In the first two parts of this series, we told you how the course came to be and how it evolved; why the classroom environment is ideal for teaching the game of poker; and the course content leading to the students being ready to go out into the real world of poker playing. This final part of the series will discuss teaching philosophy, teaching advanced concepts to the more experienced students; practice playing; and what does the future hold?
Teaching Philosophy. Every teacher has his/her own style and philosophy. Based on what has worked best for me, I make it a point to be sure that my students understand both the basics and the rationale for whatever decisions they will make during the play of a hand. Understand and know WHY you make that move. When you fully comprehend the rationale, you are better able to implement the strategy. Also, that makes it easier to adjust to different situations and allow for unforeseen variables.
Also noteworthy, I treat the game of poker more like an investment - as contrasted with outright gambling (like flipping a coin). In fact, as I told the students, I regard WINNING poker as more of an investment than so-called "investing in the stock market." (That's more like gambling, I believe; and I explained my logic.)
During each session, I encouraged class discussion as well as questions from the class members. Class participation is important, I believe. Never belittle a student's question; it's important that he/she fully understand the topic.
Some advanced concepts for more experienced players. For the students with more experience in playing poker, we explored the concept of luck vs. skill, including my math model to show the interrelationship and why the skilled player will always come out ahead in the long run. We discussed more advanced concepts involving refinements in the art and science of bluffing - how and when to best pull off a bluff, including the use of the "Esther bluff" that my 10-year-old granddaughter taught me (We are never too old to learn!), and defending against a bluff; and how to adjust your play depending on the type of players at your table. For example, what should you do when there are one or more very aggressive players at your table? What does it mean to you when a tight player raises?
Practice Playing. There is no substitute for realistic playing of poker hands. Lectures are important but so is the experience of playing hands. After the first class session, we spent a good deal of time playing actual hands - playing for chips, of course (no money). The first hour of each class session generally was devoted to lecture and class discussion; then, for the rest of the session, we would deal and play hold'em using poker chips (no cash value).
One of the more advanced students also helped to deal. As I dealt the cards, I would make it a point to frequently discuss some of the play along the way, and explain why the student's decision was proper or not (taking care not to insult anyone). I encouraged others in the class to comment. Perhaps the most difficult task was to get the students to be selective in the hands they played pre-flop. We did make progress. . .
For the final class, both classes met together for our own tournament - with brightly wrapped prizes for the top five at the end of two hours. This also served to prepare the students for the tournament to be subsequently hosted by the Hustler Casino.
How about playing online? To round out our "students" poker education, Mike Jamerson, the local area marketing manager for VIPPoker.com, gave us a short talk on playing online using the Internet. Seniors, like all others, have heard about the many opportunities to hone our poker skills and compete in the convenience of our own homes by playing online. There were many questions and lots of interest.
What does the future hold? For the next semester, we plan to again have the two separate classes; also, on the suggestion of one of our students, we have added a Poker Lab. (As a student in college, I spent many hours in the Chemistry Lab. We may be innovating in this realm for the poker world.) We are starting with just three Poker Lab sessions and see how it goes. We'll spend our time dealing out hands, analyzing and discussing them as we play. It should be fun too. . .
Epilogue. As noted previously, some of the students have organized their own home game. Great! Three of the "graduates" play in tournaments and tell me that they are consistent winners! One of them actually entered the World Series of Poker, and was doing well until he called all-in with pocket kings against an opponent with pocket queens; a third queen fell on the river. . .
Perhaps best of all was the note from Valerie D,, a bright and attractive young lady. She wrote me a note: " . . thank you for a great class. As a beginner, I certainly learned a great deal in a short time. . . I especially enjoyed the explanations of play and the discussions of the hands we played. I'm anxious to start the fall session, learn more about poker and the nuances of the game. Thanks again. . ."
