When Mahjong Mastery Meant Something Else (Lesson Case Study 20230908)

Kathleen DeMarco

Mahj Life Instructor Guild Founding Member

Setting:
A weekly mah jongg game (NMJL rules) day at a country club, hosted by two instructors who regularly lead open play sessions for members.

Scenario:
During one game day, a club member—let’s call her Jane Smith—stopped by to observe but chose not to play. At the end of the session, she introduced herself as an experienced mahjong player who played exclusively online. She expressed confidence in her mastery of the game but admitted feeling hesitant to join in person because she wasn’t sure how to “set up the walls” or “push the tiles around.”

Wanting to encourage her participation, one of the hosts offered to meet Jane one-on-one to help her become comfortable with handling tiles and racks. They scheduled a private session, and the instructor even loaned her a set of tiles to practice with—Jane specifically requested the ones with green sparkling backs.

When the lesson began, it became immediately clear that Jane’s definition of “mahjong” was quite different: she was an expert at the tile-matching solitaire game, not the four-player NMJL version. Her first question was, “Why did everyone on game day build boring stacks instead of pretty patterns?”

The instructor quickly recognized the misunderstanding and gently clarified the difference. With humor and sensitivity, they turned an awkward moment into a welcoming learning experience.

What Happened:
After a good laugh and reassurance, Jane agreed to learn NMJL mah jongg from the ground up. In a single two-hour session, she received a quick-start overview of the game, a handout, an NMJL card, and a loaner set. She left excited to join the next game day, where a beginner table would be waiting for her.

Challenges Identified:

• Miscommunication about the version of mah jongg being discussed
• Potential for embarrassment or loss of confidence
• Need for careful clarification when students claim prior experience

Instructor’s Reflection:
This experience underscored how easily misunderstandings about “mahjong” can occur, given the many variations played worldwide. The instructor typically verifies which version students mean but, in this case, assumed shared context. Jane’s initial vagueness likely came from embarrassment, not deception. With empathy and composure, the situation turned into a meaningful learning opportunity and a new friendship. Today, Jane plays NMJL weekly with the group.

Mahj Life Mentor Insight:
Never assume when it comes to player experience—clarify early and kindly. When a student says they “play online,” confirm whether they mean the NMJL version or the solitaire tile-matching game. A few friendly questions can save confusion later. Keeping quick-start materials and a loaner set ready allows instructors to pivot gracefully when surprises arise.

Instructor Takeaway:
This case highlights the importance of listening without judgment and confirming understanding before instruction begins. A delicate misunderstanding transformed into a teaching success because of empathy, humor, and flexibility. The instructor’s quick thinking not only turned confusion into curiosity but also expanded the local community by welcoming a new player with confidence and joy.

Discussion Prompt:
How might you confirm a potential student’s level or version of play before scheduling a lesson—and what questions would you ask to do so naturally?