Student Responsibility - the ten parts of the
student's responsibility to the student - instructor
relationship
student's responsibility to the student - instructor
relationship
- Never tire of learning. A good student can learn anytime,
anywhere. This is the secret of knowledge. - A good student must be willing to sacrifice for his art and
his instructor. Many students feel that their training is a
commodity that is bought with monthly dues and they are
unwilling to take part in demonstrations, teaching, and
working around the do-jang. An instructor can afford to lose
this type of student. - Always set a good example for lower ranking students. It is
only natural that they will attempt to emulate their seniors. - Always be loyal and never criticize the instructor, the art of
Taekwon-Do, or the teaching methods. - If an instructor teaches a technique, practice it and attempt
to utilize it. - Remember that a student's conduct outside the do-jang
reflects on the art and his instructor. - If a student adopts a technique from another gym and the
instructor disapproves of it, the student must discard it
immediately or train at the other gym. - Never be disrespectful to the instructor. Though a student
is allowed to disagree, the student must follow instructions
first and discuss the matter later. - A student must always be eager to learn and ask questions.
- Never betray a trust.
| Questions?? Please allow me to be your guide. |
Know Your Students Weak Spots
by Keith Pascal
...to help them improve.
It's easy to spot your students' weaknesses, when you ask yourself one
simple question.
As a martial artist, I spend all of my time analyzing how other folks fight. I
examine their techniques. I observe and guess at their tactics. I even
ask them questions about what they are practicing (smile).
I spend a lot less time analyzing my own strengths and flaws.
Sure, I practice. You do too, right?
I found a real quick and dirty way to discover my own weak points. All I
have to do is ask myself one simple question. And presto, change-o, I
know exactly what I need to emphasize in my workouts.
Are you interested in finding out this ever-so-basic question? (No, that
wasn't it.)
Just ask yourself what you have been avoiding practicing?
Do you routinely procrastinate in one area?
I am willing to bet that's the particular area that could use some
improvement? Don't you just hate it when I am right? ;-)
We'll apply this to student learning in a minute.
Would you like some slightly embarrassing examples from my own life?
I have a beautifully planned workout routine. It includes a lot of tummy
exercises. I spent a lot of time carefully constructing my abdominal
routines.
Do you think I do them?
Think again.
I just avoided doing my exercises for the last two and a half months! It's
time to get back on track.
Another example can be found in Bruce Lee's Five Ways of Attack. I
know all five ways inside and out. Yet, I definitely could use
improvement in two of the ways. (And no, I am not going to advertise my
weaknesses all over the Internet, thank you very much.)
Yet another example can be found in my students. I looked at my more
advanced "cookies." These guys have been with me awhile.
So, I asked the same question to myself -- but this time I asked about
what my students and I avoided practicing.
Our hand techniques are awesome. Our timing is pretty good too.
Rhythm? You betcha.'
But our kicks ... left something to be desired. They sucked.
Can you guess what we are focusing on, this year? : - )
I know this question-asking method works, because as is human nature,
we tend to do what pleases us, and avoid what doesn't. Of course, some
folks have masochistic tendencies, but in general, we seek what we
enjoy.
It stands to reason that what you have avoided working on needs
improvement.
This is not rocket science.
Listen to Your Students' Complaints
Do your students groan about doing certain exercises?
Do they nervously joke when it's time for a particular activity?
Have you ever noticed a lack of enthusiasm during specific drills?
These are all clues as to your students' weak areas.
You have the discipline to work on your own weak spots. Your students
don't know how, yet.
It's up to you to add enthusiasm to certain tasks. Teach them discipline.
Shape them to tackle and overcome weak areas in their training.
Remember, identifying these weak spots starts with a
question.
by Keith Pascal
...to help them improve.
It's easy to spot your students' weaknesses, when you ask yourself one
simple question.
As a martial artist, I spend all of my time analyzing how other folks fight. I
examine their techniques. I observe and guess at their tactics. I even
ask them questions about what they are practicing (smile).
I spend a lot less time analyzing my own strengths and flaws.
Sure, I practice. You do too, right?
I found a real quick and dirty way to discover my own weak points. All I
have to do is ask myself one simple question. And presto, change-o, I
know exactly what I need to emphasize in my workouts.
Are you interested in finding out this ever-so-basic question? (No, that
wasn't it.)
Just ask yourself what you have been avoiding practicing?
Do you routinely procrastinate in one area?
I am willing to bet that's the particular area that could use some
improvement? Don't you just hate it when I am right? ;-)
We'll apply this to student learning in a minute.
Would you like some slightly embarrassing examples from my own life?
I have a beautifully planned workout routine. It includes a lot of tummy
exercises. I spent a lot of time carefully constructing my abdominal
routines.
Do you think I do them?
Think again.
I just avoided doing my exercises for the last two and a half months! It's
time to get back on track.
