Royal York Hotel – Library ideas and tips. Time: 10 AM–12 noon Fee: Dutch Treat Site: To Be Announced Time: Tuesday 9 AM – 12 Noon Fee: None Wednesday/Thursday – 10 AM – Noon Site: Royal York Hotel – Library SPECIAL NOTE: If you are interested in running games for your students, contact Judy Cotterman ([email protected]) to register to work with the IN Directors during the IN Program at the Toronto NABC. This offer is open to al certified directors at all NABC tournaments, so take advantage of this opportunity whenever you can. In this modern age of computer-gener- currently receive ated statistics, we are surrounded by num- their membership bers that range from energy efficiency at half price. In ratings and fuel mileage data to most the second year, Listen anything in between. It seems everyone is their dues out to prove or show something significant doubles. After to the with numbers, and it is up to us to filter out numerous general what is important. The ACBL is right there surveys, ACBL giving us data, numbers, and statistics has found that this Numbers relating to membership in its Quip Report. was not a main This quarterly report provides us with reason why the current membership information such as more than 49% of each unit’s total members, the average years first year mem- by Betty Starzec of membership per unit, and the average age bers elected not to of each unit’s members. renew. (Unfortunately, the surveys could not Are they welcome at your local clubs or are There is one statistic on the Quip Report define what the main reason was.) they ignored when they walk in the door? that I have found to be the most important to The message found in these numbers is Do they have access to beginner games? Do me. It is New Member Retention by Unit that our organization failed to meet the they have the opportunity to be mentored by which indicates the percentage of members needs of 19,108 members during the past more experienced players? Are they invited who have renewed their membership in the three years when they were at the most to attend the local tournaments? (Don’t second year. critical juncture of their bridge careers. We forget a tournament to a newcomer is A membership organization grows know that after the first year of membership, something for the “good” players, not because it is constantly recruiting new most new players have not yet developed a them!) Check the Quip Report (your members while retaining its old members. love of the game. The ACBL believes that a membership chairman has a copy) and look As teachers, you are vital to the ACBL, love of the game of bridge evolves when the at the new member retention statistic for because you are the one of its main sources students enjoy the entire experience – from your unit. It will tell you if the new players of new members. In the last three years, the the cards and the people to the clubs and our in your unit are exposed to the experiences ACBL has retained 50.02% of its first year tournaments. that have been proven to help ease these members (as of 3/31/2001). This means that If you listen, this statistic (as it applies to newcomers into the local bridge family. of the 38,232 new members who were your unit) will speak volumes about the new How does it stack up against the ACBL brought into our organization during that player activities available at the local level. average retention rate of 50.02%? time, 19,108 members, many of them your As bridge teachers, you have known for Sadly, some ACBL members feel that too students, did not find value in membership years that your students may come to you much is already being done for new players. in our organization. Why? wanting to learn the game, but that they are If, as teachers, you hear this in your unit, find If we are quick to answer, our first also there because they want to meet new out what your new member retention percent- instinct is probably to think that first-year people and have fun. When your students age is. I’ll bet it will help you make a strong members don’t rejoin because of the in- leave your classroom to attend their first case for doing more to help students become crease in dues. New ACBL members club game, do they enjoy the experience? active members of the unit. (continued) In order for the ACBL to grow and to be a healthy, viable organization, it would like holding one of the classes after its to have a retention rate of around 60%. Until Moving to scheduled end. She agreed and I the retention numbers in each of our units is spent the next 12 weeks doing a close to 60%, we can honestly say we are Duplicate thirty-minute to one hour lesson NOT meeting the needs of our newer players. By the way, some units do have A Testimony to the Value of followed by an afternoon of duplicate play. My plan was to pick interesting high retention figures. And, it is not surpris- Getting Students to Play ing that in these