Martee...you are comparing (as i said in a previous post) "learning" versus "teaching."

Nowhere did i say or if i did i didn't mean to imply that memorization doesn't have its place in LEARNING because it is a very valid way to LEARN basic concepts so that you can learn how to apply them in whatever subject.

What i'm saying is if Teacher A can memorize more of the constitution than Teacher B are we to say that Teacher A is better because he/she knows more of it without looking at it?

Every good teacher I've ever met is also a good student
 

I don't think the point was that one must memorize that list to teach golf or that simply memorizing the book gives you the ability to teach the material. The point was that memorizing that material will do nothing but make you a better teacher, if for no other reason than you will become a better student.

Have you taught any Learning Disabled students in a classroom or tutoring setting?

My wife is a very good Kindergarten teacher, and a tremendous amount of her elementary education training was memorization work. Sure she learned how to communicate and apply the material and even learned special needs teaching tecniques, but I can assure you she would laugh in my face if I suggested that memorization had absolutely nothing to do with her being a good teacher. She would look pretty foolish if she had to lookup what letter comes after "A" everytime she wanted to teach her students the alphabet.

Explain to me why? Why will memorizing anything make you a better teacher to any student on any subject?

I've had teachers who knew their material so well they didn't even need a book for class and i have had others who needed the book in their hands in class during lecture. Neither imo was better than the other because one had a better memory.

I would be hard pressed to believe that the teachers that required a book in order to efficiently lead a class did not have much of the information memorized.

"Learning is remembering" (Plato). The thing is, it all goes back to remembering. Whether one thinks memorizing the book is useful or being able to recall instantly changes you have made with students and what approaches you took and how they worked. No matter, any discipline requires being able to remember what you need, when you need it. So too, remembering where you can find the information is very useful too, and can often be good enough.

For starters I did not say that a teacher with a better memory will be better than a teacher with lesser memory skills. I simply stated that working your tail off to know your material cold will make you a better teacher than you would have been otherwise.

...on to your questions...

I already made one point...

Do you agree that a teacher must also be a good student? If so, do you agree that memorization is important for a student?

Here's a couple more...

In the two environments where I've taught: at the university level and in a corporate environment. Memorizing the material was a requirement, I could not have been an effective teacher if I didn't memorize a good chunk of the material before I started teaching. I'm not talking about 50 minutes of class lecture, but rather the one-on-one work with each student. Sure I could look-up every question the students had, but there's no way I would have ever established any sort of trust or semblance of competency with a single student. In the corporate environment, it's more obvious – time is money. The faster I can teach a concept or technology to a student or mentor them through a particular problem, the more money our company makes. Again, if I have to look up every question...or even worse, look up what chapter to find the reference to the answer to the person's problem...you get the idea. I'm completely comfortable saying that I could have done a better job teaching my students had I memorized even more material.

I will follow you...
 

Although my understanding of the book is still green, the guide from Yoda will be very helpful to my study. My mentor, oztrainee, always asks me questions. What are 3 imperatives, what chapters related to hands….when he challenge me; I will ask him what I memorized already. What is 6-B-3-0-1? Answer me! :laughing9

Yesterday, I watched a golf coach, sort of AGTF, gave a lesson to someone I knew but not too familiar with, the coach said: Take your club back with your left arm; swing slowly; don’t use your hands; use your shoulder, use your hip, you hit it so long… But, as a student of TGM, I knew that none of the impact was pure. No matter how fat he hit, club head slipped through the mat and no adjustment or comment was given. Instead, the coach said: see, listen to what I taught you, you can hit longer than me. The guy also demonstrated a 7 iron stroke. He said: hit the back of the ball first, return to address…and he did that with off-plane 3-F-7-B weak shot!

As I am nothing, I mean nothing, I just can’t say a word, I closed my eyes, thinking of Yoda giving lesson to Collin Neeman and recent Hull videos, (also kind of information memorized) I knew how to let my friend to understand 3d impact and what sound shall like just with basic motion. But he won’t get it from that coach. When my friend wanted to took a rest, he handed the club to me, I took a deep breath, I chip a few first…ok, 3d impact sound, I acquired more, #2 and #3, still good, I punched a few, still under control, (the distance is longer than his coach already) I checked all alignments and ready for a total motion, wow, yahoo, they stood up and run close to me to see the landing, a good distance as his coach using a fairway wood. The coach said i used my hands pretty well, I smiled at him and replied: I am training my hands still…

My mentor said to me that as an amateur, I can take part in AI program, He said AA. Authorized Amateur? I also want to be authorized too, is that a dream?

Jim I think my last two paragraphs directly address your point. I just kind of took the long way around..

Jim I think golf instructor success or whatever you want to label it is based on more than their knowledge, they need to be able use that knowledge to educate thier students so that they will can excute. I think that is something Kelley said about what the AI's job was. In short knowledge alone does not make the teacher, at least not the good teacher.

Growing Pains
 

For more than forty years, Homer Kelley applied his genius to solving the mysteries of the Golf Stroke. His work yielded 45 mission-critical alignments to be achieved throughout the 12 Sections of each and every Stroke. He codified those alignments as the Mechanical Checklist For All Strokes (12-3-0).

Nine of those alignments are the same: Extensor Action.

So, if you maintain Extensor Action in your Golf Stroke, you will have achieved 20 percent of the Checklist. Similarly, if your goal is to memorize the Checklist -- for immediate reference or for its teaching application with a particular student -- then you have memorized 20 percent of the List.

That leaves only 36 items.

Suppose you took only one item per week. Then, in just 36 weeks, you will have memorized each item in the List. Hopefully, you will have been interested enough to learn more and more about each one during the week devoted specifically to it, especially if you are a teaching professional. Then, you will find yourself looking for ways to apply that new-found knowledge with your students. In this manner, over time, you will come to know each item in the List.

36 weeks.

Nine months.

A human being is conceived and born in nine months.

And, for those willing to pay the price, so can be born a true Authority on Golf Stroke Mechanics.

:)