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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. |