Teaching Tips

Steps to ropesight

Acquiring that elusive skill known as ropesight can be a frustrating time. In her teaching tip, Heather Peachey believes you can’t specifically teach or learn ropesight. What you can do is provide the best opportunities for the skill to develop, whilst reassuring learners that they will develop it at their own pace.

Developing listening and striking skills

Listening is one of the foundation skills of ringing. Without the ability to hear their bell it is impossible for a ringer to reach their full potential. New ringers frequently have difficulty identifying the sound of their own bell. This article provides a few tips on how to help your ringers hear their bell and develop the good rhythmic ringing we all want to hear.

Teaching Call Changes

Most ringers are taught Call Changes after learning to ring rounds. Call Changes may be thought of as simple but there is more to them than might be imagined. Which skills does your ringer need to have or develop before learning to ring Call Changes?

Teaching Call Changes – putting it all into action

Putting into action the skills discussed in the previous article. How to make the first moves a success, how to use feedback to improve accuracy and how to move onto more complicated changes.

Teaching Kaleidoscope Ringing

Kaleidoscope ringing is a series of exercises made within two places. The simplest form is long places, four blows in one place. This is followed by place making with two blows being rung in each place and then by dodging. Kaleidoscope ringing helps a new ringer hear their bell and identify which place they are ringing in.

Advanced Kaleidoscope Ringing

Moving on from basic kaleidoscope works, there may be times when more advanced sequences may be useful to your band. When might this be?

A dedicated foundation skills practice

Pam Ebsworth had a number of teachers who had recently attended an ART Module 2 day course. Pam was wondering how to give these teachers more teaching practice. The problem was that these particular teachers were not Tower Captains and were finding few opportunities to teach at the necessary level. After discussion with other ART mentors it was decided to hold a dedicated Learning the Ropes Level 2 practice.