The teacher has three teaching methods available to him:

These should appear as the natural and indispensable conclusion to a lesson; they should not however be given an obligatory nature since there is a risk of putting a child off, as well as there being the temptation to "skip" a lesson if he has not completed he exercise given in the last lesson.

On the contrary you must insist on the optional nature of this little task but also on its value if one wants to learn to play bridge. We would be most surprised if this approach were not understood by the pupil whose good-will and enthusiasm are not inconsiderable: if they are really motivated to learn it's a good bet that the exercise will done that very evening as a first priority!

In practice, you should avoid two things:

	giving too many exercises; the voluntarily short theoretical content of the lesson does not justify it and
	giving exercises which are too difficult and which would seem more like traps than ways of verifying that the teaching has been well assimilated.

Remember to remind the pupils strongly that it is essential to do the exercises using the photocopy handed out at the end of the lesson.

It is essential that the initiator has a set of material for each table.

Let's remember that each teaching set contains:

two sets of sorted cards:	* game A : the deal for the lesson
	* game B : the deal for practice
one set of notes per pupil

These notes are planned to be given to each pupil at the end of the corresponding lesson. In principle the pupils will therefore receive two sheets of notes (one for game A and one for game B) with the same number on. They retrace everything that is relevant to the deals of the day: diagram, bidding, game plan, "the moral of the story", but their very concrete content does not replace the photocopies of the day.

It is not a question of the pupil taking notes during the sessions, just as it is not a question of making him or her buy any books on Bridge.

He or she must however have some support which has the essential information relating to the theory taught in each lesson, the rules of bidding and the definitions of technical words (which you can suggest that they recopy into their note-book as an indirect way of helping to memorise them).

These photocopies can be single sheets which the child should keep in a folder (providing one would be an excellent way of showing that you attach importance to these documents which they should bring to each session).

We suggest to you that these files contain both the application exercises and the teaching documents for each lesson. You can use them in whatever way you wish, by printing them for example directly from the site or CD or by loading the files onto your computer and adapting them in some other way to the needs of your pupils.