Those of us who have run school chess programs over the years know that a few students sent to the chess classes are there because the parents want babysitters in the afternoon when the school lets out or simply want their child to learn the basics of chess. They are unaware of the studies that show how much chess not only improves analytical thinking but also improves student performance in school courses. Unless you have Socratic like instructors who can challenge every student, they only learn how to move the pieces.
With teachers (not coaches) who can challenge, most of the students want to return. The program does not become, what I refer to as revolving door chess where your instructors teach the same material year after year to new groups of “recruits.” The students return and soon you have different levels of instruction to meet the needs of your little critical thinkers. Stated simply, you have thinkers not stinkers.
Some children get to a level of analyzing, knowledge, and chess skill with a love of the sport and art of the game where they continue to extremely high chess levels where they likely need and often obtain coaches. Weibel Elementary School, a public school limited to one neighborhood, has been blessed to have had several outstanding chess students in its 33year history and has fared well against private schools and open area public schools where they often have a very select group of students. Yet, for all levels of those who learn chess, our slogan says it all, “Chess is Forever!”
A few of the students at Weibel could even "learn" from a demo board talking head, one who seldom if ever looks at or questions/challenges the students, because they love analyzing and studying on their own. I have not kept demo board talking heads. OK, I lied, I did keep one at the school, Hans Poschmann, who you knew well. He was such a warm, loving, and bubbly person, perhaps personified in his playing only one chess opening, "The Orangutang."😂 Please don’t ask me to explain that. 🙃 Hans, RIP, without interacting with the students while always looking at his demo board, somehow brought something else to his students-humanity's warmth & love which I would argue is even more vital than critical thinking.
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