Modern Teaching Methods of an Ancient Art, A Humble Courtesy to All Martial Arts Instructors Your Martial Arts Ezine Issue 21
Welcome to our martial arts ezine. I'm Sensei J. Richard Kirkham, your host and editor. There will be no prejudices in this martial arts ezine. We will accept articles from tournament fighters and self-defense specialists. For a short period of time, anyone who contributes to the Martial Arts Ezine can place a free advertisement with us. Who is us? All of you, the contributors, the readers, the advertisers.
The idea of reading articles, and getting opinions from martial artists all over the world is still amazing.
Quotes
Everybody wants to go to heaven, but nobody wants to die.--Joe Louis
The only thing necessary for the triumph of evil is for good men to do nothing. Edumnd Burke
Modern Teaching Methods of an Ancient Art
There are such a variety of theories of teaching martial arts, from the traditional silent master (unless you do something wrong) to the neo-modern school where everyone is on a first name basis. I will be basing the teaching techniques on a study and teacher certification in physical education with an emphasis on special education and movement education. These teaching techniques are effective for both children and adult students. Remember both adults and children have a need for positive attention, they simply express their needs in a different manner. I could write 100 articles on this and still not get through it all, and I probably will write some more later. I would like to motivate the readers to submit their own articles on teaching methods or at least comments I can enclose in the up coming martial arts ezines. I would like some input from the readers as to areas they would like me to cover in future martial arts ezines.
Everyone has a right to learn in a healthy non-threatening environment
Yes I know we must learn to deal with stress in self-defense and martial arts, but the drills for that should be specific. Otherwise the environment should be relaxed, comfortable, yet professional. The environment should be such that when the instructor speaks, everyone else stops speaking. This is for safety as well as respect for the instructor.
Let's take an example wherein someone continues to speak when the instructor begins speaking to explain a new drill.
The instructor may be tempted to call the student up to the front to explain the drill himself or herself. I disagree with this procedure. There is no reason for embarrassing the student nor reinforcing the negative behavior by giving him or her more attention for it than is necessary. In the beginning a simple neutral look should take care of the situation. Telling parents helps, but remember, in most cases they are not professional educators or counselors and may reinforce the negative behavior further. I suggest simply reporting it to them and telling them how you dealt with it. This may give the parents further ideas as to how to deal with their child's behavior other than spankings and groundings.
Calisthenics
for Punishment
Remember, we are attempting to motivate
students to get into shape and even work out on their own. Using
calisthenics as punishment, eventually, especially in children, could
give the student the impression, even if just a subconscious
impression, that exercise is punishment, that it should not be
performed if one is doing well or being good. A professional physical
educator said it best to me when I was student teaching when she
said, "Why punish people with an activity we are trying to
promote?"
Ignoring negative behavior or redirecting
it is a more effective way of long term behavioral modification. I
had a hyperactive student named Pete. At one point Pete did the "Ali
shuffle", threw a reverse punch, jumped in the air, landed on
his back, and jumped back up again. What was my reaction? "Now
Pete, that was a very good reverse punch, if you keep your elbow in,
it will be even better." As I moved on to the next student, I
noticed Pete practicing his reverse punch. It took a while, but Pete
eventually realized he would only get attention from me for training
hard, and I made sure I complemented him on it continuously.
Gestalt versus the Part Method
Both the gestalt (whole) and part method have their advantages and disadvantages. When I give private lessons or small group lessons, I prefer to incorporate the holistic method of teaching. In this way, the student is not learning a brand new technique. The student is simply changing the way he or she already does something. This speeds up learning by up to 50% in a group and up to 75% privately (based solely on my observations). A very basic example of this would be teaching the reverse punch:
Throw a punch
Throw a punch and keep your elbow in
Throw a punch and bend your front knee as you punch
Throw a punch and push your hips forward as you throw your punch
Now place your hand in the chamber (or near your head depending on your style) before you throw your punch.
Anything can be taught this way by beginning with gross motor movement and refining that movement slowly.
The part method of learning is an effective teaching method for large groups and complicated movements or combinations of movements. When I incorporate the part method with a technique such as reverse punch, I will even break it down to using just the punching arm first and then incorporating the non-punching arm. I find that the student, learning a completely new movement, can learn the movement faster not having to combine several new factors at one time.
Answering a Question
I promote questions and personal research even in beginners. If you are being honest with your students, what you are teaching them will more than likely be reinforced through an outside source. I also motivate my students to come up with their own answers.
There are three basic types of questions you will run across and have run across.
The attention question is just a question in which the student is trying to get some extra attention from the instructor. This can be handled as such, "Had you thought that question through Sue? Okay let me know if you have anymore questions." I also recommend giving the student more positive feedback during practice. Complementing and offering constructive criticism of her techniques. "That's a good front kick. It will be even better if you raise your knee as high as you're going to kick."
There is also the type of question in which the student asks a question without actually thinking it through first. This is human nature and can be handled the same way as the attention question.
Finally there is the research question. If a student, for example came up with a new technique and asks you about it. First, I suggest positively reinforcing the behavior, "good thinking John." We can now either run his technique down, proving our superiority and his ineptitude, or we can motivate him to continue to think for himself, which is the goal of all instructors and educators. You can either shake your head no and tell him why it wouldn't work, or you can smile, compliment his thinking, "that's a good technique, it would be even better if you...." I even go so far as to tell my students to try it out in a safe manner, on a bag or with a partner at a slow pace.
Lining Up for Drills
I consider lines in most cases a lazy, inefficient way to do drills. Students can be given other activities and drills to perform. If they absolutely must stand in a line, I do not suggest the students lining up directly behind each other. A better way to allow for visual third party learning is to line the students up against a wall or on a line in such a manner as all the students have a unimpeded view of the other class members (2 students out of 20 doing an activity, that is why I abhor lines) executing the drill. Promote questions and comments. When I was teaching in a small school and could only have 2 partners sparring at a time, I had the other class members think of three things a pair did correctly and three things they did wrong. This got the class involved in the drill at least as third parties and motivated analysis.
Circle Drills
I've seen circle drills which have 30 students in the circle awaiting their turn. Once again, martial arts is a participation activity, otherwise you could learn it just by watching video tapes. I recommend having several smaller circles and the instructor move from one circle to another observing and correcting. When a major point needs to be made, the drill can be called to a halt and the technique demonstrated.
Conclusion
By keeping the individual student's best interests in mind, both mental and physical health, long term and short term, we can have a positive impact on the students' lives and help them to grow, both as adults and children. For more martial arts drills for both the training area and the backyard see my martial arts drills printable ebook Bringing The Martial Artists Out from Within.
Thank you for your support
Rick
Sensei J. Richard Kirkham B.Sc.
Secrets of TeachingMartial Arts More Effectively by Master Keith Pascal Masters Degree in Art of Education
Subscribe to Kirkhams Ebooks FREE Newsletter
KirkhamsEbooks-subscribe@yahoogroups.com
copyright 2005 all rights reserved but please forward this in it's original content to your friends – no spamming