Another example can be found in Bruce Lee's Five Ways of Attack. I
know all five ways inside and out. Yet, I definitely could use
improvement in two of the ways. (And no, I am not going to advertise my
weaknesses all over the Internet, thank you very much.)
Yet another example can be found in my students. I looked at my more
advanced "cookies." These guys have been with me awhile.
So, I asked the same question to myself -- but this time I asked about
what my students and I avoided practicing.
Our hand techniques are awesome. Our timing is pretty good too.
Rhythm? You betcha.'
But our kicks ... left something to be desired. They sucked.
Can you guess what we are focusing on, this year? : - )
I know this question-asking method works, because as is human nature,
we tend to do what pleases us, and avoid what doesn't. Of course, some
folks have masochistic tendencies, but in general, we seek what we
enjoy.
It stands to reason that what you have avoided working on needs
improvement.
This is not rocket science.
Listen to Your Students' Complaints
Do your students groan about doing certain exercises?
Do they nervously joke when it's time for a particular activity?
Have you ever noticed a lack of enthusiasm during specific drills?
These are all clues as to your students' weak areas.
You have the discipline to work on your own weak spots. Your students
don't know how, yet.
It's up to you to add enthusiasm to certain tasks. Teach them discipline.
Shape them to tackle and overcome weak areas in their training.
Remember, identifying these weak spots starts with a
question.
How to Teach
This page will give you a brief introduction of how to teach Taekwon-Do.
It is not exhaustive, merely a rough guide to start you on your way. Many
of the hints have suggested by students or are observations I have
made when watching other Instructors or Students teaching. In our
School we encourage students to teach for at least a short period of
time during class and then we give feedback on their performance. I
think they find it useful. I certainly do.
When teaching it is very important to consider WHO you are teaching
and WHAT you are trying to teach them. It is very difficult to explain the
Theory of Power to a young child who wants to do sparring all day. If you
think we have missed something from the list below please let me know
and I'll add it.
When you are talking try not make unnecessary movements (e.g.
flapping arms) as this is distracting the Student from the words of
wisdom emanating from that gaping hole in the middle of your face!
Explain what you are going to do, demonstrate, explain what it is for.
Ask if they understand. Very often you will see blank faces, nobody
wants to put their hand up and say "I don't understand". As the
Instructor you have to look out for the signs E.g. Tilting of theirs head,
blank expressions, looking around at other (senior) grades etc.
Do take command of the class. Students are not sheep but sometimes
they act like it. When you begin call the class to attention so that they
know that you are instructing them. It is not unusual for an Instructor to
break a class into smaller groups and have other Black Belts teaching
at the same time. Once you have their attention (and make sure you do)
use LOUD and CLEAR COMMANDS. Rather than "Could you please try
Saju Jirugi if don't mind when you have a minute" say "Saju Jirugi,
Junbi, Si Jak". This way everyone knows what is expected of them and
when. If you are not authoritative then the Student can become
confused.
If you don't know the answer to a question then say so. Students will
respect you far more if you say that rather trying to fudge it. Remember
you are Instructing and weather you are a Black Belt or a White Belt you
are still human and you still make mistakes. Do not be afraid of showing
this. Indeed, many students will feel a whole lot better when they realise
that the psychopath at the front is just a normal guy rather than some
alien from the planet Taekwon-Do. (note: there are some Instructors
who are actually from that planet - do NOT confuse the two!
Be careful that you do not end up teaching individuals rather than the
class (something I do a lot of). If you see someone making a mistake
then rather than just correcting them, tell everyone. E.g. "Many of you
have to lengthen your Walking Stances as they are too short, especially
John, Michael, Clare" rather than "John, lengthen your stance as it is
too short". This requires a conscious effort. If the Students are
concentrating then they will all learn something from that statement,
even if it is just a mental note that those Students make that mistake (so
if they are teaching them they can check to see if they have corrected
it).
Remember that teaching is two way - both the Student and the
Instructor should learn something every night. If you are not learning
then you are not paying attention. Even if the Instructor/Student are
very bad you should be able to learn from their mistakes, if they are
very good then you should be able to spot those things that they do
well. Make sure that your students know that you are willing to listen to
their suggestions/criticism with regards teaching. Maybe they can't hear
you, but if they can't tell you that then you'll never know!
Teaching is NOT easy. Telling other people that they are wrong is by no
means easy especially if you are not sure as to the correct way. If in
doubt explain to them what they are doing or demonstrate (always
exaggerate when you demonstrate something) so that they will see
what it is. They might know better than you.
The best way for people to learn is to actually try to do things
themselves, rather than watching you do them. So, once you have
demonstrated the technique make sure the Students are given the
opportunity to practice them.
Interesting classes are usually very productive. This is because you are
maintaining their interest and accordingly their concentration. Thus
they are more likely to learn. How do you make classes interesting?
Well, variation is a start, or keeping the pace going so that they do not
get a chance to think "this is dull" as they are too busy. If that fails, give
them push ups and think about it.
