Instructor Beliefs
Miracle Swimming

True or False?

_____ In order to give students their money's worth, I have to make sure they attain a certain skill level before class ends.
_____ Students in my adult classes want to learn freestyle above all else.
_____ Learning to swim means learning freestyle or other strokes.
_____ I know what my students want to learn because I ask them.
_____ Sometimes, students tell me they don't feel comfortable swimming in deep water and I tell them they just need to
practice what they're doing in shallow water because it should transfer to the deep.
_____ Sometimes, students in my classes panic.
_____ Panic is part of the learning process.
_____ Students need to move to the next step in class together in order for me to do my job well.
_____ In order to become comfortable in water, shallow or deep, a student must learn strokes.
_____ It's more important that skills get checked off my list as having been performed than that the students come to own the
skills.
_____ Students sometimes quit lessons.
_____ What I am expected to do by my supervisor and what I feel I should do for my students are sometimes different.
_____ My class time in the water is a satisfactory length.
_____ I feel good about every student I've taught.
_____ Students sometimes don't seem to listen.
_____ Students quit lessons because they don't practice enough and don't see results.
_____ Students quit lessons because I'm not able to meet their needs.
_____ I rarely check to learn why students quit lessons.
_____ Students who are afraid should be in separate classes from those who are not afraid.
_____ A good swim test is asking a student to jump into deep water and swim 25 yards to the other end.
_____ Afraid students and non-afraid students need to learn the same things.
_____ Teaching students in shallow water should suffice to make them safe in deep water since the water works the same way
in the deep.
_____ When I tell students to relax, they do so: Always_____ Sometimes_____ Rarely _____
_____ I keep class moving all the time so people won't get bored.
_____ I keep class moving all the time so people won't notice if I'm not sure what to do next.
_____ I wish people would relax when I tell them to.
_____ If people would relax, they would learn so much sooner.
_____ The way students feel about their swimming is important, so I check in with them often.
_____ If someone can do freestyle in shallow water but not in deep, I would say he/she can swim.
_____ If someone can do freestyle in shallow water but not in the deep, I would say he/she can't swim yet.
_____ Knowing how to swim means a person can rely on him/herself for his safety in deep water, regardless of whether he
knows strokes.
_____ Knowing how to swim means a person can do strokes, even if s/he can't do them in deep water on account of being
afraid.
_____ There seems to be a discrepancy in the definition of what it means to learn to swim.
_____ Blowing bubbles, push and glide, and streamline are among the top ten very most basic building blocks of learning to
swim.
_____ Sometimes I wonder if I know everything I need to know to be a good teacher for adult swimming students.