Now,

I think what's interesting is the fact that this course is a real shopmaker's course, as you pointed out earlier on, it's not very long.

And it's those who can really use the wind, use the contours, place the ball in the right position on the green course.

Now, very interestingly, Elathabal had this idea to, instead of curbing drivers and curbing how far the modern golf ball can fly, he had this suggestion that really what you should do is cut the number of clubs.

And

now that he's won big, you know, there was a time quite recently when you could see him visibly tighten on the last couple of holes, but then he won the FedEx Cup brilliantly.

Yeah.

So I definitely think he's got it in him.

And that will very, very rarely be anything involved in work.

My name's Tom Needham.

I'm an assistant principal for teaching and learning.

It's the frustration of being in a room where everyone seems to be able to do something effortlessly when you can't.

But it's also the realisation that there's a game that you can't win.

So you then start a new game, which is, I don't know, getting some attention and mucking around.

So just how did you come to encounter the idea of Direct Instruction and Engelmann? Um, and then how, how did, what was your road into finding out about it in the first place?

It's a good question.

So I think I was frustrated at the output or success rates, and that's my fault, not the students' fault, of the lower ability end of students that I was teaching English.

A lot to do with the fact that the writing they were producing was way off what I thought that I was able to help them with and, and improve it.

You know, it, it wasn't really going anywhere.

But I was also quite frustrated with, um, students that I was teaching who had come to secondary school for all sorts of reasons really, who hadn't really mastered the basics of decoding and things like that.

So I was on the lookout for things that worked.

Is that where you found the impact?