News & Updates
Written by guest author Erik Czerwin for Wholesale Chess
The chess match begins, and 16 players frantically move chess pieces, slap chess clocks, and scribble down notation. The first five or six moves tick off quickly as each team member jockeys for opening position. Just as the pace slows down and players begin searching more deeply into positions to discover clever traps and zaps, one game ends with a player extending his arm over the board and the other player looking befuddled, frustrated, and angry. Sometimes games just end this quickly. Sometimes it just happens. However, they should never happen like they did once for a team member of mine…
He came over to me, beaming. Smiling over his speedy conquering of a relatively new player, he said to me, “She didn’t catch it.” After I asked what it was that she didn’t catch, he replied, “I started with two queens on the chess board to see if she would catch it. I replaced one of my bishops with a queen, and she didn’t even notice! I won, and now that the game is over, she can’t undo the results; those are the rules!” He was grinning ear-to-ear with his own cleverness. I, however, felt queasy and disgusted. Where had I gone wrong? When had I taught my players that abusing the rules of chess was a way to achieve victory? When had I taught them to gloat over cheating?
The answer to all these questions was that I had not, in fact, ever taught my team to play like that. This kid did it all on his own. After recovering from my momentary shock, I demanded that he go over and apologize to the other player. After a brief refusal, he complied. Personally, I apologized to the other coach. I have never been as embarrassed as chess coach before or since.
The fact of the matter is that some kids want the cheap wins. They don’t understand the pure joy of an intensely fought win. Heck, sometimes a hard-fought draw can be just as satisfying as a solid win. This particular student continues to show signs that he doesn’t care to improve his understanding of the game of chess, he only cares to rack up cheap wins.
As a chess coach, I struggle with this for many reasons. My goal is not to have the winning-est team, but the team that most enjoys the struggle to improve and continue growing. If a student like this doesn’t place the same value on intrinsic improvement, what am I to do? Unfortunately, he is a very talented player who could be much better if he stopped practicing poor chess.
However, if he never really wants to improve by studying chess books or working with a stronger player, why should I invest time and energy towards forcing him to? It is my job to encourage him to grow, but if a student doesn’t have the self-motivation to do so, should I continue to spend time trying to move a mountain? Shouldn’t his repeated losses to better players be motivation enough?
His wins are cheap and easy, and when the game is a difficult struggle, his board is more often than not a loss. His wins depend solely upon the mistakes of his opponents, rarely on his skill as a chess player. His team knows it, I know it, but he is blind to it because his win loss record blocks his larger vision. I’m still searching for a way to change this in students. As of yet, I have found no answer. Perhaps there is no answer. Hopefully, over time, he will discover a love of the deeper game. I sincerely hope.
Erik Czerwin is a self-taught chess player and also a self-taught chess coach. He founded the current Marengo Community High School Chess team, founded the Marengo Chess Club, plays at the Rockford Chess Club, and occasionally volunteers as a chess teacher at the Rockford Public Library, all in Northern Illinois. In his spare time, he’s also a full-time high school language arts teacher, part-time graduate student, part-time tutor, and full-time father of two and husband to a very understanding wife.
This article, written by the manager of Wholesale Chess, was first published in The Link Homeschool Publications (Copyright, 2009). Reprinted by permission.
You see the benefits of chess and want to teach them to a child. You don’t have to be afraid of not knowing what to do or how to play. There are plenty of resources to help you.
“Remember that you are passing on a wonderful gift to them,” Mrs. Graham, manager of Wholesale Chess said. “Learn or renew your skills right along with them. Make sure you use care, patience and respect while teaching. Also, try to be interesting! Use humor, funny voices, cartwheels — whatever it takes to make your chess students pay attention and have a good time.”
Mrs. Graham suggests each child have their own chess set. It doesn’t have to be fancy or expensive. Most students use a roll-up vinyl board, plastic chess pieces, either weighted or not, and an inexpensive chess bag for chess pieces to be carried in.
