Coaching

Have you been thinking about paying for lessons or a coach? You may be surprised at how many people at FICS do. You may also be surprised at who is paying and to who and how much they pay.

Why are people who are far under the master rating paying out so much money yearly for lessons or a coach when they could get much of the same training on their own? If you ask them, probably most of them will not give you a honest answer. Many are thinking that its far easier to pay someone to help them increase their rating than spend so much time in study and working so hard when some one else can do all that work for you. That's the American way. Why work for something when you can just pay some one else to do it for you.

Of course there is reason to pay for lessons and a coach. Most all GM's have had or have a coach and even Bobby Fisher paid a coach for lessons. But unless you are very wealthy or you are near the master's level paying for a coach or lessons becomes doubtful that you are going to get your moneys worth.
Today with all the fine books and outstanding CD's to help you, there is little reason why you can not build up a great library that you can use for the rest of your life to give you all the help you'll ever need. And you can use this material as a reference to go back to again and again.

The coaches argue that only they can point out your deficiencies and suggest ways for your improvement. This of course is true that they will do that but at what cost? And at how much improvement? If you are paying high entry fees in big money tournaments and you need help in some specific area then the cost for a coach may be justified if it will return those costs back many times over.

Why pay for what you can get for free is an old saying. It is true to some extent but not in chess. You may find access to various training materials, just like you are going to find here, but its up to you to make good use of this material no one else can study it for you, only you can do that.

This is the part below that is required reading, if you wish to remember what you read.
If you do decide to study it then do so, don't just skim through it and think you are going to improve because you looked at it for a few minutes. Very few people have perfect recall. But more importantly is do you read with understanding? In 1957 Clifford T. Morgan author of Introduction to Psychology and James Deese author of The Psychology of Learning wrote a book based on their studies for successful strategies in helping students improve their scholastic rating at the Johns Hopkins University. The book is called "How to study", from the McGraw-Hill Book Company. It covers comprehensively the subject matter used in remedial college courses on study techniques. In that book they tell us that when you read a prose passage such as this one straight through, the chances are that you will remember when you are finished no more than 30% to 50% of the points made in it! The forgetting process is going on even while you are reading the material. It continues, of course, to do its destructive work, and a day later you remember no more than 25 or 30 per cent. After that memory fades more slowly, for there is less to lose, but at the end of two weeks you will probably remember no more than 10 per cent.

They show a memory-forgetting graph in days after reading and how one can change that steep forgetting curve by just using recitation. The graph was based on a study of several thousand high-school students who were given tests to measure how much they remembered at different times after reading passages of prose. Some of the groups in the study were "recitation groups". They recited what they could remember from their reading. When they were tested three weeks later, the group with two recitations immediately after studying remembered 80 percent of what it knew when it finished reading but a group with no intervening recitation knew only a sixth as much. Another way of stating these results: The no-recitation group forgot more in one day than the recitation group did in sixty-three days! This difference was produced by a relatively brief recitation immediately after reading.

Recitation is an old, well-established way of learning and of examining. In school a teacher says something and then asks questions about what they have learned. They recite their answers. Oral recitation is a particularly handy teaching device when something must be remembered by rote. What most students don't realize, however is that recitation is also an effective device for learning while reading material. Just because you read something does not mean that you understand what you have just read or remember most of what you have just read. The only way to find out what you remember is to recite it to your self. Because recitation can reveal your ignorance to yourself, it is one of several reasons why recitation is such an effective study method.

To make certain that you understand and remember, you should stop periodically and try to recall to yourself what you have read. This is recitation. Try to recall the main headings and the principle ideas under each heading. Can you give a synopsis of your reading without looking at the pages? Try to do it then check yourself. See whether you have covered every thing. If not, note your omissions and errors. Then a little later, recite again. If you do this you can improve your retention from 60% to 80% of what you read 60 days after you have read it.

If you think about it what is memory? Its based on recall and retention with respect to time. It's defined as the power of remembering and the time, which past events are remembered. The power or process of reproducing or recalling what has been learned.
Forgetting is the failure to think of what was learned at the proper time, to pass over with out giving due attention. We think and try to remember what we read, but it may not come immediately, then when it does we recall it. Why? Association is sometimes the answer.

If you want to remember something important try to attach it to something that you can easily remember. When you read something use the association of the heading. Look at the heading and turn it into a question. Now when you read that paragraph try to answer your question that you made from the heading. For example if you are reading, The Art of Attack, you can change that into many different kinds of questions. What are the Different Kinds of Attack? If the heading is, The basic patterns of mate. You change it to, What are the basic patterns of Mate?

This is a very simple, effective and effortless way to remember anything you read. Now you are going to read with a whole different purpose, you are trying to answer a question. This is effective because you are increasing the intensity by which you are reading. You are creating a desire to remember. If you are half asleep it's doubtful that any thing you read will be remembered very long. But if you can stimulate yourself and get desire working for you the material will be retained for a longer time and more of it as well.

How Much Do They Charge?

NM (National Master) Dan Heisman Chess Instructor FIDE 2285
http://pub38.bravenet.com/passwd/show.php
adults and Students: $60/hr
$50/hr before 3 PM Eastern
Senior, retired, fixed income $45/hr

Gm Lev Alburt from $80.00/hr

Internet Chess Academy
http://www.totalchess.com/cost.htm
$19.95 for 67 lessons
$49.95 for all 160

GM Gadir Guseinov, Fide Rating 2571
GGuseinov (GM) finger handle
Private lessons for $15/hr

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