units, they are always boards from the Monday game I run looking for more ways to assist new players; by Marvin Kulas and then let them compare their they are not trying to lessen their efforts. scores to the actual game. I also As teachers, we can champion the cause made up hands for some of the of our students in order to help them become Last year about this time, I was lessons. long-term ACBL members by working with them outside of the classroom. If you don’t concerned that I was finishing up my In the fall, I told them I had to go teach at a bridge club, organize a field trip Heart and Diamond classes and that I back to my regular teaching schedule and take your students to your local bridge would never see these students at the and that they would have to come to studio, or take them to a tournament. You bridge table again. Many of them my Monday game to get in their can work with your local clubs to provide attended the classes but never played bridge. The end result? I now have the welcome atmosphere that new players bridge outside of class. They were built up my Monday game from 7 to need by establishing a New Player Services overwhelmed with all of the material program and, most of all, you can help your 9 tables to usually 10 to 12 tables and unit understand how it can benefit by we had gone through in the 24 they are all enjoying it. I have a meeting the needs of your students. lessons. I had heard the comment retired school teacher, who claims to that they felt ready to go out and play have never played a hand of party TORONTO NABC WORKSHOP after taking The Club Series, but now bridge now hooked on duplicate. If this article “spoke” to you, join us for felt totally inadequate after trying to I am not a natural born teacher the Education Liaison Workshop in absorb all of the material in the and never thought I would teach Toronto this summer. For three morn- Diamond and Heart classes. anything. I was always more of a ings, we will talk about ACBL programs I decided the only way to get these teacher’s pest — teachers had their designed to ease your students into the students involved with a duplicate best days when I was absent! I’d like local bridge community. Don’t miss this game was to have them play to- opportunity. The sessions are from 9 to take this opportunity to thank am to 12 Noon on Tuesday and from 10 gether. I went to the supervisor of the Audrey and her bridge series for am to 12 noon on Wednesday and Senior Center where I was teaching being considered a successful Thursday mornings at the Royal York and asked if it was OK to continue teacher. Hotel. within minutes a new convention or variation Let’s Research Conventions thereof can be made. It is now time for you, the teacher, to update yourself on the cornu- You are known to be a solid, accredited copia of sites where conventions can be found. ACBL teacher and at your local bridge club It is not so transparent given such are found you teach many a novice. Today, however, an on so many different types of sites. By way of unfamiliar but friendly woman approaches you example, there are websites solely devoted to about lessons. She introduces herself as Sherri conventions; expert pages with conventions and describes herself as a fairly solid player explained; and playing sites with convention who wants to move from the ranks of the av- notes. erage player to a more advanced one. So you An example of a web site devoted to con- first decide to meet after the game and chat ventions is Conventional Wisdom (well, sorta) more. SURF by Hank Eng http://chemistry.ohio-state.edu/ Indeed Sherri is as she described and ~heng/personal/conv/c.html is a current site, maybe better, given she and partner placed a T and will give info on many standard conven- solid second in a good field. She seems to have H E EB tions as well as Sharples, Romex Stayman, and her declarer and defensive styles blossoming BRIDGE W Weissberger over 1NT. with a real grab on the essence of the two- Many sites devoted to bidding systems will over-one system. But Sherri feels that useful with Caitlin also have conventions explained that are im- conventions will enhance her game. So we fers, Texas transfers, forcing versus non forc- portant to their system. Among those are the begin with the student’s learning agenda and Internet Bridge Archive http://rgb.anu.edu.au/ respect that, although it may change as you ing Stayman, four-way Stayman, Stayman, puppet Stayman, Smolen and more. Bridge/Bidding/Conventions/which has varia- come to work together. tions on DONT and Jacoby 2NT that are of There is one hitch. Sherri lives at least an How many books have been written about conventions? Surely there are more than one interest. A similar site is available through the hour’s drive from the club, and with young Culbertson Bridge Club www.culbertsonbc.com/ children and a husband who frequently works could count offhand, starting