| Riding in Europe and the States has afforded me | | | | But if the instructor regularly shows up late for a |
| plenty of opportunity to determine what separates a | | | | lesson and/or finishes early without good reason, look |
| good instructor from a bad one. Riding lessons are not | | | | for another. Your time and money are too precious for |
| cheap. You, the student, are entitled to be happy with | | | | you to put up with such discourtesy. |
| the caliber of instruction you receive and the rate of | | | | Commitment |
| progress you are making. | | | | Instructors should begin a new acquaintance with pupils |
| A good way to find out whether an instructor | | | | by asking what their goals are. Otherwise, how can |
| possesses the following key qualities is to watch his or | | | | they help them get there? For students on their own |
| her lessons and talk to existing pupils. | | | | horses, does the instructor ask about their mounts' |
| Competence | | | | ages and backgrounds and get an overview of what |
| We all know the saying "those who can, do, and those | | | | the owners can reasonably expect to accomplish? |
| who can't, teach." But horse riding is one of those | | | | Maybe they want to compete in a novice one day |
| disciplines where an instructor who rides well inspires | | | | event, or a 3' 6" jump class, or move from Training to |
| more confidence than one who doesn't. Not all good | | | | First Level dressage. |
| riders make good trainers, but every good trainer I've | | | | The next step is to assess how realistic the students' |
| had has been a good rider. | | | | goals are, and future frustration can be avoided by |
| Ideally, instructors should competently ride at least one | | | | agreeing on a sensible time frame for achieving them. |
| level higher than their students. If they are active and | | | | The instructor should be committed to his or her pupils' |
| successful competitors, so much the better. They will | | | | success, taking as little or as much time as necessary |
| also be able to prepare interested riders for showing. | | | | to bring it about. The process should not be spun out in |
| Even if the instructor rides well, he or she must be able | | | | order to make more money. |
| to convey directions clearly, explaining the 'why' as well | | | | This is where it becomes important to assess whether |
| as the 'how.' The pupil should understand the reasons | | | | existing clients are making progress or not with your |
| behind the training, not just how it's done. A good | | | | prospective instructor. Does he or she build on the last |
| teacher will take pains to ensure students grasp what | | | | lesson, adding more challenges (as appropriate), or do |
| is being asked, and will patiently repeat explanations | | | | the same thing every time? |
| where necessary. | | | | Is he or she willing to attend shows with students? For |
| It is useful if the instructor is willing to get on a student's | | | | many riders, the ultimate goal is to compete. This can |
| horse and work through problems. Sitting on a horse | | | | be very intimidating, and having the instructor at the |
| often makes tackling issues easier than just giving | | | | venue helps enormously to calm nerves and correctly |
| advice from the ground. I had a cross-country coach | | | | focus attention. |
| who thought I was over-shortening my gelding's stride | | | | Compatibility |
| before a downhill fence until he got on the horse. "Ah!" | | | | It doesn't matter how good an instructor is if you don't |
| he said, "It's not you -- he's doing it by himself." After | | | | like his or her personality or teaching style. Your |
| that he was able to teach me to help my horse. | | | | temperaments must suit, otherwise you will have |
| Courtesy | | | | trouble getting past the person and listening to the |
| Sadly, this is not a universal quality in riding teachers. Is | | | | instruction. |
| the focus completely on the riders or on chatting into | | | | But it is possible to accept some negatives if you |
| the cell phone and with other people during the lesson? | | | | respect the trainer. My jumping instructor in Germany is |
| It's important to find a barn where the instructor takes | | | | an example. During group lessons he'd shout at my |
| lessons seriously. Riding is supposed to be fun, but no | | | | husband and me: "You can jump, but you can't ride!" |
| progress will be made without attention being paid to | | | | Yet there was nothing personal in his remarks-- he |
| the pupils. | | | | was tough on everyone and always told the truth. A |
| Are the students spoken to respectfully, or made to | | | | very successful show jumper, he knew what he was |
| feel stupid in front of the other riders or spectators? | | | | talking about and was committed to turning me into a |
| You don't want a trainer who uses a pupil's | | | | winner -- which he achieved. He is one of the best |
| weaknesses to get cheap laughs. The trainer should | | | | instructors I've ever had. |
| create a comfortable learning environment for riders of | | | | However, glaring personality clashes will result in |
| all levels and abilities. | | | | unhappiness on both sides. |
| Here's a quick way to find out whether the instructor | | | | Closing Comments |
| takes his or her job seriously. Does the lesson start | | | | Does an instructor have to demonstrate all four |
| promptly and continue for the allotted time? One | | | | qualities to be right for you? |
| acceptable reason for shortening the lesson is when | | | | As the above illustration shows, it is possible to have a |
| the horse has performed well, unexpectedly quickly. If | | | | good working relationship with a less than perfect |
| he has already jumped as high as asked, why make | | | | instructor! But don't settle for someone who is |
| him continue until he gets fed up and refuses? If he | | | | incompetent, discourteous and also not interested in |
| has mastered a new dressage movement, why drill | | | | helping you achieve your goals. You want your time in |
| him further? The instructor should reward him by | | | | the saddle to be fulfilling and fun. Accept a little leeway |
| finishing early: it teaches the pupil to show regard for | | | | on the personality side, but don't sell yourself short on |
| the animal and keeps the horse fresh and willing | | | | the other qualities. |