Learning a Rook (Part 1)

I begin to describe the teaching methods of chess that I teach. The tips that you need to follow are described in the introduction of “A Dozen Tips - How to Teach a Child Chess. And not only". . Before reading this article - read the introduction. And under the cut-off, the initial topics are teaching methods of chess rules. This technique is based on the course of I.G. Sukhin "Chess - to school" but with some of my copyright changes and advice. I think that other teachers in this course have their own achievements.

Yes, you heard right - the rook is studied first. I foresee a stream of comments in which there will be a lot of phrases like "but our fathers taught us differently." Therefore, I will backtrack with some explanations of why the rook is exactly that.

Any process should pursue a goal. It was precisely chess that I personally taught in childhood. Stupid and aimless move - brings you closer to losing. What is it for? And the fact that we have the goal of teaching chess is to increase the level of the child. If you want to make a child prodigy a chess child, then you need to study with 3 years, more often, and in a different program. If in order for the child to be interested in raising his educational level, then that is exactly so.

I deliberately slip back to this question because parents often do not understand what they give chess to the child who is involved in it. These questions were described in more detail in the introduction .

Before studying the rook, the child must understand and understand the meaning of the following words - a cell (it is a field), a board, horizontal, vertical, diagonal, the center of a chess field. Learn the name of the chess pieces and know their arrangement on the chessboard. And yes - do not forget to show how the board is placed correctly! According to the method of I.G. Sukhina (and in Europe as well) - the angular right field near the player is white.

I will not dwell on how these concepts can be given - your will. But remember one point - the names of chess pieces in Russia are as follows - pawn, knight, bishop, rook, queen, king. No queen, round, and officer. There are official names - use them when communicating with a child and learning. Everything else is slang thieves. Do not. You can say for example why the boat is called that way, and at the same time tell a bunch of stories about her. The child will be interested - believe me :-) Like you. I send interested in the Internet, I will not dwell on these issues. Look - I was interested, for example, when I got acquainted with history at the very beginning - it was even fascinating at times.

In the future, describe all the moves of the figures through the concepts given above. This is correct and accustoms the child to the right thinking and language. You don’t need any “oblique” (although with some children you sometimes have to say that, but in group classes), only “diagonally”.

Let's go back to the boat. Rook is the simplest piece. For a child, the rook move is the easiest in terms of understanding. "Rook walks horizontally and vertically." As I understand it, the author of the course, I.G. Сухин. To prove that this order is optimal, we can cite the fact that this is an “innovation” (it’s true that it’s already 20-30 years, no less), other chess experts are starting to adopt it. For example, the textbook of Prudnikova mercilessly criticized by me follows the same principle. Other general education courses study figures often in the same order.

The explanation is quite simple - answer the question - do you want to teach the child how to get knowledge or drive his knowledge into his head? If taught - gain understanding. From simple to complex. If you drive ... Well - drive in. But without my advice.

I try to teach children not so much chess as skills that they can get and apply in later life. How many of our children are world champions? And does the child need the load that involves achieving maximum results?

The main exercises that are used in the method of I.G. Sukhin, are quite simple, and give results in their complex and consistent application. As I already wrote in the introduction, the order is verified and verified. And not by me, I just voiced it in this article.

A couple more points. In order for the child to have no cereal in his head, he must clearly follow the rules of the classes. We will study the pieces by making moves with white pieces. We will also use two types of checkers - black and white. The fact is that checkers are not chess pieces, and in the learning process the student does not have any confusion with the pieces. But we must clearly explain - checkers is an additional tool, but no more. Because we play with white pieces, then black checkers are our enemies, and white ones are our friends. But the checkers do not go, but stand still. And they don’t beat friends. It turns out that black drafts are the goal, white drafts are obstacles. Sometimes I joke about children, saying that "a white checker is a whitewashed wall, do not break your forehead." Or that "it’s a birch, it hurts to knock on it." In general, there’s enough fantasy. But you cannot beat white checkers. And black is necessary.

But enough, it's time to business.

Exercise number 1. In I.G.Sukhin it is called "Alone in the field warrior."




The meaning of the exercise is for the child to learn to walk with a specific figure. These tasks in other courses are called, for example, "Collect the berries," or something else. But the meaning is the same - you need to beat all the black pieces that stand on the board with one piece. The tasks of I.G.Sukhin are not checkers, but black pieces, but for this purpose I personally do not use black pieces, but black checkers. Each move NEEDS to take one piece. Those. the number of moves made by the rook is equal to the number of checkers.

