Last Updated31 May 2022

Effective Communication explores the building of relationships and interacting with guests, a variety of different styles in which you can teach your students, and some important considerations for the feedback process. We will also look at the more advanced technique of question-based learning.

Utilising Different Teaching Styles

The way in which instructors present information can greatly change the experience for students.

It’s important to first understand the different communication modes (Talk-Show-Feel) and consider which modes are more beneficial to the current students.

A good instructor will adapt their teaching style to suit their audience and help them adjust for other variables such as group size and length of lesson.

Here are five distinct teaching styles that instructors should be aware of…

Command

This is an instructor-centred style of teaching. The instructor will control all variables and set parameters for the activity or task. The instructor chooses when to do the task and is specific with what the task is, where to do the task, how to do the task and why it is being done. The advantage for the student is that the information is very direct and transparent relative to an end result. The disadvantage for the student is that the process can be less inclusive or engaging. This style of teaching can be used for both adults and kids; however, it is best used when the instructor needs to take control of the entire learning process, as the students will likely have a very limited baseline knowledge.

Task-Practice

This is similar to command but slightly less instructor-centred. The instructor will still control most variables and parameters for the activity. Typically, this will include safety considerations, an introduction to what the task is, how to do the task and why we’re doing the task. Where this differs from command is that the student is given time away from the instructor to independently develop their skills. The student will often now choose where and when they want to continue with the task. This style can be used for adults and children in both private lessons and group lessons of all sizes.

The advantages are that students grow a sense of personal achievement through independence. The disadvantages are that the student can quickly forget or adapt inefficient ways to achieve the task. This style of teaching is best used for students demonstrating signs of ownership of a new skill who need an opportunity to gain mileage. To use this style, the students will have a little knowledge of their own to help themselves during times of independence away from the instructor.

Example

Helping a beginner with their first turns: Having provided instruction and hands-on assistance, your students now have an understanding of how to turn. Now they can achieve the task with your guidance, it’s time to continue the task without your assistance and choose where they want to turn for themselves.

Guided Discovery

This is a more student-centred style of teaching. The instructor has a specific end goal that they will guide their student(s) towards by offering clues or providing options for their students to choose from. The instructor will know what and why the students are striving to achieve; however, how, where and when the students achieve this will be based on their own choices. This differs from command and task-practice by placing the student at the centre of their own development. The student will make choices that result in more efficient riding based on trial and experience within the lesson.

The advantages are that the students are more responsible for their successes and achievements within the lesson. They are still provided with guidance from the instructor but offered opportunities to experience both efficient and inefficient options in their riding. The disadvantages are that with a lack of baseline knowledge, the students can often be confused with the choices they have and potentially choose to develop something inefficient for their riding.

This style of teaching can be used for both adults and kids, but is usually best used for students who are already linking their turns and are looking to discover skills necessary to explore the mountain. To use this style, look for students who have specific and clear goals and/or those who show a good understanding of their own snowboarding.

Example

A student who wants to ride steeper runs: You decide this is a realistic goal; however, when it gets a little steeper the rider has difficulty controlling pressure at the end of their heelside turns as a result of stiff, locked knees, resulting in board chatter. You know that the rider would benefit from progressive flexion through their knees, yet you decide to let your student discover this for themselves instead of being told what to do. You suggest that they ride one run with stiff locked knees when finishing their turns. You suggest on the second run that they finish their turns by relaxing their legs and progressively sinking towards their board by flexing their knees. You then ask for them to decide which method resulted in more efficient snowboarding. It is up to the student to then decide on the more efficient option through personal experience with the options you gave.

Problem Solving

This is another student-centred style of teaching. The instructor presents a problem that needs to be solved by the students. The difference from guided discovery is that in problem solving there are two or more solutions that could solve the problem. The instructor may not even be aware of the solution yet. When presenting this style, the instructor explains what the problem or scenario is, which will indicate to the students why they need to solve a problem. The instructor does not present how, where or when to do the task. These details are upon the decision making of the students. Finally, solutions need to be shared with all members of the group, to open students’ minds to different ways of riding.

The advantages are that this promotes exploration, experimentation and versatility within the students. The disadvantages could come when offering a problem that is beyond the capabilities of the students to solve, whether it’s beyond their knowledge base or skill base. This has potential to disregard the safety of your group.

This style of teaching is best used with students who are confident with their riding, in an environment they know well. Students should demonstrate a clear understanding and continued use of the snow code when riding. These factors will allow them to commit to potentially new and creative ways of riding to solve the problem.

Example

Freeriding with a group on variable terrain: They are confident riders, comfortable on the terrain you are riding. At the top of your run you all stop to scope the inconsistent off-piste pitch below. You turn to your group and offer the following problem: “What’s the smoothest line through this terrain?” It’s now up to your students to use their knowledge of their own snowboarding and the terrain in front of them to choose a line that works best for their riding.

For this style to work well, you will need to bring the group together immediately after riding their line, review the problem you presented and ask your students to explain what their solution was, i.e. “What was the smoothest and fastest line through this off-piste terrain?”

Without this step, this style of teaching is incomplete as your students will not be able to learn from each other’s solutions. One of the riders may have ridden a line following the natural curves of the pitch and kept their board in contact with the snow throughout, whilst another rider may have taken a faster, more fall line approach and used some undulations to get air. The act of sharing solutions will complete this style of teaching and will open your students’ minds to more creative riding.

Reciprocal

This style of teaching is also focused on a student-centred approach. The instructor pairs individuals together and assigns what the task is, how to do the task and why we are doing the task. The students have slightly more control over where and when they do the task. It is vital that the instructor gives something specific for the students to look at within each other’s performance of the task. Observation and feedback takes place between the individuals working together. This style can be used for adults and children in both private lessons and group lessons of all sizes. It works best in larger groups with a size of even numbers as you can remain available to spread your attention evenly around the pairs.

The advantages are that the students feel more in control of their own development and gain a sense of independence. It can also increase the amount of feedback students are receiving as they are not relying solely on the instructor. The disadvantages can be that students may not trust each other enough to get feedback from each other. If a task is beyond their capabilities then feedback between students might become inaccurate.

This style of teaching is best used with students who demonstrate a higher understanding and knowledge surrounding the current topic as this will allow them to effectively help each other.

Example

A group of six students learning to carve: Your students want to ride at a faster speed on those perfect morning groomers. You begin by explaining how to create a thinner track in the snow as an introduction to carving and pair your students and give each other feedback on how thin their track is. After a demo, you provide time and space to observe the pairs attempting the task. You see two pairs working well together and beginning to increase their edge angle in the designated task. You see one pair struggling with the task. Having kept yourself available you ride over to check for understanding of the task, offer feedback and offer another demo. You provide time and space again and see that all three pairs are now achieving the task. Time to regroup and consider more mileage, switching the pairs up with a variation of the task or even move onto something new.

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