A picture says a thousand words. I like it when someone comes along with a tool or an idea I haven't seen before. I'm surprised more people don't bring whiteboards. You can bring a small one, it doesn't have to be the size of a door.
The teaching part is where the candidates get to show of, if you use a videocamera, pictures, whiteboard, whatever, then bring it.
I've had people use their smartphones, cardboard pictures, etc. and it only hurts if the explanations don't match or are copicat from the internet without understanding the bigger picture,
Hi All
You can even cut french baguet in a half ( lenght wise) to demonstrate what parallel loops should look like :-)) :-))
this will show to your assesors, that you were not only casting in the park, but acctualy doing some research, of how you can teach and simply explain things to the beginer.
then you can eat the baguett and everybody wins
cheers
mike
...all yours guys, I would feel honored knowing that this can help our new CCI's ( and this was Hayssie seeing this for the first time)
..from the other hand, when I took my test, I've told to come with new ideas, everybody can watch youtube of Mel, and when asked how do you teach DBL HAUL say -DOWN UP.
it is great and simple way to teach it, but doesnt show any effort from the candidate.
Funny thing with the french baguett
Im practicing my distance with TCR, 10year old boy comes to me with a sandwich in his hand,with out saying hi, he put his meal down and ask "Can I Try".
With out to much hastle I took the sandwich ( he put it on my t-shirt) split it in a half and showed him how the line should look like in the air.
The biggest smile on his and my face, was when I decided to teach him the Roll Cast with tail wind.
We set the D-loop,(step by step) and with his first casting stroke the line went aroud 40' straighting out compleatly- and this was what he wanted to see.
Fun expirience
cheers
mike
Hi guys, thanks for the clarification around teachiong aides. I guess each candadate will need to look at their own presentation and decide how they may or may not utilise these in theoir test ensuring they arent just copying current material off the net without the understanding.
This thread has been fantastic, and has stayed on topic, could we please continue to direct this thread to the test.....if I want a baguett or sandwhich I'll go to the fridge to get one lol
" You have the line out ready for a PUALD. the slack is out of the line..you then are about to start lifting the line off the grass into the CASTING STROKE..
On reaching a point in this lift ( say about 11 oclock)
the CASTING STROKE has a name change and also becomes ..CASTING ARC..both names are used until the
Stop/RSP 1 ..2...or..3
If this is correct...
Then the quote.".Loops are determind by the path of the rod tip during the casting stroke"
Is correct as would be also Casting Arc!!
Have I understood this correctly .
or do I get knocked back??????
I'm a great believer in "Key Points". Each task has its own set of key points as well as sometimes sub points. My advice would be to go through each question/task and list key points. You can divide them up into performance and teaching if you want. I do when I examine.
For example, Roll Cast Key Points. Slide line along surface. D-loop down wind. Anchor stationary, half rod length away, and aligned to target. Rod canted. Tip inside anchor. Start stroke with Drag, then Rotate. Lower tip to surface.
Many of the key points are on the exam paper. When you practise teaching this stuff have a little note pad of Key Points with you as you practise your explanations. Keeping quiet I think is often the wrong advice, if you know your stuff, get it out there. As Haysie says, "you are the boss" and since he may well be one of your examiners, then be the boss. Tell him where you want him to stand, ask him can he see the loops, teach him. Nail the topic at hand and there's no need for him to figure out how to ask you a question without giving you the answer. Because when you start giving the wrong answers that's when life becomes difficult.
Oh and another thing while I think about it, if you make a bad cast, don't look to see if the examiners noticed it - of course they did. Just tell them, "that's not what I meant, guys, ha! That went wrong because of this...." and then fix the problem. Then it's absolutely not an issue. If I have to say, "was there anything you didn't like about that cast?" then it's become an issue. You are the instructor.
"if you make a bad cast, don't look to see if the examiners noticed it - of course they did. Just tell them, "that's not what I meant, guys, ha! That went wrong because of this...." and then fix the problem"
is possibly the best advice (amoungst all of this great advice and support) I have got so far.
I had wondered what happened if I make a bad cast while under pressure.
Previously I probably would have just thought that was then, game over!
It might even be advantageous to be able to explain what I did wrong and then show the correct method.....not that I'll aim to screw up
lol
Am I on the right track?