with the newly published addition to the ACBL Bridge Se- conventions. Bridge Passion www.bridgepassion.com late, she wonders if some of the work together has whole lesson notes on basic conventions, can be done via the Internet. “No problem,” ries, Commonly Used Conventions by Audrey Grant, Eddie Kantar’s Bridge Conventions, and in English and French. Karen’s Bridge Library you tell her as you yourself have ventured into www.prairienet.org/bridge includes notes and online teaching — a vast new territory given Pavlicek and Root’s Modern Bridge Conven- tions up to and ’s examples for Drury, , and so many players wanting to learn from one . Beginners Bridge has a library with teacher living in New York while the students award winning 25 Bridge Conventions You Should Know plus their new 25 Ways to Com- notes on conventions for advancing players are from as far as Los Angeles and as close as found at http:// a fellow ten minutes away by car who takes pete in the Bidding. But even Amalya Kearse’s Bridge Conventions Complete doesn’t address beginnersbridge.com/library.htm. the evening shift with the kids while his wife Expert pages can also be a source of new works nights. some of the new gadgets that have arrived in recent years. ways of looking at conventions and bidding Conventions. Just think of responder’s bid systems. Richard Pavlicek’s site has about a to partner’s one notrump opener: Jacoby trans- The information flow can only be as up to date as the whirling wind of the Internet where – continued – continued from previous page half dozen different convention you are stupid or anything else like that cards, from Standard American to WARM because you make a mistake. You’re smart at Eastern Scientific and even the one some things your teacher can’t do, and he he plays with Bill Root. You’ll find SOCKS knows it. So his knowledge of bridge, this source at www.rpbridge.net/ FOR COLD whether vast or half-vast, merely levels the rpbr.htm#09. playing field. And many teachers say they Of course we wouldn’t want to FEET like the people they teach better than any forget ACBL Online’s site, other group they have to deal with.The class www.acbl.org, which shares many of by Prent Glazier know-it-all does usually know something, the features of e-bridge, www.e- but he can be wrong in what he tells you. So bridgemaster.com with extensive only if what he says makes immediate notes and articles by top players in- We all have to learn how to deal with the perfect sense should you listen to it. If it gets cluding Ron Klinger, Mike fear of appearing foolish or not gaining to be too much, move away. And there’s Lawrence, and Eric Kokish, with acceptance from our bridge playing peers, so nothing wrong with telling the instructor. Kokish and Beverly Kraft editing the here are some psychological tips you might The other class members feel just as site’s material. You may also click on like to pass on to your students about unsure of things as you do. They just don’t “about” on the left side of ACBL “anxiety management”. let it show. You shouldn’t either. Do not Online’s home page to reach the New players often wear their insecurity underbid because you think you can’t play ACBL page with its extensive list of like a badge. They keep calling attention to the hand as well as . Your system and convention sites. their own fears of inadequacy. If you have opponents can’t defend as well as Bob Now it is time for you and Sherri been asked to make up a fourth by people Hamman either. Those 13 tricks have to go to find those conventions which will who don’t know you, tell them ONCE that somewhere! Rarely will a well-thought-out enhance her game rather than clutter you are still learning. Then assume that you bid or play prove to be really wrong — it it with unnecessary conventions most belong there until proven otherwise. Re- may not work, but it won’t be theoretically often forgotten by partnerships! peated comments about your inexperience all that unsound, and even a much more The do not make it easier for the other players, or experienced partner will probably feel it was BRIDGE gain sympathy, which you don’t want reasonable. I can feel quite comfortable with TEACHER anyway. Sometimes a confident manner and even a very new player if it is clear that he bearing will cause others to believe you do has his thinking cap on. know what you are doing. Believe me, Finally, keep a perspective on the ups and everyone likes that better. downs of the game. It’s meant to feel good American League Your teacher has seen it all before: when you succeed. And the pain of failure 2990 Airways Blvd. • Memphis TN 38116 whatever you do, he can remember seeing can seem sharp in its immediacy. But EDITOR: Julie T. Greenberg someone do something worse—maybe even nobody remembers who won, or lost, for PRODUCTION himself! No decent bridge teacher will think long. It’s only a game! Dana Norton & Cindy Hill