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How Not To Teach Go
Share anecdotes and principals illustrating the rich treasures to be mined in exploring the question of how not to teach Go. One thing you should definitely do in order not to teach Go is to criticize every move your student makes, without also taking time to praise the good moves. And note: even if a move isn't actually good per se by your own standards, it may actually be an attempt by your student to put into practice the principals you yourself have been trying to teach - and it may be tons better than the move he would have made before he heard your instruction. So, the best way not to teach Go in this case would be to harshly criticize the move in question anyway, since you see about ten times more clearly than your student and know exactly what's wrong with the move he made. Do this regardless of whether or not the move actually showed that your student is learning. Here's another one: make sure never to ask your student what his thought process or intention was in making whatever bad move he made. Just assume you know exactly what he was thinking - or better yet, refrain from caring at all what he was thinking. Just criticize the move. If you suspect the move was made for reasons having to do with whole-board strategy, then make sure to criticize it on tactical grounds. Conversely, if it was a tactical move, criticize it on strategic grounds instead. Under no circumstances should you address the relationship between these two areas of consideration. This will greatly confuse your student, and you will be moving rapidly closer to your goal of not teaching Go. A favourite method of not teaching go to someone: start explaining the rules, ko, life&death, territory, sente, gote, joseki, shape, influence, shinogi, the carpenter's square, and the subtle differences between rules to your student before even playing the first move. I've seen this in real life (well, maybe I exaggerated a bit). Scary. What you mean is that you should not tell someone what he should not do ? --Dieter As in anything else, a little encouragement goes a long way. The teacher could say 'I can see the merit in that move' and state what merit there is, and then perhaps say '... but this may be a better one, can you see why?' -- Wysi This is a copy of the living page "How Not To Teach Go" at Sensei's Library. (C) the Authors, published under the OpenContent License V1.0. |