If we charge for ringing (training) then [we need] top-line teachers, and ... there are precious few ... I helped on three ringing courses last year, each costing the trainee around £250 a go. Would I say that the trainees got real value for money? Emphatically no! Taking off the £150 for student-type accommodation, the cost of tuition was actually about £4 an hour. (Say three days at eight hours a day.) But the actual rope time was miserably small per trainee – with only one “in” at a time – and the classroom tuition in some cases worse than useless! ...
The trouble with anologies are them not-being-analogous and we spend time on why they are different: in this case the capital of running a car and making a living as an instructor. Having spent some years with the driver-instructor-regulators, sadly, I could go on ...... So compare this to a driving lesson of one hour fully “in” at £25 to £30. Need I say more?
it would be better if everyone just did a bit of helping of the tier below them — Simon Linford
Many of those "star" ringers, unfortunately, do not have a clue on how to teach handling to new recruits. They would provide a better service working with ringers on learning difficult methods and on conducting. Leave the handling training to those who know how to do it. — Eileen Butler
Yes, if we did this, just for our local band, we would have an idea, say by lunchtime of practice-night, of what we might be able to ring in the evening....trying to drag the scheme into the 21st century, with an on-line signing up system — Richard Pargeter
We are trying to drag the scheme into the 21st century, with an on-line signing up system, but we are aware that the personal touch will still be needed. It will all hinge on gaining and maintaining a sufficient pool of volunteers. The pool had got quite small, and it was time that something was done about that in any case. We are just about to start a pilot, and hope it will be fully operational in the spring. As I said, watch this space! — Richard Pargeter
they can practice with less good bands at almost any practice in the country! — Iain D Scott
I was very impressed with the optional extra 'Handling Clinic' sessions — David Smith
I agree that some "just one student at a time" is needed, but it really does cut down on each student's ringing time. It also results in what some residential courses complain about - the same students coming back and doing the same thing year after year (as they can ring whatever it is ONLY when surrounded by good ringers — David Smith
It also results in what some residential courses complain about - the same students coming back and doing the same thing year after year (as they can ring whatever it is ONLY when surrounded by good ringers ( i.e. the helpers). — David Smith
which is good, because one benefit of the course is to ring with new people...Two of my new ringers attended the recent NW course. Both were working at the same level but they were split into different groups with different tutors .... — Peter Sotheran
which is also good,...One has returned with renewed confidence and a sense of achievement. ...
... which is a pity. After the course, there's an opportunity to provide feedback to the organisers, and it would be useful to debate what they wrote, if they care to share their thoughts with us here. Even better is to use the opportunities for feedback during the couse. For example, there was a hour on each of the four days, in a large meeting room together, for all the students and tutors on the Learn It, Ring It topic to informally exchange ideas, compare progress and to prepare for the forthcoming practical sessions....The other is disappointed and somewhat unsettled. ...
which is also good, and one of the aims of the course. The course emphasis was basic skills, rather than specifically 'Plain Hunt' or 'Plain Bob' in order to tailor the sessions to the needs of each student individually....Both tutors required an acceptable standard of bell handling and striking....
Well, I don't think we ought to turn perfection into a perjorative term, but neither of us was there to view the interactions and the progress over the four days....One [tutor] was willing to compromise somewhat in order that the pupils could make progress with PH and PB. The other appears to have insisted in perfection before moving to the next stage.
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