* Anyone can become a leader if they are motivated by a desire to help others and are willing to learn how to improve their communication, perform tasks, and break a whole into its parts. Leaders use these skills to help others find the confidence to identify and reach their goals.

* Leaders are respected because they respect others and help them to achieve their goals without damaging their self-esteem, hope, or individuality.

* Leaders are not order givers who stand on a pedestal and tell people what to do. Leaders are more like visionaries and guides who understand the goals of other people and they suggest, direct and request for actions that help them achieve those goals.

* Leaders are people of action. Even if the action may not turn out as expected, a leader continues to move forward, even if to rule out the options that don't work.

* Good leaders prepare themselves by thinking through different approaches and by getting to know the individual needs of other people.

* Leaders are respected when they can be looked up to as examples to how things should be, or as an example of potential success.

learning styles

NikkiA learning style is the underlying and consistent way in which a person perceives, understands, organizes and recalls information. If the teacher's methods match a preferred style, the student will learn better and faster.

This has a positive effect on the student's self esteem and helps to improve the student/teacher relationship.

Visual: Usually looks intently at the teacher's face ... recall information by remembering how it was set out on a page, uses lists to organize their thoughts, often recognizes words by sight, and likes to look at displays and books.

Auditory: Likes the teacher to provide verbal instructions ... likes discussions and solves problems by talking about them. Uses rhythm and sound as memory aids.

Kinesthetic: Learns best when they are active and involved ... find it difficult to sit still for long periods and use movement as memory aids. Tactile: Like hands on activities ... use writing and drawing as memory aids.

These are just a few examples and we will look at more styles in upcoming issues of the Pony Pointers eNewsletter

Chexleadership: Rephrase the main points in your lesson

by Kathy Mann © Copyright 2011

Rephrasing (saying the same thing in different ways) will maximize the chances that every student will eventually understand. The repetition helps students to remember the main ideas, and offers a chance for the different learning styles get comfortable with what you present to them. For example: your goal for a lesson may be to explain a lead departure. Different types of rephrasing could include (but are not limited to): A verbal explanation of how the horse balances and strikes off into a lead - A demonstration of a horse departing in a lead. A tactile exercise asking students to stand beside their horses and move their legs and hands as if to cue for a lead departure. Asking 'what if?' questions to help the analyzers in the class think through the process. Time to practice and get feedback. Offering a worksheet with visual content about the lead departure process. This type of rephrasing keeps the class focused on the main points of the lesson, the repetition helps students to remember, and the variety in the presentation engages the different learning styles.

LadyTips for Reviewing Your Ride.

by Kathy Mann © Copyright 2012

To make the most of your riding time, take advantage of what you've learned from the experience. Here are a few tips to help you measure your ride's success, and work toward continuous improvements. How to analyze your ride: Shortly after the ride, make a list of ideas and observations while they are still fresh in your mind. Be open and objective to what actually happened, verses what you had hoped or wished would happen. Look at both the positives and negatives, and what led up to them. Determine where your expectations didn't match up with the outcomes. Identify areas for development and commit to further training and coaching that will maximize your positives. By analyzing your ride you'll identify where things went right as well as where they didn't. If you build on this analysis, the details will give perspective to your next ride and guide you toward your future skills.

EljayThere are Many Beginnings in the cycles to develop horsemanship skills.

by Kathy Mann © Copyright 2012

Horsemen/women are observers discovering at every stage the things that you didn't know that you didn't know. The cycle begins every time you realize there is more, every time you find a new question that needs an answer. In seeking answers you progress to a new level where the information you learn becomes a goal to practice and develop new skills. As you concentrate on these goals they become habits and underlying reflexes and soon you are refining your skill until you discover the next question -- and begin the process again.

Within this process is a relationship. The relationship with your horse evolves, as does any relationship between two living beings. The horse, curious, seeks to understand you and is always asking questions. The horse wants to know who you are, and where he fits into the relationship. He wants to be comfortable with you and to trust you to be fair and honest when you communicate. Dishonest communication is when you keep changing the answers. Honest communication is when you take a clear stand on what you say. In horsemanship, communication is how you consistently use pressure to clearly answer his questions.

The horse is always asking the question 'what do I do with pressure?' You answer this question when you release him from it. Consistency is about giving the horse the same answer, every time he asks the question, 'what do I do with the pressure?' His question is usually very brief before he moves on to look for a different answer and so in your own quest to answer his question you must ask yourself about feel and timing.

Feel is sensitivity to your horse's question and timing is how you answer him. For example: if you have asked your horse to give to the bit, and he gives (though it be a subtle give) your sensitivity to his effort allows you to respond by releasing the pressure in time to acknowledge his give before he moves on to look for a different answer. The release answers his question and through consistency he will gain confidence and seek that release.

If, on the other hand, you do not recognize his attempt to find release from the pressure, and in fact if you hold him beyond his moment of question, he will seek a different answer and you will have lost the moment to say "yes" to his correct response. If the horse can't find an answer he will be frustrated and confused.

Sensitivity develops when you accept it as a goal, and allow yourself to feel for it. It is the question, 'when and where is the feel' that is a catalyst to refining your horsemanship skills. It is the question itself that offers you a cycle of new questions and discoveries and leads to a deeper relationship with your horse

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