Oshieru [教える] & Renshū-chū [練習中]
Seldom does the modern karate sensei realizes there is a vast chasm between “teaching and practice” of karate, be it philosophical or defensive.
“To teach us to inspire those taught to think and absorb what is being provided.” - cejames
“To practice is to creatively apply that which has been taught.” - cejames
My thoughts 💭 on teaching: https://tinyurl.com/45u5cmpt
“A master of practice is not a trait of qualified teaching methodology.” - cejames
Outside the normal need for knowledge, experience, and proficiency the instructor who teaches karate must have a set of "interpersonal skills" so they may interact with practitioners in a manner that is beneficial to both parties; teacher/instructor and practitioner. They are:
- Use of technical skills: visual, tactile, auditory and kinetic, etc along with the psychological and physical and spiritual of the martial arts 🥋.
- Active listening: a art and science all its own because it’s fundamental to the next, communicating to deshi or students.
- Communication Skills: clear, concise and and accurate that promotes thinking, curiosity and a stent inspired to learn through questions and research and actions.
- Effective Facial & Body Language: simply silent communication skills that are perceived in tandem with and in validation to other communications.
- Empathy: to understand where the student is to guide and direct so lessons fit the student.
- Positive Motivation: key is positivity and an ability to inspire changes as neede in lieu of criticality
- Feedback: progress and lessons learned along with positive reinforcement.
- Silence: hold commenting to necessities and use tactility as a guide, not a corrective critique as a teacher guides and steers a student toward self discovery.
- Good sense of humor: environmental atmosphere is a big influence on receptivity.
- Be reflective:
- Don't distort or filter what they hear and see: call this honest integrity and don’t let the business effect the quality.
- Ask open-ended questions: participation is key, to get them to apply lessons in their own words - encourage this.
- Understand and then be understood:
- Self-disclosure: best example to disclose when you need to research answers to questions or queries 😇
- Persuasive: applying the art of persuasion in ways that let the student want rather tan need and especially avoiding force lessons for a student who wants learns faster and retains longer. - Acknowledgment: creating a personal relationship, knowing the student and letting them know you and acknowledge their potential and abilities.
- Personality and Character: a likable and charismatic person able to connect with others to create a bond (brotherhood/sisterhood).
- Group Cohesion through group dynamics, to make individuals feel a connection with one another as a whole.
- being aware: a good example is taking note of personality, i.e., is the student an extrovert or an introvert and to what degree for that fundamental personality principle can drive everything about that student.
———————- NOTES:
able to objectively look at each student to help them in whatever way they need.
when you teach you need to remove anything that can make you see students in a less favorable light.
keep their cool in order to be good role models for their students.
be prepared for all kinds of situations that can arise. Make sure you can create a great learning environment no matter what comes.
need to be good communicator … need to be able to communicate with other teachers … be focused on making sure students truly understand the material, rather than just lecturing and hoping it will compute. Great teachers are concerned with student retention, making sure they really know and can do the work
>>>>>>>>>>>>>>>>>>
It’s not enough to be a master of martial disciplines if you wish to teach, you must also be very proficient in the art and discipline of teaching!
No matter the subject; no matter teacher; it comes down to the interrelationships of dojo+dojo-mates+dojo-sensei/senpai that creates a teaching-learning environment.
In the dojo: teaching is in the purview of the teacher; learning is in the purview of the student; it is in the collective that the environment is the learning purview of all the dojo members: the ACTIVE participation of learning is the purview of both teacher and student through a mutually active process.
A teacher who just teaches is not a teacher but an instructor.
Typically seniors tend to take on Tai Chi Chuan to:
- Improve balance,
- reduce risks and consequences of falling,
- engage in a revitalization program of exercise,
- boost energy,
- moderate and reduce physical and mental maladies of aging,
- enhance their spirit, well being.
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