“Wholesale Chess has a very basic chess curriculum that we recommend to work with beginners,” she said. Only move to the next step when you know your child has a real understanding of what you have already taught.
- How the pieces move and how to setup the board
- How to capture pieces
- Check and checkmate
- More advanced rules of castling, en passant, and pawn promotion
- The values of the pieces and making good captures and trades
- Developing your pieces and controlling the center
- Using multiple pieces to attack and defend
- Basic tactics – forks and pins
- Basic strategies – controlling squares, diagonals, and files
- Basic opening principles – control key squares, activate your pieces, get your king to safety
To be a good chess parent, teacher or chess coach you must be sure to get plenty of feedback from the student, Mrs. Graham said. “Make sure you know how your children feel about chess. If they are feeling burned out, then pressuring them may just turn them off more. If they are hungry for chess and you are not feeding that, they may become frustrated.
“If you have a child who enjoys learning and playing chess, you should encourage that as much as is healthy,” she said. “Chess has great social and intellectual benefits that can affect other aspects of life, but remember that chess is a part of life, not the purpose of life. I suggest chess parents watch or read Searching for Bobby Fischer with their child. “It is a great story. We also recommend the book, Survival Guide for Chess Parents.
“Another important thing, perhaps the most important, is to always make sure that your child knows how much you love them regardless of whether they are winning or losing their chess games,” she added. “Never show disappointment at their performance — they are most likely frustrated enough on their own!”
“Chess will certainly grow in the future,” she said. “Players will have to be more accurate in play, as chess computers and training becomes more and more available. But most of us hope that the essence and fun of the game doesn’t change at all!”
WSC Note: Our Book Category has a selection of books designed for parents or chess coaches to use as well as books for children who are beginnnig to play chess to read.
This is the last in the series of articles written on this subject by guest author Greg Delaney for Wholesale Chess.
I had now acquired the services of a noted chess trainer who seemed to understand both my deficits in chess understanding and some of the personality difficulties that were holding me back in my pursuit of chess improvement. After some examination of recent games I’d played in over-the-board tournaments, it was time to clearly identify areas needing change.
The first and most significant factor to be corrected was the overall passivity of my chess. An overhaul of my opening repertoire was needed. Recommended were the Classical Sicilian Defense and King’s Indian as Black, as well as switching to 1. e4 as my first move when playing White. Of course, it became clear that I would need a number of ideas and lines against all of Black’s possible replies. I was provided with some (not a lot) of theory to look over and begin to learn, but I should stress here that an opening repertoire was not the priority. Much more was (and is still) needed.
The second primary weakness was a glaring lack of knowledge of chess fundamentals. My endgame play was very weak, my tactical skills were mediocre, and my positional understanding was rudimentary. A variety of lessons were planned and conducted on these aspects of chess, and I was given “homework” ranging from annotating positions and continuations to working with positional exercises in one of my trainer’s books. I needed to better understand basic endgame theory and to unlearn the mistaken notion that I could figure it out over the board when the time came. This was a silly belief, of course, but one that I had developed out of my laziness. In a similar vein, I would often select a move that “looked good” without calculating subsequent variations – I would just “see what my opponent came up with” and go from there.
The third identified difficulty was a negative attitude towards myself as a person, my capabilities in chess, and my positions in every game. My trainer pointed out that many times I had already lost the game from the beginning, because my early moves allowed the opponents to do pretty much whatever they wanted. Psychologically, I feared conflict, and I gave far too much power to my opponents and their ratings. During games, I could readily see strong moves and plans that my opponent could play, but I saw only the defects in my own position. For this I was encouraged to play games online, 5-10 minutes per game, as a way to practice openings and get an idea of how they feel to play. Moreover, the mantra “make a threat with every move you can” was added to my chess mentality, and we even analyzed these blitz games for signs of old thinking and improvement.
