Kot nekdo, ki je opravil precejšen del poučevanja mostu, je najlažja metoda jaslice. Včasih sem imel 2 lista A4, ki sta vsebovala vsa ključna osnovna pravila konstruktivnega zbiranja ponudb. To stopnjo lahko izvedete popolnoma 1 na 1. Ko se študent(-i) tega naučijo, lahko preidete na konkurenčno licitiranje, najbolje kot 4, čeprav so dandanes na voljo orodja za vstavljanje nasprotnega licitiranja z realnimi kombinacijami. Igra s kartami deluje podobno – ko učenec spozna bistvo iger, ki zajemajo trik (whist-family), mu navedite nekaj osnovnih pravil za vodila, signale in splošno igro (prefinjenost, 2. igra nizka, 3. igra visoka itd.). Večina ostalega prihaja iz izkušenj, dokler ne dosežejo veliko višje ravni.
Zame je bilo ključno vedno vključiti učence neposredno v igro, vendar na tak način, da so lahko imeli nek okvir, da vedo, kaj bi morali početi, namesto da bi zmedeni sedeli tam ali, kar je še huje, presedeli ure lekcije, preden bi sploh videli igralno karto, kot se zgodi pri veliko poučevanju bridža. Preglejte in predlagajte izboljšave po vsaki igri (ali nizu), da zgradite zaupanje in preprečite morebitne nesporazume. S takšno prakso ne traja prav dolgo, da večina študentov lahko odvrže otroške posteljice in licitira na spoštljivi družbeni ravni.
Kar bom še omenil, nikakor ne trdim, da je to edini način. Tisti lekcije, ki radi govorijo o ponudbah, preden študenti to dejansko storijo, vedno poskrbijo, da ostanejo dovolj priljubljeni, zato morajo zagotovo doseči svoje rezultate. Obstajajo pa tudi sodobnejši pristopi, kot je začetek z Minibridgeom in od tam naprej gradnja. Ne glede na to, ali na koncu strukturirate svoje lekcije, če lahko pridobite več ljudi na svetu, da igrajo igro, potem vam veliko sreče!
As someone who has done a fair amount of bridge teaching, the easiest method is crib cards. I used to have 2 A4 sheets containing all of the key basic constructive bidding rules. This stage you can do completely 1 on 1. Once the student(s) have got the hang of that you can move on to competitive bidding, best done as a 4 though there are tools available for inserting opposition bidding with realistic hands these days. Card play works similarly – once the student has the gist of trick-taking (whist-family) games, provide some basic rules for leads, signals and general play (finesses, 2nd hand low, 3rd hand high, etc). Most of the rest comes from experience until they reach a much higher level.
The key for me was always engaging the students directly in play but in such a way that they were able to have some framework to know what they should be doing rather than sitting there looking confused, or, even worse, sitting through hours of lessons before even seeing a playing card, as happens at a lot of bridge teaching. Review and suggest improvements after each hand (or set) to build confidence and prevent any misunderstandings becoming ingrained. Through such practise, it does not take very long at all for most students to be able to discard the crib sheets and bid at a respectable social level.
On thing I will also mention, I am not at all saying that this is the only way. Those lessons that love to talk about bidding before having the students actually do it always see to remain popular enough, so they must surely get their results. And there are also more modern approaches, such as starting with Minibridge and building up from there. However you end up structuring your lessons, if you can get more people in the world playing the game then good luck to you!