Watch your emotions Daniel-san...

We're all are familiar with the notion of not allowing disempowering emotions to interfere with our actions when it comes to self defense. However have you ever thought about how your emotions as an instructor might affect your students and their ability to perform?

An instructor I know gets extremely irritated when his students can't do what he asks. Although he doesn't lash out, yell and scream at his class, you can see his frustration in his facial expressions and sometimes in the way he talks to his students.

I'm first to admit there are times when I catch myself heading down the same path. At that point I try to do a U-turn and put on a "happy face". I try to find something good in what my student might be doing even if they're so far off the mark it's not funny.

From there, together we build on making good the next thing, one step at a time. Not worrying too much about getting it *all* correct right then. If the student fixes just *one* thing and starts heading in the right direction, it's a victory for you both.

To paraphrase a comment someone said to me once, "Don't worry about closing the ashtray and locking the doors when the wheels are falling off the car".

Next time you look at a student who can't do what you're asking, try not to get frustrated and reinforce that they're doing it wrong. This destroys their self esteem.

Instead look for something good and let them know to give them some confidence. Then choose one small thing to fix. Once they've got that down, move to the next.

Before you know it your student will be making advances in leaps and bounds. A little confidence goes a long way.

Reusing Class Content

Very few martial arts instructors seem to plan their class content.

Many take the teaching approach of "We'll do some basics and then see what needs to be worked on...", or some simply stick to the same plan for every single class - basics, line work, kata, sparring, boring...

As someone who teaches around 25 classes per week, coming up with fresh content and ways to teach the same stuff again and again, without boredom setting in can be challenging - I'm sure you know what I mean.

That's why when I hit a home run with a particular format for a class; I'll "reuse" that class for the rest of the day.

For example let's say that in my junior white belt class we worked on a particular set of drills to develop front kick and the class was a success, then in the next 3 classes on the same day, I'll repeat the content of that first class with a new set of students, instead of trying to think of 3 more class plans.

Of course the students are always different in terms of age and rank, so the actual drills might be tweaked slightly to be more challenging for higher ranks or older students, and toned down for younger kids or beginners.

The point is that teaching is easy when you have a plan and know that it works. Classes run more smoothly, students don't become bored and there is no "down time" from you or your class.

It reflects poorly on you as an instructor when you are supposedly in control of a class, don't have a plan and can't think of what to do next. Students are looking at you mouths agape or twiddling their thumbs wondering what's going on...

So from here on out, when you teach a successful karate class, jot it down in your diary and reuse it again in the future. Either on the same day for a new set of students, or in a couple of months time when you're struggling to think of what to teach, you can look in your diary and *presto* there's a class you know is a guaranteed success.

- Jason

Did You Achieve Your Karate School Goals?

What have you achieved this year as far as your karate school goes?

Have you achieved your goals?

I hope you just didn't say to yourself, "Goals? What goals?"

Did you exceed them or fall short?

It's this time of the year I start to think about how my karate school has performed over the last 12 months. I look at each of the following and compare it to last year (actually I do this on a monthly basis, but at this time of the year I do a yearly comparison):

• quality of teaching
• # of instructors
• # of assistant instructors
• total student count
• # of black belts
• student retention level
• effective advertising sources
• net profit

In challenging economic times, knowing your "stats" is even more important than usual. Knowing the health of your school is critical. I'm pleased to say that for each of the eight items above we improved/increased each when compared to last year despite the current economic conditions.

This tells me that we're doing something right. But when I start to see one or more of those factors decrease, it tells me the opposite.

Knowing these stats allows you as a martial arts school owner to keep your finger on the pulse so to speak. It allows you to fix what's not working and ramp up what is working. It allows you to stay on track.

There's a saying, "That which is monitored increases".

So if you don't already know your stats, it's time to start recording and comparing them.

Twelve months from now will you be in the same boat or will you know your stats?

- Jason

Upgrading Junior Karate Students

Last night I moved 4 of my junior students up to my adult karate class.

My adult class is usually restricted to those 15 years and up, but I had to make an exception for these four (all are 13 and 14 years old).

The reason for the move was that 2 of them were top of the junior class and were feeling a little unchallenged. There skills are excellent and they are very capable. The reason I moved the other 2 is that they're as tall or taller than me. And one of them outweighs me by 20 lbs! Far too big for the kids class.

Some were in for a rude awakening.

After 20 minutes I had one wanting to quit. It wasn't that class any different to how we usually train as adults, it was the fact that there is a significant difference in the way I run my adults and kids classes.

Yikes... this was hard work all of a sudden!

I was firm with newly upgraded student and told him that unless he has a medical condition he hasn't told me about (like being asthmatic), then he had to suck it up and break through his mental barrier of "I can't do this Sensei". I refused to let him quit despite his repeated requests to sit out because he felt "congested" in his words. In reality he wasn't actually congested, but was out of breath and clearly hadn't pushed himself to his "second wind" before.

At the same time I realized that if he completed class it was important to praise him for his effort. It was important for him to come to the realization that he could in fact do it. And that what he perceived as his limit, was a far cry short of his actual limit.

