Re: Educating Judges

[Robert Pries <robertpries@embarqmail.com>]

I think we are missing the point of the article that Dennis presented. Our judges trainings have traditionally a fairly rigid format, usually 45 minutes of talk and a 15 minute, 10 question test = 1 hour training. While this is an efficient method of presenting material, it is not necessarily the only or best method.
I do like the Socratic Method, but to be effective it requires a skilled and knowledgeable instructor, and not everyone can pull this off. I use a convention that works well for me. I hand out the test ahead of time. By carefully crafting the questions, I use them as discussion points to employ the Socratic Method. But I believe the article that Dennis provided suggests further innovations that are foreign to our present structure. As I understand the professor provides material ahead of class, which the students then discuss, then more input is provided, and new conclusions are reached. I think this is something akin to workshops which we have not done in years. 
Beginning judges often have little knowledge to draw upon and often give trainings that are essentially a read of the Judges Handbook. Teaching is actually a great way to learn. But when experienced judges simply parrot back the Judges Handbook I feel cheated. I always hope they will provide personal incites to the application of the rules. I like to think that judges continue to improve and that their experience adds to understanding. I can enjoy a great presentation, even if it is but a lecture. But I think what the article suggests is that there are many more ways of teaching than we presently utilize. It would be interesting to ask young or potential judges what, and how they expect to learn and what level of accomplishment they would like to feel that would go with the title of AIS judge. If we are really interested in training judges well we should be constantly re-evaluating and experimenting. We have done little with the new technologies of the internet nor played with social concepts such as mentors.


----- Original Message -----
From: "John Jones" <jijones@usjoneses.com>
To: aisdiscuss@aisboard.org
Sent: Tuesday, January 3, 2012 12:53:54 AM
Subject: Re: [AISdiscuss] Educating Judges

I think I would agree that lecturing is not the best method to teach JT.

I have given JT a lot of times, mostly in the garden. My method, and I think it is well received, involves getting the student involved in the process. Students don't get away with just standing there and listening. If they don't volunteer to answer a question or get involved in the discussion about a subject, I will call on them - an I tell them that at the start of the training.

I am not out to embarrass anyone so my questions are often to elicit a comment about their experience on the particular topic. Sort of the socratic method without the confrontational and disputative aspect of it.

I will then often put them in groups to go look at a clump and discuss the various aspects that we have been talking about. That brings out the experiences of all the participants for everyone to benefit from. I think a lot of judges do that. 

JT can be fun and it is about teaching. You have to remember that it is not the student's responsibility to learn but the teachers responsibility to teach in a manner that communicates to the student. 

John

On Jan 1, 2012, at 6:49 PM, R. Dennis Hager wrote:

> There is a connection here. Just use your imagination.
> 
> bPhysicists Seek To Lose The Lecture As Teaching Toolb
> http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-a
> s-teaching-tool
> 
> Dennis Hager
> 
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__________________ 
John and Joanne Jones
Registrar-Recorder
American Iris Society
35572 Linda Drive
Fremont, CA 94536
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