Difficulty number 1. The arrangement of figures is a particular difficulty, which depends on what age the child is. Children of 6 years old, for example, experience some difficulties in arranging, children of 10 years old - practically none. But in any case, it is necessary for the child to arrange the set diagram himself. And only himself. The advantage of this approach is that children begin to better feel the board, to see it. They develop memory, spatial thinking. Although not immediately, but by the end of the passage of all the figures, the speed of their arrangement is very decent.

Difficulty number 2. The fact is that chess is played with one hand. Those. the order of taking the figures is as follows - you need to take the piece, remove it from the board, then rearrange the piece to the place where the piece stood. I try to perform the first exercise with children aged 6-8 so that they are caught on the fact that they put the figure in the wrong place. When they remove the checker from the board (one at a time), they almost always turn away. And then ... they put the boat in the wrong field. This moment must be caught and the child's attention drawn to this. I noticed that children whom you indicate a maximum of 2 times that the checker was standing on another cell (without showing the cell), then begin to automatically remember where it stood. Almost all children after one or two adjustments are no longer mistaken. This is the first moment that I call for myself - the memory switch. Believe me, you can catch on this any child of 6-8 years old, sometimes a little older. But starting from 10, their memory already works, and rare children are caught on this.

Tip number 1. You yourself can well come up with a similar arrangement to the one given above, but you should take into account one point - the path for the correct solution should be the only right one. The same advice applies to all other tasks that will be given later.

Tip number 2. Never yell at a child. Never raise your voice. If the child fell into a stupor - better help him. If he is tired, postpone the lesson. “One in the field warrior” is almost everything, but this task is more for attentiveness. By the way, the child himself can do similar tasks, for example, he will arrange checkers for you by inventing a position - and then you will pass it. Those. task on the contrary, why not?

Exercise number 2. "Shortest way".



Everything is quite simple here - you need to beat the black checker in the MINIMUM number of moves. Believe me, if with a rook everything is simple at first glance, then you will be greatly surprised that children do not always see the shortest path. У И.Г.Сухина в задании "Shortest way". требуется не бить чёрную пешку, а добраться до ракеты (или контрольного поля), но лично я использую не ракету, а взятие чёрной шашки.

Exercise number 3. The Labyrinth.



Well, here I think no comments are needed. Just a maze with a view (black checker) and walls (white checkers). Again, at I.G. Sukhin in the diagrams shows mines as walls and a rocket as an endpoint. But to draw mines and missiles ... I also manage with checkers.

Tip number 1. It is quite long and difficult to arrange the labyrinth, therefore in group classes I sometimes give weakness and help children. In fact, you need to look at the child - if he begins to find it difficult - help with advice, but not with actions first. And if only difficulties begin, then yes, put a certain number of checkers. But so that the child himself has delivered at least a part. In no case do not put all the checkers yourself - this is more harmful than stopping doing it altogether. There is one exception - if you grow a free parasite in the future. The child himself will accept help, even if he puts only 2-3 checkers, but he will know that you only helped to arrange, did he put them himself?

Exercise number 4. Outsmart the Sentinels.



The task is unusual for chess players. The fact is that in this task the opponent’s figures are already introduced, but they DO NOT go. It is possible to jump over the lines along which the figures shoot, it is impossible to stand on them. Everything is quite simple. The task is clearly a development of the maze, but with the addition of enemy figures.

The main goal of this assignment is to begin to see the fields that you can’t stand on, because they are under attack from enemy figures. Again - for children 6-8 years old it can be difficult. But trainable.

Another point that chess coaches do not perceive is that there is no king on the board. If we start from chess, then yes, there is no king. But if from education ... Our goal is to teach the child to walk in figures. Putting extra pieces just so that they were there and prevented his brain from perceiving the supplied information (and with us this information is teaching rook moves at the moment) is unnecessary.

Tip number 1. To make it clearer for children, I recently told them that the enemy’s rooks are snipers who shoot at the fields along which the rook (and later on other figures) walk. Snipers are sitting in an ambush, all children know this (surprisingly), and the difficulties after I began to explain this exercise in this way did not arise from the word "never."