At the end of the class I wanted him to feel as though he'd been challenged and yet had gotten through it. I wanted him to have the feeling of achieving something he didn't think possible, and to link that feeling to pleasure (the praise and sense of achievement).

Had I let him quit and sat him out of class, or had I pushed him further than he was capable and not rewarded him with praise, his association with the Adult class would be completely different. He would have seen it as a place of pain and discomfort instead of one of challenge and achievement.

As teachers it's critically important that we realize that each student is unique, and must be treated with individual attention to get the best results. Avoid the "one size fits all approach" and get to know your students. Know their limits, their abilities and what motivates them - then use that to elicit their best.

Once you do this your classes will be easier to teach and you'll retain more of the students you enroll.

Assistant Karate Instructors

Many karate instructors are of the belief that they are the *only* instructor who can teach at their school. They believe that nobody can do as good a job as them, therefore they are very reluctant to let anyone else teach.


This is the classic "technician" mindset that Michael Gerber, author of The E-myth, describes.


I know I used to suffer from this belief, and for years I wouldn't let anyone else teach either. That was until I started teaching 25 classes per week. After a while I became so physically, emotionally and mentally drained as my own teaching standard declined. Teaching 5 hours per day, one class after the other, I soon realized that I had to take a seat as the passenger and let others take the wheel every now and again.


When I first let go of the reigns, I was very critical of the way my students were teaching my classes. After all they'd never really learned to teach, they'd just modelled the way I taught as best they could. And without the thousands of hours of "flight time", how could I possibly expect them to teach to the same standard right away?


It's a catch 22.


Just about all of us want our students to be great instructors one day, but if we don't let them try and fail like we did, how can they ever become better?

Take a step to the side and let some of your students impart with the knowledge that they've gained. You'll appreciate the time off and feel more energized when you do teach. Your new instructors will be delighted with the opportunity, and your students will enjoy a different spin on class.


As I write this blog from the other side of the world, I have every faith in my assistants running my school while I'm away. That's because a few years ago I started helping them develop their teaching skills, and now they relish the opportunity and I know they're more than competent.

Where will you be in a couple of years? Will you be the only instructor clutching to your power? Or will you support and nurture your students' growth?

Teaching Karate Using Creative Processes

Last week when teaching one of my 4-8 years old karate class they were particularly energetic and enthusiastic. More than usual they started to interrupt during the bow-in and warm-up. Right at that moment I had an epiphany and recalled something that I'd learned years before...

Regarded as the world's foremost lateral thinker, Edward De bono has a concept called "The Six Thinking Hats".

The concept is to use the "Six Thinking Hats to improve the quality of your decision-making, to look at the decision from 6 points of view by "wearing" each of the thinking hats in turn."

For example, the Black Hat is the hat for "caution" - so when evaluating a certain decision while "wearing" the black hat, you would take a cautious approach to avoid any pitfalls that you might not see if you made a hasty decision.

The Green Hat is for creativity - so when evaluating the same decision while "wearing" the green hat you would base your decision on the creative element involved.

There are 4 more hats for data, emotion, positivity and process control.

(If you want to learn more about this concept, go here.)

This process helps shift your mind from one point of view to another, making it easy for you to focus on ONE thing at a time. By actually saying to yourself, "Ok, I'm now wearing the Yellow Hat" and associating that with only positive thinking, you're putting your mind and body in the best physiological state to achieve whatever it is you're focusing on.

So what's this got to do with 4-8 year olds interrupting class?

Glad you asked...

I said to my students, "Ok, I want you to take out your "serious hat" now and place it on your head" as I pretended to reach into my pocket and place the imaginary hat on my head.

All the kids followed my lead, reaching into their imaginary pockets, pulling out their imaginary hats and placing them on their heads.

Instantly their composure changed. Their faces became immediately more serious and the looked intently at me for the next command.

Wow.

I was amazed.

For the rest of class whenever a student started to mess around I reminded them that they were wearing their "serious hat" and to behave. Sometimes I'd say, "Elijah, it looks like you dropped your serious hat. You better pick it up and put it back on your head."

Again the level of required seriousness was achieved.

This turned out to be a fun and easy way to change a students "state" and increase their performance.

Contrast this to "If you don't do as I say you're getting 50 pushups", and you can see how teaching with positive and creative methods work like a charm and doesn't put your students into a negative frame of mind.

In my upcoming publication which is focused on helping you as a teacher become a better communicator and instructor I'll be sharing loads of tips and tactics for optimizing the performance of your students.

Stay tuned.

- Jason

Seven Teaching Tips for New Karate Instructors

While browsing the web today I found this article by Sensei Neil Prime.

In this article he covers 7 important teaching tips for martial arts instructors.

It's a good read.... check it out at:

http://www.wadokaikarate.com/news/20-2.htm

(link opens in a new window)

Enjoy,

Jason

What kind of martial arts instructor are you?

What message do you transmit to your students through the way you teach karate?

Do they consider you a nice guy or a drill sergeant?

