By Jonathan D. Whitcomb, chess instructor in Murray, Utah
Yesterday I played four informal chess games with Alex, a young beginner, at the Jordan Pines camp ground, in the mountains east of the Salt Lake Valley. He impressed me with how quickly he learned both the rules of the game and important points about how to play well. In fact, he was making some good moves (and a respectable number of average moves) before he learned all the rules. I hope that I can help him with additional chess instruction in the near future.
Teaching Chess to Beginners
Before getting into the moves of our third game, I’d like to mention how a chess tutor might best assist children who are beginners in the royal game. This is a brief lesson in how to teach chess lessons to children, so if you are the child then you might want to skip down to the recorded game.
Understand exactly where the child now stands in his or her abilities. This should come before trying to teach anything. In other words, your first job in teaching is to learn, and how greatly you need to learn about your student!
- What does he know about tactics?
- How well does he know openings, middle games, end games?
- What most catches his interest about chess?
- How much experience does he have in playing against post-beginners?
- (And much more)
After you know exactly where your student stands, consider three important questions (the answers can guide you in preparing to teach your student):
- What points does your student most need to learn?
- What is he or she most prepared or willing to learn right now?
- What are the best ways for the student to learn those points?
Notice that the above three questions need to be taken in that order.
What if the student is anxious to learn about knight forks but constantly gives away free pawns and pieces out of carelessness or ignorance? The natural order of importance in chess skill is to learn to avoid material-giveaway blunders first, then learn tactical motifs like pins and knight forks. That means we have a conflict between the first two questions, a conflict in what to do first.
The compromise that will work—that could be giving a demonstration of a knight fork while mentioning that it’s often important to come out on top in exchanges, or at least not to lose material. That way, the students appetite for learning the knight fork will be satisfied while you slip in a side dish of advice. In other words, don’t pull the fork out of your student’s hand in the middle of a tasty feast.
That’s enough of educational psychology for the moment. Let’s get to the game.
Game Between a Chess Teacher and a Beginner
White: Young Alex
Black: Jonathan Whitcomb
1) e3 Nf6
2) Be2 c5
3) Nf3 Nc6
4) d3 g6
5) Bd2 Bg7
6) Nc3 O-O
I did mention that castling is often a good idea. He set aside my suggestion. In fact I did not see him castle until after our four games, when he was playing chess with another child . . . I mean after I had walked away to have supper and two children were playing chess, not that I’m a child.
7) h3 d5
8) g3 b6
9) Nh4 Bb7
10) f3 e5
11) Na4 . . . .
Have you ever heard, “Knights on the rim, prospects are grim?”
Why did I not tell Alex that moving knights to the edge of the board is often ill advised? He’s a chess beginner, and he was just learning to avoid putting his pieces out where they would be lost. In this game, he was thinking correctly in avoiding putting his knights on central squares where they would be captured, by my pieces or pawns, without compensation. He saw that no safe square was available to his knights in the center of the board, so he moved them elsewhere.
It was more important, at the time, to allow him to experience the fruit of that perspective: He did not lose material for some time. By the way, moving a knight to h4 or a4 (or for Black h5 or a5) is not always bad; but those are exceptional positions.
11) . . . . Qc7
12) Rc1 . . . .
Black has a discovered attack available, although White can answer it well
12) . . . . e4
I would not expect a beginner to notice that this move of the black pawn creates a discovered attack, the black queen pointing to the white pawn at g3. My young opponent, looking at where my pawn moved, immediately captured it, as I expected.
13) fxe4 . . . .
The black queen is about to capture the pawn at g3, soon winning the nearby knight
13) . . . . Qxg3+
14) Kf1 . . . .
The white king has moved out of check; the black queen now captures the knight
14) . . . . Qxh4
15) Rh2 dxe4
16) dxe4 Nxe4
17) Bd3 Be5
18) Rg2 Ng3+
19) Kg1 Qxh3
20) Be1 . . . .
Black has another discovered attack at his fingertips
20) . . . . Nd4!
Black is threatening Qxg2 mate (from a discovered attack)
White now has no way to avoid checkmate, although moving e4 can delay mate for many moves. My young opponent did not see my threat, however, and captured my knight at d4.
21) exd4 Qxg2 mate
I have a respectable hope that Alex will become a fine chess player, far better than average and a mountain-top higher than a beginner.
Chess teacher Jonathan Whitcomb, after demonstrating a rare chess end game
I was delighted to participate in the chess event organized by Alexander Gustafsson on June 22, 2016, at the South Jordan Library . . . [He] has been a chess tutor for some time; I, Jonathan Whitcomb, have only recently begun offering private lessons for a fee.
Chess lessons are available in many communities in the Salt Lake Valley of Utah, from chess coach Jonathan Whitcomb, who lives in Murray.
Jonathan Whitcomb, of Murray, Utah, author of the new book Beat That Kid in Chess, is now offering private and group lessons. His abilities can benefit 99% of those who live in the Salt Lake Valley, whatever your present skill in chess (up to intermediate tournament level in USCF-organized competition).
Many of those who are now chess grandmasters were once students of private chess tutors. That does not mean that every beginner needs chess lessons to progress in his or her abilities in the royal game. [Yet private tutoring in chess is probably the fastest way you will progress.]