Originally Posted by Wegner
I have worked on bypassing mental image pictures of positions, or of operating, as much as possible, and observe the results of the learning experience in the student to understand what is his viewpoint and feel. Or you could say that I assume the viewpoint of the student as if I was in his point of view. From there, and this is what is interesting, without thinking in mental image pictures the solution to any outstanding problem in fluidity or efficiency or comfort or feel appears to me and that is what I transmit to the student, usually as a suggestion to try something to see if it works. Since this way of instructing is non-intrusive, the student feels free to chose for himself what works best. I tend to induce changes by drills in which I exaggerate a situation, so a middle ground is easily achieved.
Thanks Oscar - now we are getting into some interesting discussion! I totally agree with your viewpoint on helping the student discover the "correct" solution for themselves - "guided discovery" is how I teach too. However, I am a little confused by your principal of bypassing mental images? Do you mean you bypass mental images, as in you don't have a mental image of how you would like the student to look? Or do you mean that you don't use imagery to help inform your teaching? I would be surprised if it is the second as the vast majority of people are either primarily visual or kinaesthetic learners or a combination of the 2 (with audial way behind)?