Tip number 2. It happens that some children do not see these fields. I invented a little help for them. I give the black checkers, and I propose to place them in the fields on which the enemy’s rook shoots, but we turn the checkers over, as if they were holes that we could jump over. The result is a field laden with checkers. Most of them are upside down, one is normal - this is the goal, and there are free fields on which you can walk. Often, after one or two times of this arrangement, children are better at this task. And yes, after the child completed the task with these checkers - remove them, and he passes the task already without them, remembering where he went. By the way - the second way to start the memory. At first the children wander, but then they remember how they walked. If anything, you can help, but without completing the entire task yourself.

Exercise number 5. "Capture the control field."



Also quite an interesting task, the first implementation is difficult for children. On the board are two rooks - black and white. We walk white. Our goal is to stand on the field marked with a cross (I usually turn the checker over there, but it’s not there, as it were). The black rook walks and tries to stop you. If you stood on the field with a cross, but were killed after that, you lost. If not, you won.

Tip number 1. It is better to either put the checker upside down or not at all. But I bet. Here the difficulty is that you can jump over the field, and it is this moment that is difficult for the first time.

Tip number 2. Follow the blacks yourself - children do not know how to follow the opponent. They say - and he will go like this (and make a stupid move). Your task is to teach the child to go smart, predicting the moves of the enemy. And since You are a priori stronger than him, and he knows this, then to win against you is for him happiness. Naturally, the child knows that he is studying, and no need to give in! Never! You can make the rules so that he can win, but with an effort. I don’t even play with children on the board, giving them a head start, there are other methods. You can play on a board full of pieces, but with the advantage of a child. And so that he knows - you play at full strength and resist it. But I will talk about this later.

Exercise number 6. "Limit mobility."



Everything is simple here - white and black take turns. White's task is to beat the opponent's piece.

Tip number 1. Naturally you go for blacks. And walk hard, as hard as you can.

Tip number 2. I explain this task to children in this way - “Do not look at your figure, look at the black one — what will she make the next move? And attack this field. ” This approach lays the foundation for predicting enemy moves. In the future, come in handy.

Exercise number 7. "The game of destruction."





The goal of the assignment is to determine who will win. The first move is always white. The figures take turns.

Children first perceive this type of exercise as pampering. Until they meet more complex tasks. And it would seem - the board is only 2x3 cells, or 3x3 ... But they still can not predict the moves of the enemy - they simply do not know how. In addition to children, full boards are too large; they still do not perceive them entirely. The 2x4, 3x3 board is perceived by them as a whole, and the 4x4 board is already complicated.

Conclusion


I promised to release this article earlier, but family and official affairs did not allow me to tackle it further. I think my criticism (article “Fear the chess imposed on you” ) is more clear after these explanations. Difficulties in writing were not only in typing, the fact is that I.G. Sukhina course is fully developed. And it has been working far from the first year. The course is general education, i.e. focused on the general flow of children with the active participation of the teacher. Teaching methods I brought my personal, in the finished course, with some explanations. The fact is that recently the “pseudo-developers” of training courses have been stepping up, who simply take the finished course, and they don’t give a damn about copyrights, they don’t give a damn about tests that take place over the years (mostly children’s results are achieved in a year or two). To conduct testing throughout the year is nothing in pedagogy. Recently, all these "developers of chess training courses" are asked to provide their best practices for implementation in schools, and "we will mention your surname in co-authors." Well, yes, probably someone is interested. But from the point of view of science, comrades, and you don’t want to do the real scientific work yourself? Or can you not do this?

I did not cite all the tasks that are in the know. The fact is that they are available in the textbook “I. Sukhin. Chess, the first year, or There the cells are black and white wonders and secrets are full: A textbook for elementary school, the first year of study. In 2 parts. “Obninsk: Spiritual Revival, 2017.” For each type there are about 6 tasks. How tasks are made up - I wrote the principle: one single right decision. Tasks to give in order of complexity.

And also for sports trainers. You teach sports chess, I’m general education. These are different facets of one subject. The load, goals, methods, children - they are different in these two cases. I know that some trainers read this article (the past was actively discussed in specialized forums). I call for a simple understanding - general educational chess will be given to you by a larger number of trained basic children, you will not be tormented with setting the correct moves. Plus, children will be able to think. I myself also teach sports chess, I myself was an athlete in your childhood. This is difficult work, and not all children need it. But the advantages that chess gives children are obvious. But that course that they want to introduce into schools and HOW they want to introduce ... after that, chess will not survive. Yes - they will not die right away, but they will beat off the desire to deal with them in children. Do you want that?