Last Updated31 May 2022

Teaching Children explores how lessons will change when teaching children, as one of the major groups of people we teach in snowboarding. We may have different ideas on how to interact with children, because at one time we were all kids ourselves. This chapter presents specific tools, tactics and considerations for teaching and interacting with children.

Basics of Teaching Children

When an instructor first meets a child, it is very important that the child quickly feels comfortable. Greet them openly with a smile. For the younger ones, getting down to their level can help them to feel at ease as the instructor will not look as big.

Ask basic questions to help gain an understanding of their age, who they are here with and if they are excited about going snowboarding. Listen to their replies to gain an understanding of how developed their language skills are. Show interest in them and address any concerns they may have about the lesson.

Outline a basic structure of the lesson before starting. Include some of the fun things they will be doing in the lesson and when they will be back to meet their parents. This will allow them to have an idea of what to expect and can help them to feel more relaxed and open to having fun.

The Play-Skill/Adventure-Summary lesson format is the go-to for all children’s lessons as well as adults. It should be noted that there are some subtle differences in how to use this lesson format when teaching children.

Play

The word play is even more suitable for teaching children. This stage is still about having fun with what they know already, but remember that what children know and are interested in, is typically very different to adults. Be prepared to delve into fantasy land, explore topics like their favourite animated movie or simple themes such as dragons or spaceships.

Skill / Adventure

This stage of the lesson differs only slightly in the activities used, but much more so in the way in which they are presented and the length of time spent exploring the skills through adventure. Keep in mind that children’s understanding and attention span can be more limited than adults’. Use simple language that they are familiar with, ensure that the movements are achievable, and try to relate them to their interests. Prepare to move into an imaginary world and spend more time exploring new terrain in a creative way, whilst continuing to develop their skills subtly.

Summary

Here, the instructor needs to establish a three-way conversation between the child, the parent(s) or teacher and themselves. Setting the student up to tell their parent/teacher what they learnt, how much fun they had and why they want to come back is a great way to do this.

Hot Tip

Children rely on you as their caregiver to keep them safe, so smart decision making is very important. Taking note of names, what they are wearing and the number of students in the group will help you to keep track of them. Counting students when you start and stop moving, creating a buddy system, setting tangible and visible meeting points as well as a go-to place if they get separated from the group should minimise the potential of losing children. A good tactic is to encourage them to take some ownership in this. Have students take turns in picking safe stopping points, checking it’s safe to go and so on. By having this approach the children are engaged in the decisions to keep safe and are likely to develop good habits. As their caregiver you will also need to consider some of their other needs are met like going to the toilet, feeling hungry or tired. Younger children may tire quickly so be prepared to take a few rest stops. Teaching children can be hugely rewarding and you will usually get back what you put in.

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