Without putting a specific number of rounds required, mostly because different students have different needs, I think classes with a specific round count will typically be a one size fits all and probably much fat could be trimmed.
Due to the fact that classroom (range) teaching is only ever the beginning portion of the learning of any particular skill; the round count in a class should be sufficient to teach the skill, perform some practice to ingrain the skill, adjustment of poor technique in order to perform the skill perfectly at least once, to be able to identify the correct finished product in the skill set.
After this is accomplished, the student must be committed to practice and returning to class to have their technique adjusted periodically to help remove bad habits.
I teach in a number of different arenas, but an acronym I picked up teaching skiing has always helped me in the teaching process
STUMPSet the goal
Teach to the goal
Utilize Principles of Learning
Monitor and adjust
Provide closure
What does this mean?
1. Set the Goal
A. Introduce yourself
1. Learn the student’s names
2. Have students learn each other’s names
B. Assess the student (motivations, abilities, learning style, etc.)
C. Agree on the goal (decide which pathway to lead your student down)
1. This is can be a negotiation of what is appropriate and feasible given the constraints of time and abilities, etc.
2. Teach to the Goal
A. Be sure that the movements and skills you are teaching are consistent with the goal that you agreed upon
3. Utilize Principles of Learning
A. Get the student excited about what they are about to learn (relate it to their motivation)
B. Tell the student how the movement/task relates to the goal (Anchoring)
C. Identify what type(s) of learner each student are, and adapt teaching style to best address each student
D. Introduce new movements statically first
E. Apply static movements to dynamic situations
F. Provide the movements and skills necessary to be successful in a task or maneuver before attempting the task or maneuver
G. Model by demonstrating and explaining the movement/maneuver/task
H. Focus on the most important movements and how to blend them to achieve the maneuver/task
I. Keep everyone active
4. Monitor and Adjust
A. Analyze the student’s movements
B. Reinforce appropriate outcomes with specific and positive feedback
C. Adjust outcome by changing focus/maneuver/task
5. Provide Closure
A. Anchor what was learned back to the goal of the lesson (have student explain it to you)
B. Provide the student with movements and activities to practice
C. Preview what their next lesson would be about
D. Invite the students back
The upshot is that some students may require just a few rounds to grasp the skill being taught and others will need hundreds of rounds and much attention to be able to feel that perfect outcome. I believe a class that takes a cookie cutter approach in teaching is failing 25% to 50% of the students because some will get too little practice and others will be bored with doing the same thing repeatedly to no further effect.
Sorry for the diatribe, but there you go!