Use Taekwon-Do terminology. This does not always mean Korean. We
have a specific language in Taekwon-Do, make sure when you are
teaching you use it. Jumping and Flying are different things. Don't
confuse terms otherwise you will confuse the student.
Use other students to help when teaching. This can be either to
demonstrate how and when you would use a technique (and the
students attacks you), or it can be that you ask the student to perform
while you mention specific points as they perform. Sometimes it can be
useful when teaching a new pattern to put an inexperienced student
between two that know what they are doing, so that when they turn they
can always see someone to copy.
This page will give you a brief introduction of how to teach Taekwon-Do.
It is not exhaustive, merely a rough guide to start you on your way. Many
of the hints have suggested by students or are observations I have
made when watching other Instructors or Students teaching. In our
School we encourage students to teach for at least a short period of
time during class and then we give feedback on their performance. I
think they find it useful. I certainly do.
When teaching it is very important to consider WHO you are teaching
and WHAT you are trying to teach them. It is very difficult to explain the
Theory of Power to a young child who wants to do sparring all day. If you
think we have missed something from the list below please let me know
and I'll add it.
When you are talking try not make unnecessary movements (e.g.
flapping arms) as this is distracting the Student from the words of
wisdom emanating from that gaping hole in the middle of your face!
Explain what you are going to do, demonstrate, explain what it is for.
Ask if they understand. Very often you will see blank faces, nobody
wants to put their hand up and say "I don't understand". As the
Instructor you have to look out for the signs E.g. Tilting of theirs head,
blank expressions, looking around at other (senior) grades etc.
Do take command of the class. Students are not sheep but sometimes
they act like it. When you begin call the class to attention so that they
know that you are instructing them. It is not unusual for an Instructor to
break a class into smaller groups and have other Black Belts teaching
at the same time. Once you have their attention (and make sure you do)
use LOUD and CLEAR COMMANDS. Rather than "Could you please try
Saju Jirugi if don't mind when you have a minute" say "Saju Jirugi,
Junbi, Si Jak". This way everyone knows what is expected of them and
when. If you are not authoritative then the Student can become
confused.
If you don't know the answer to a question then say so. Students will
respect you far more if you say that rather trying to fudge it. Remember
you are Instructing and weather you are a Black Belt or a White Belt you
are still human and you still make mistakes. Do not be afraid of showing
this. Indeed, many students will feel a whole lot better when they realise
that the psychopath at the front is just a normal guy rather than some
alien from the planet Taekwon-Do. (note: there are some Instructors
who are actually from that planet - do NOT confuse the two!
Be careful that you do not end up teaching individuals rather than the
class (something I do a lot of). If you see someone making a mistake
then rather than just correcting them, tell everyone. E.g. "Many of you
have to lengthen your Walking Stances as they are too short, especially
John, Michael, Clare" rather than "John, lengthen your stance as it is
too short". This requires a conscious effort. If the Students are
concentrating then they will all learn something from that statement,
even if it is just a mental note that those Students make that mistake (so
if they are teaching them they can check to see if they have corrected
it).
Remember that teaching is two way - both the Student and the
Instructor should learn something every night. If you are not learning
then you are not paying attention. Even if the Instructor/Student are
very bad you should be able to learn from their mistakes, if they are
very good then you should be able to spot those things that they do
well. Make sure that your students know that you are willing to listen to
their suggestions/criticism with regards teaching. Maybe they can't hear
you, but if they can't tell you that then you'll never know!
Teaching is NOT easy. Telling other people that they are wrong is by no
means easy especially if you are not sure as to the correct way. If in
doubt explain to them what they are doing or demonstrate (always
exaggerate when you demonstrate something) so that they will see
what it is. They might know better than you.
The best way for people to learn is to actually try to do things
themselves, rather than watching you do them. So, once you have
demonstrated the technique make sure the Students are given the
opportunity to practice them.
Interesting classes are usually very productive. This is because you are
maintaining their interest and accordingly their concentration. Thus
they are more likely to learn. How do you make classes interesting?
Well, variation is a start, or keeping the pace going so that they do not
get a chance to think "this is dull" as they are too busy. If that fails, give
them push ups and think about it.
Use Taekwon-Do terminology. This does not always mean Korean. We
have a specific language in Taekwon-Do, make sure when you are
teaching you use it. Jumping and Flying are different things. Don't
confuse terms otherwise you will confuse the student.
Use other students to help when teaching. This can be either to
demonstrate how and when you would use a technique (and the
students attacks you), or it can be that you ask the student to perform
while you mention specific points as they perform. Sometimes it can be
useful when teaching a new pattern to put an inexperienced student
between two that know what they are doing, so that when they turn they
can always see someone to copy.
| Special Thanks to all who have donated their time, recommendations and material to help make this site the best website source on the Chang Huhn Patterns. |
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