Are they fearful of you, or inspired by you?

Are you strict or easy going?

Do you lead by example, or do your students simply do what you say?

Are you students afraid to approach you, or do they ask questions with ease?

Do you use negative incentives or positive reinforcement when you teach?

Are you emotional if a student asks you a tricky question, or do you praise them for being so inquisitive?

Are you short tempered or patient?

Are you being really being YOU, or are you emulating someone else?

Do you become easily frustrated with people when they "just don't get it" etiquette-wise or technique-wise? Or are you willing to invest the time to educate?

Would YOU like to be taught by YOU?

Many instructors never consider the way they teach or how they might be perceived by their students. They just think that they're always right!

And the reality is that rarely will your students verbally tell you if you're doing a bad job...

Realize that if you’re losing students as fast as you’re enrolling them, your teaching method probably has something to do with it.

Try to answer the questions above to get a handle on what kind of teacher you might be. Are there attributes on that list that you don't like?

Then change it!

Developing yourself as a great teacher is one of the most important personal skills that you can do for yourself. That's why over time I've invested thousands of dollars in my own personal development and teaching/training skills. I've made it my passion to help instructors just like you achieve their teaching potential, personal and business success.

I'm in the midst of writing an in depth program/guide to share this valuable information with you and it'll be available early next year.

Until next time...

What kind of teacher are you?

- Jason

A new meaning for "martial artist"

Last week in class I had a *light bulb* moment...

(Yes, it happens occasionally - no wise cracks thank you)


I was right in the middle of teaching one of my 4-8 year old classes when I thought of a new exercise that could help them understand and reinforce what I'd be asking of them. Now I'm probably not the first instructor to do this, but I don't believe I've seen nor done it before. In fact I think that show, "Whose line is it anyway?" gave me inspiration for this one.


I asked the kids to take a partner and then told them who was going to be the "playdough" first. The other student was to be the "artist" whose job was to meld the playdough karateka into whatever stance I asked of them.


Next, I told the playdough kids that they could start off in any stance at all - it could be another karate stance, or just some random, crazy position. Then on the command "go" the artists had to move their partner's body one limb at a time until they were in the required stance.


I then let them know when they'd done a good job or if they needed to bend a knee a little further, move the hands higher, turn their head straighter, etc.


This was a HUGE success. The kids absolutely loved it.


And of course then they switched roles and did it all over again.


Like many of the drills and exercises in 125 Dynamite Drills this was a great exercise because it really made the kids THINK then APPLY their knowledge. It's a fun exercise to use with all ages too, not just young ones.

Having your students identify the important aspects of a particular stance and then apply it from a different perspective is a great way for them to learn.

Try it out and see how it works in your classes.


- Jason

A white belt karate teacher...

Sixteen years ago when I first started teaching I remember I was explaining to an adult class how to do a knife disarm - you probably know the one - when the attacker holds the knife against your body and then you raise your hands, strike on the back of their wrist with your palm and on the inside of their forearm with your other open hand?

Well as you might know, the IDEA is that the attacker's wrist is supposed to bend and cause them to release the knife...

(Incidentally I wouldn't teach this now as there are better and more effective ways to disarm this type of attack - I just didn't know anything else back then - but that's for another time.)

So anyhow, I asked for a volunteer. A new white belt named Jeremy raised his hand and I chose him.

Remember that saying about "Don't work with children or animals"? Let's add to that.... "Don't work with children, animals or white belts".

I'm not disrespecting white belts as we were all white belts once, it's just that beginners sometimes have unpredictable actions, stiff limbs, and every now and again an attitude that will turn milk sour.

Fortunately Jeremy didn't have a disrespectful demeanor. He was just as awkward as a new born foal, and as you might guess when I applied the disarm it didn't work.

Ooops.

So I tried again.

It still didn't work - his grip was so strong, and I couldn't bend his wrist.

When it didn't work on the 3rd attempt I felt the eyes of the other students burning right through me.

I felt like an idiot.

After all I was a supposed to be the "expert" but I sure looked like a beginner.

And when it came to teaching that's exactly what I was - a white belt.

I remember I felt so stupid because I didn't know how to handle it, had no idea why it wouldn't work, and certainly didn't even think about WHAT ELSE I could have done instead.

I remember mumbling something like, "Hmmm... I'm not sure why it's not working. I'll have to ask Sensei when I see him next and get back to you on that one."

How much confidence do you think this instilled in my class?

To make matters worse, besides not having a good answer as to why it wouldn't work, I certainly didn't have a Plan B. I couldn't even offer them an alternative solution. Man what a mess!

The important things to take away from my experience are these:

- When demonstrating don't choose white belts... The law of unpredictability will win. =)

- Make sure you KNOW EXACTLY what you're teaching before you teach it. Ensure you've practiced it enough so that if it fails you understand why and can immediately rectify it...

- Always have a Plan B when you teach.

Draw the parallel between teaching karate and any self defense situation - if you're relying on just one thing and you're unsuccessful, it could *really* put you in serious trouble.

Until next time...

- Jason