There are many other aspects of this plan that I could share, but these three areas of struggle and the resulting change plans have been quite successful. I find myself thinking more in terms of making threats and putting pressure on my opponents. I am gradually learning some of the opening variations and the ideas behind them – although there is much, much more to learn before I can play any of them competently. I have noticed less anxiety when playing higher rated players online, and I even seek out stronger players as a challenge. I have won a number of games by executing some of my improved endgame knowledge, and I can recommend studying the endings as a way to pick up wins – even in equal or losing positions. Instead of “giving up” on a game when I blunder or end up in a bad position, I am succeeding in fighting and even winning a few. There are relapses into old ways sometimes, but now at least I know what to correct and how to go about it.
Greg Delaney is Life Member of USCF who returned to chess in 2005 after a three decade hiatus from the game he loves. He is an educator, club player, and student of IM Yelena Dembo. For fun, he blogs about chess and his work to improve as a player.
The views expressed in this article are the author’s own and do not necessarily represent the views of Wholesale Chess. We welcome open discussion on all aspects of chess on the Wholesale Chess Blog. If you would like to be a guest author on our blog, please contact us at marketing@wholesalechess.com.
Kelly Jones uses his creative side to keep chess kids motivated to play chess. Following are a couple of images he sent showing chess sets from Wholesale Chess, which he has painted to match the Thanksgiving Holiday.
Thanks again, Kelly!
Written by guest author Erik Czerwin for Wholesale Chess.
Every competition I attend, I see a lot of fascinating chess teams. Some teams pour over computers, chess books, and boards studying positions and famous games. Some teams engage in heated debate about curious moves. Other teams play blitz games and combat one another. Then there’s my team; some kids are playing blitz games, other kids are pestering those players and kibitzing like crazy, still others listen to music and brood in the corner with hoodies pulled over their heads. Certainly, my team is not the most studious. Of course, this only describes what we do before competition ignites. I’ve worked hard over the years to shape a specific culture on my team, and it is open, friendly, yet ferocious.
My team consists of a motley Read more �
Written by guest author Erik Czerwin for Wholesale Chess.
“What am I going to do about these kids? They just don’t take my advice.”
“Our advice…”
“Yeah, our advice. What can we do to inspire them?”
“Maybe we should get in more tournaments, spark the competition bug. Or maybe we could just beat them over the head with rolled up chess boards.”
“Tournaments are expensive. And I don’t know about beating children. That’s a lot of paperwork.”
Such is a common conversation between my assistant chess coach and me. Coaching chess is a weird, stumbling sort of a job that involves teaching a tremendously complex, yet beautiful, game while at the same time managing a small crowd of awkward, sometimes rambunctious, teenagers. When I think about the success our chess team has had, I can really only contribute the success to one exceedingly important factor: having an assistant coach. Every success of our team hinges on Coach Brian and his voluntary presence, and no other team Read more �
Written by guest author Erik Czerwin for Wholesale Chess
Coaching any sport can be a challenging endeavor, but coaching chess entails a great many unique complications aside from knowing how to teach this many-layered game. Over the years, I find myself more frustrated at snarky comments made by uninformed colleagues whenever I mention difficulty in coaching my chess team. They laugh at the idea that it is even possible to coach a “board game” (as they call it). I wish I could say that adults are more mature than that, but that reality simply doesn’t exist. Coaching chess can be an amazingly challenging process for a wide variety of less-than-predictable reasons. Read more �
Part 2: Notation and Game Strategy
Written by guest author Erik Czerwin for Wholesale Chess.
Basic Endgames
Next, I teach basic endgames. This seems an abnormal place to begin, but it is critical to begin here. I begin with a three-move rook mate (king v king & rook) to demonstrate the concept of stealing space. Once students grasp that a checkmate is stealing an opponent’s space, they are then ready to begin studying the rest of the game. Of course, this is also the point when I demonstrate draws and stalemates.
Notation
Then I teach notation. This seems an odd point to teach notation, but this is the point when all moves have been learned, including the unusual ones like castling, en passant, check, and checkmate. This becomes a critical lesson, and I make sure that each student masters notation before moving on. Without records of their own games, students will never progress.
Basic Middlegames
At this point, I teach
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