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By the way, before our club moved to a new location, I probably played an average of once or twice a month and directed twice a week, two games each. But, since the move, we have lost a good portion of our membership, and our club needs lots of help to pay the rent, so my husband played 22 sessions in August and I played 16. And I've never enjoyed club bridge more.
Sept. 2
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I play because I like taking tricks on offense and defense. I enjoy evaluating my hand. I like the languages of bidding and of signaling with the cards.
Sept. 2
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Y'all are the bomb!!
Aug. 31
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Thanks for all the suggestions. I will use many of them.
Aug. 30
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Jeff, thanks. Will do.
Aug. 30
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Ian, I considered teaching the LTC to beginners or intermediates, but wasn't sure if it would help or further confuse them—had no idea the LTC was used in miniBridge.
Aug. 30
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From an elementary ACBL lesson, I learned something I had never thought about.

Hand pattern percentages are equal to the frequency of suit divisions around the table.

For instance, a hand pattern such as 4-4-3-2 appears 21.55 % of the time. And each suit will divide into the four hands as 4-4-3-2, the same 21.55 % of the time.
Aug. 30
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Jeff Lehman, how is the contract determined in minibridge?
Aug. 30
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When teaching a play such as a finesse, I shorten the hand to a few cards in one or two suits. First, they play AQ opposite xx. And when they get that, they get to play AQ and xx opposite xx and AQ. Then I give them a hand such as AQJ and xx opposite xxx and AK. At this point, some finesse successfully and then cash the ace.

Eventually, I build this into a 13-card hand full of finesses for kings. (I also teach 2nd low at this point, or lho will invariably fly with the King.)

To teach ducking to establish a long suit, I would first give AK5432 and 2 and 2 opposite 67 and AK3 and AK3 and have the table figure how to take 9 tricks with a 3-2 break in the long suit.
Aug. 30
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Duck.
Aug. 25
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With a very good opener and nothing wasted in the opponent's suit, I would not consider passing.

To me, the one spade rebid promises at least four spades and only the three clubs I promised originally. I do not see how passing can gain, but I do see how it might lose.

If partner had passed my 1C bid and rho had balanced with 1H, I would play as Richard mentioned, that my 1S bid showed longer clubs or a 5-5 hand, if our agreement was to open 1C on a 5-5 black hand.
Aug. 25
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The teacher who will teach my workshop students wants to do a supervised play game that awards no master points.
Aug. 18
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Tom, you surely keep a high percentage of your EZ Bridge students! And they are all play outside the lessons. Way to go!!
Aug. 18
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So many useful suggestions! Thanks, y'all.
Aug. 17
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This may well be happening at my club, Dan. I often find results for a Section C in the Bridge Mates. They don't always clear when I reset/kill after my game and then kill twice before the next game.

Ping, thanks for that tip. I have never turned off the box. I'll add that to my pre-game and post-game to-do list.
Aug. 17
Jane Eason edited this comment Aug. 17
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Jeff and Randy,

I was planning for a zero to five game after the lessons, while some others think a 0-20 game would be better.

Is it possible for you guys to weigh in on a choice between these two upper limits?

I have serious doubts about my club allowing social bridge players, but I will discuss that with some of the board members.

Do you charge the same entry fee for social bridge, as for duplicate? Does a director make rulings of any type? And, if so, what law book do they use?

Thanks.
Aug. 17
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Thanks for your input, Joyce. I'm a fellow member of the ABTA.
Aug. 17
Jane Eason edited this comment Aug. 17
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Maybe I'm wrong, Chris. I've never taught it, but someone ran an E-Z Bridge class opposite one of my games. The players in my game got credit for the number of tables in E-Z bridge. And, I was told that the students could win master points (rating points). I've never checked out that info.
Aug. 17
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Good points, Jeff.

In my experience, the best table helpers have the fewest master points. Their egos are not involved and they don't feel a need to expand on what I am teaching. The more experienced players either want to show off their knowledge or want to share it. Motives differ, but the results are the same–students are intimidated, confused, or discouraged by the extra info.
Aug. 17
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Barbara, what are the current requirements for being a master teacher?
Aug. 17
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