Progress of a LessonPROGRESS OF A LESSON

There are three elements to a one hour Minibridge lesson:

1. Checking what has been learnt - this lasts for 10 minutes and has two parts (a) The correction of exercises:
Without "punishing" pupils who have "forgotten" to do all or part of the exercises given in the previous lesson, it should be regretted gently but point out to them with a smiling firmness not only that they risk not making progress but above all they will slow down the progress of their friends.
(b) Test questions
It would be an error not to attach importance to this part of the lesson which is for the teacher the real test of the full assimilation and memory of previous learning: you must of course ask the questions in as casual a manner as possible avoiding anything which suggests that it is an important test with marks which are noted down.
2. The Lesson of the Day - this also comprises two parts: (a) The theoretical part
This part must not exceed five to ten minutes and the great problem for many teachers will be to not exceed this time ( it is often sufficient to see pupils show a more or less than discrete impatience to realise that it is time to put down the microphone!). Sometimes moreover, the commentated deal of the day will constitute the theoretical part of the lesson. You will find links that refer you to the "advice of the day".
(b) The practical part
illustrative deals The "deal of the lesson" strictly speaking is the deal corresponding to the deal marked "A". Playing it and commentating on it should take about fifteen minutes. Then get them to play the deal of game "B" bearing the same number. It picks up the same theme in general whilst adding a technical complement. Take the time to commentate on it; if possible individually at each table but, even then, do not exceed fifteen minutes in all.
3. Free expression

The last quarter of an hour will consist of letting the children play completely freely; not using prepared hands, nor arranged hands for fear of wild distributions, the children must feel completely masters of their destiny. But that doesn't mean that the role of the teacher is finished and that he is merely a child minder: his role is to go to each table to check that the contract being played is right in quality (no trumps or in a suit) and in quantity (respecting the decision table); the enrichment of their knowledge (notably in playing the cards), he must, before letting them play, see rapidly hwo the contract must be negotiated so as to make constructive criticism at the end; play freely, yes; do any old thing, no!

We will allow ourselves to insist on this moment of the Minibridge class: it must not be dodged or simply appear like a convenient way to finish the lesson: it is very important indeed that the children have the feeling that they are really playing, that their personality can express itself freely and that their decision-making power is intact.

The time divisions that we have suggested above should not be taken to the minute (not least since school lessons may only last 55 or even 50 minutes in reality); the theoretical content of each lesson is not exactly the same in length or intensity, and the correction of different exercises will take varying amounts of time: one will spend less time commenting on an exercise that everyone has got right than one that has been completely failed.

We repeat what we said before: the free deal must be completed and commented upon if only to congratulate and value the child who has bid and made the right contract: the pupil must realise that the teacher attaches as much importance as he does to the success of the contract.

General Points and advice: (i) In the first two or three lessons there is some point to giving pupils regular hands. Therefore for making the deal one can employ the following artifice: ask the pupils to sort the deck into suits and get them to deal two cards at a time.
(ii) Keeping up the rhythm of three parts to the lesson means getting the pupils quickly used to playing at a reasonable speed. For this purpose try to limit the "dead time" when a pupil whose turn it is dares not play any card by encouraging him to "throw himself into it" whatever the result, rather than wait for inspiration from the heavens…..