I had no intention of writing this article as of two weeks ago until I was faced with an interesting situation at one of my week long chess camps. A parent emailed me regarding enrolling her child in the camp. The only information she provided about her child was that he was eight years old, played chess and was dyslexic. Having had a problem with dyslexia myself, I looked forward to meeting this young man because I thought of him as a kindred spirit. When the young man arrived for the start of our week long camp, we quickly discovered that the young man was autistic and extremely disruptive because his condition. While we (my interns and I) were able to keep things under control, we would have been able provide a better camp experience for this student had we been informed from the start of the true nature of the problem. That got me thinking about honesty and how it effects your training as a student.

Of course, the above incident was an extremely harsh example of not being forthright about issues that can effect a child’s education on and off the chessboard. However, it serves as a strong reminder for both parent’s and students to be open about any issues that may effect one’s abilities as a student. Simple honesty will go a long way towards helping a student achieve their goals.

I have put a great deal of time into learning how to teach children with learning disabilities. I did so because many of my students were being presented to me (by their parents) with mild to moderate learning issues. If I wanted to succeed at being a chess teacher, I needed to be able to work with these kids rather than do what many enrichment program instructors do, simply ignore the so called problem child. I’m a hard liner on this topic. If you’re not willing to work with a learning disabled student, within reason, then teaching may not be for you. However, it is up to the parent to inform you, the teacher, of any issues.

I implore parents to be completely honest with their child’s chess teacher before starting any chess class or private lessons. I know its painful to have to discuss your child’s problems with a teacher you don’t know. However, in doing so, you’ll be giving that teacher crucial information needed to help provide the best lessons possible for the child in question. Being honest about a child’s abilities is absolutely great for the child. A couple of my students who have had moderate to serious learning disabilities have gone on to do some amazing things with their chess. Why? Because their parents were upfront about their child’s issues which allowed me to tailor my program to meet specific educational needs.

Now we’ll look at honesty and the student with no special needs, the students who make up the bulk of my classes. Do these students need a healthy does of honesty? Absolutely! While they may not have to deal with any type of learning disability, they do disable their learning process by not being completely honest with themselves. This applies to children and adults as well!

Often, when a parent approaches me for classroom or private chess lessons, they proudly describe their child’s great skills. Their child shows, in the parent’s words, above average potential. I hear this a lot and don’t fault any parent for being proud of their child. However, I sit down and play a few games with the child in question to assess just how skilled they are. More often than not, the above average child is a bit less skilled than the parent thinks!

The parent who thinks their child is above average often inadvertently passes this idea onto their child. In private chess lessons, this isn’t a great problem. However, in a classroom setting, a child who thinks he or she is a cut above the rest can face a hard emotional downfall when he or she squares off against a truly strong player of the same age. Suddenly, the falsely built up confidence is gone and the child in question is facing emotional turmoil.

I teach my students to use honesty as a learning tool. The more you use this tool, the more you’ll learn. What I mean by being honest, is being honest about your skills or lack of skills. People, young and old, often don’t like to ask questions because they feel that doing so some how makes them appear less informed than those around them. These are the same people that might think a specific question to be stupid. I teach my students that the only stupid question is the one not asked. Students should get in the habit of asking questions to increase their knowledge base.

At the start of each school session, I tell my students that, if I provide an explanation of a concept that doesn’t make sense to them, they raise their hands and ask for a second explanation (or a third). I will go over a concept again and again, employing different explanations, until that concept is understood by my students. We improve our chess using the idea that actively asking questions strengthens our knowledge. Question everything.

Another honesty tool I employ is self explanation. How many times have you studied a concept, convinced yourself that you understand that concept only to realize a real lack of comprehension when you try to apply that concept to a situation? Children will often nod their heads in agreement, seemingly following the lesson, only to have things fall apart when they try to employ that lesson to their own chess game. To reduce this problem and determine who is actually understanding the lesson, I have my students write out (in their own words) a summary of the lesson’s key concepts. Adults studying the game of chess, or any other subject for that matter, should try this.

Honesty is a critical if you wish to improve your game. There’s no shame in not understanding a concept. You may have to spend some additional time in your studies but you’ll get a lot farther in developing your skills than the person who merely skims through their studies. Honestly assessing your abilities is the best way to start your journey along the road of chess improvement. Here’s a game to enjoy until next week!

Hugh Patterson

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About Hugh Patterson

Prior to teaching chess, Hugh Patterson was a professional guitarist for nearly three decades, playing in a number of well known San Francisco bands including KGB, The Offs, No Alternative, The Swinging Possums and The Watchmen. After recording a number of albums and CDs he retired from music to teach chess. He currently teaches ten chess classes a week through Academic Chess. He also created and runs a chess program for at-risk teenagers incarcerated in juvenile correctional facilities. In addition to writing a weekly column for The Chess Improver, Hugh also writes a weekly blog for the United States Chess League team, The Seattle Sluggers. He teaches chess privately as well, giving instruction to many well known musicians who are only now discovering the joys of chess. Hugh is an Correspondence Chess player with the ICCF (International Correspondence Chess Federation). He studied chemistry in college but has worked in fields ranging from Investment Banking and commodities trading to Plastics design and fabrication. However, Hugh prefers chess to all else (except Mrs. Patterson and his beloved dog and cat).