Teaching for Independence

Between kayak instructors occasionally the question arises concerning when to send a student off to practice skills without the safety net of their coaches.  Although it might be momentarily lucrative to teach for dependence, most agree it is not the best way to promote the sport. 

Because Rogue Wave Adventures is known for instruction in a potentially hazardous environment we strive to develop best practices to encourage student success without the hand holding of their coaches.  We work towards this with three specific practices: promoting honest communication and self assessment of skills and anxiety, introducing students to a progressive classroom to develop an understanding of when and why and environment is appropriate, and finally by linking aggressive learners with either more advanced kayakers or students with like skills so they can paddle together and support each other.   

When I first met Bob, I was the chair and a trip leader of a Seattle area seakayak club. This is when he introduced me to his philosophy of "Teaching for Independence." I had been taught by my predecessors to simply guide fellow club members on trips. The end result was a pleasant, although at times challenging if conditions arose, day on the water. My followers returned with more experience, but no significant increase in skill. Bob's philosophy made sense. He likes to say "Leaders are teachers and teachers are leaders."

The first practice deals with peer dynamics and modeling appropriate group honesty and trust. When approaching a "new to student" environment, understanding anxiety levels is important to everyone in a group -not just the instructors. After initial assessment and warm up or before engaging in a more dynamic setting it is time to assess anxiety levels.  I have experienced a variety of methods including a show of hands (which encourages direct dishonesty) to holding up fingers behind your back encouraging lack of trust within the group.  At RWA Instead of electing a direct or indirect confrontation we choose to rephrase the question and then pre model the appropriate response.  We ask our students how much energy they have.  One can justify lower energy levels by lack of sleep or getting over the flu or partying too much the night before, however anxiety will burn up a student's energy quickly. They can feel it. It is an excellent honest indicator of where they are and does not dictate peer acceptance or disapproval. Second we set up the question in a circle and position an instructor to respond early on in the group with a very low number thus modeling a genuine response. Modeling honesty and vulnerability fosters truthfulness and trust within the group, a behavior we expect they will continue outside the class environment. 

The second practice concerns the conditions of the classroom and teaching students how to decide when an environment is appropriate for their skill set.  When selecting a classroom for a first time experience it is imperative to provide an opportunity for progressive levels of exposure.  In this way students can test their skills and step it up until they reach a point of anxiety which stops the learning at which time they are provided a safe out without preventing others in the class from continuing.  

 My first experience with a tidal race was in a club clinic setting at Deception Pass well in excess of a  7 knot ebb.  At the time I was new to paddling and did not have a roll.  We arrived at the pass at just over 5 knots and as we continued on toward max I spent most of my time out of my boat and hanging on to my gear.  Gratefully, I had complete trust in my club's instructors who enjoyed the rescue practice, but for some this may have become a bit traumatic. At the end of the weekend, although I had a lot of fun, I was in no way prepared to return to that water alone or with my peers.  At RWA, when we teach Introduction to currents at Deception Pass or advanced Currents Rips and Rapids at Cattle Pass we begin at or near slack and allow students to experience the feel of the current as it builds.  Early in the flow they are made aware of safe zones so that they are in control of their experience.  Sometimes students work the current until it becomes overwhelming and then take a break only to return again after it settles down, while others are ready to go throughout the day. 

We also require students to team and rescue each other in the active water so they are comfortable working together in conditions, thus developing another skill set of independence.  By the time they leave they are empowered with the knowledge of the safe outs and what current they are comfortable with and how to be a responsible paddling partner.  I still occasionally see instructors bring first time students into the pass at max allowing them to be overwhelmed by the current -thus developing a dependent relationship. 

When teaching RWA intro to sea kayak surf zone classes we use a spilling reform beach where initial lessons are learned in the foam pile and increase in desired wave height is easily achieved by paddling farther out.  Each student can attain adequate challenge without inhibiting their classmates. Once again we teach surf rescues in the intro classes so students are empowered to return with skills to handle many of the inherent risks. 

Finally and most important is the linking of paddlers with similar goals and methodologies.  Starting in 2006, Bob began connecting his aggressive learners via a list serve where they could arrange paddles and practice skills.  Since then the "GonePaddling" select group of students and advanced paddlers has grown to over 60 regularly active members.  Many go out several times a week, year round.  They have developed the dynamic of a funny, mildly dysfunctional family that has attained a life of its own.  A common core of risk management and acceptable safe practices is followed along with the philosophy of paying it forward.  Now when RWA wants to encourage students to practice skills without the expense of additional classes we invite them to join this select group. If they embrace the group and attend paddling opportunities their skills will grow.  In time they will be ready to take more advanced courses to develop specific directions enhancing their paddling experience. 

 Creating successful independent students requires the development of a clear set of expected behaviors for paddling with groups.  Behaviors such as honest self assessment, open and trusting communication, understanding what environment will provide a challenge yet not overwhelm ones skills and finally developing a group of kayaking peers with the same philosophies are all paramount to becoming a successful independent kayaker.   As kayakers trained for independence join the greater paddling community they often surprise others with their confidence and skill.  Although they no longer financially support their coaches, they are evidence of the success of that instructional program and the success of the sport.

Christine