Okinawan Fighting Art "Ti": When to Assist in Teaching

When you begin to feel like you are a tough guy, a warrior, a master of the martial arts or that you have lived a tough life, just take a moment and get some perspective with the following:

I've stopped knives that were coming to disembowel me

I've clawed for my gun while bullets ripped past me

I've dodged as someone tried to put an ax in my skull

I've fought screaming steel and left rubber on the road to avoid death

I've clawed broken glass out of my body after their opening attack failed

I've spit blood and body parts and broke strangle holds before gouging eyes

I've charged into fires, fought through blizzards and run from tornados

I've survived being hunted by gangs, killers and contract killers

The streets were my home, I hunted in the night and was hunted in turn

Please don't brag to me that you're a survivor because someone hit you. And don't tell me how 'tough' you are because of your training. As much as I've been through I know people who have survived much, much worse. - Marc MacYoung

WARNING, CAVEAT AND NOTE

The postings on this blog are my interpretation of readings, studies and experiences therefore errors and omissions are mine and mine alone. The content surrounding the extracts of books, see bibliography on this blog site, are also mine and mine alone therefore errors and omissions are also mine and mine alone and therefore why I highly recommended one read, study, research and fact find the material for clarity. My effort here is self-clarity toward a fuller understanding of the subject matter. See the bibliography for information on the books. Please make note that this article/post is my personal analysis of the subject and the information used was chosen or picked by me. It is not an analysis piece because it lacks complete and comprehensive research, it was not adequately and completely investigated and it is not balanced, i.e., it is my personal view without the views of others including subject experts, etc. Look at this as “Infotainment rather then expert research.” This is an opinion/editorial article/post meant to persuade the reader to think, decide and accept or reject my premise. It is an attempt to cause change or reinforce attitudes, beliefs and values as they apply to martial arts and/or self-defense. It is merely a commentary on the subject in the particular article presented.

Note: I will endevor to provide a bibliography and italicize any direct quotes from the materials I use for this blog. If there are mistakes, errors, and/or omissions, I take full responsibility for them as they are mine and mine alone. If you find any mistakes, errors, and/or omissions please comment and let me know along with the correct information and/or sources.

“What you are reading right now is a blog. It’s written and posted by me, because I want to. I get no financial remuneration for writing it. I don’t have to meet anyone’s criteria in order to post it. Not only I don’t have an employer or publisher, but I’m not even constrained by having to please an audience. If people won’t like it, they won’t read it, but I won’t lose anything by it. Provided I don’t break any laws (libel, incitement to violence, etc.), I can post whatever I want. This means that I can write openly and honestly, however controversial my opinions may be. It also means that I could write total bullshit; there is no quality control. I could be biased. I could be insane. I could be trolling. … not all sources are equivalent, and all sources have their pros and cons. These needs to be taken into account when evaluating information, and all information should be evaluated.” - God’s Bastard, Sourcing Sources (this applies to this and other blogs by me as well; if you follow the idea's, advice or information you are on your own, don't come crying to me, it is all on you do do the work to make sure it works for you!)

“You should prepare yourself to dedicate at least five or six years to your training and practice to understand the philosophy and physiokinetics of martial arts and karate so that you can understand the true spirit of everything and dedicate your mind, body and spirit to the discipline of the art.” - cejames (note: you are on your own, make sure you get expert hands-on guidance in all things martial and self-defense)

“All I say is by way of discourse, and nothing by way of advice. I should not speak so boldly if it were my due to be believed.” - Montaigne

I am not a leading authority on any one discipline that I write about and teach, it is my hope and wish that with all the subjects I have studied it provides me an advantage point that I offer in as clear and cohesive writings as possible in introducing the matters in my materials. I hope to serve as one who inspires direction in the practitioner so they can go on to discover greater teachers and professionals that will build on this fundamental foundation. Find the authorities and synthesize a wholehearted and holistic concept, perception and belief that will not drive your practices but rather inspire them to evolve, grow and prosper. My efforts are born of those who are more experienced and knowledgable than I. I hope you find that path! See the bibliography I provide for an initial list of experts, professionals and masters of the subjects.

When to Assist in Teaching

When to teach by CEJames & Alfonz Ingram

Ideally, I personally prefer to use the term, "mentoring" over teaching, but the latter is more recognized by the martial community.

Ideally, as to my personal experience, especially in the dojo, along with extensive teaching and instructing as a US Marine having taught for over 10 years young marines for their MOS, I have found a ratio of one instructor or teacher for four people at a minimum.

Going beyond four tends to depend heavily on each individuals abilities, experiences, and background in the art or subject matter being taught.

In order to ensure that mistakes are quickly corrected during the teaching process a good teacher or instructor must monitor closely and correct for best growth and understanding.

The higher the ratio of student to one teacher will have an adverse effect on how well those students learn as the teachers ability to observe and to teach is spread out in relation to time spent teaching the subject matter how well students absorb and understand, etc..

As to a student becoming an assistant, instructor or teacher, they first have to have a solid foundation of knowledge, understanding, experiences, and abilities to communicate in a man or best suitedto a student understanding and absorbing materials.

Now these are my thoughts on teaching, especially in a dojo that focuses on self-defense as self defense in the real world have so many factors involved for correctness, especially if it goes to legal and moral issues requires one to really make sure a student understands and can apply their understanding in a creative way.

What follows Was provided through the various sources seen in the references that will help further guide in making decisions on when a student in the dojo or in any other venue starts to assist a teacher or instructor. After all in a successful dojo students can exceed the 14 ratio quickly and in order to retain studentfor the long haul as it requires to properly teach and learn and practice and apply martial arts, especially in self-defense they must be able to motivate and stimulate a student.

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Teaching Ratio

Shidō hiritsu [指導比率]

The optimal teacher-to-student ratio in a martial arts dojo depends on several factors, including the students’ skill levels, the type of training (kata, kumite, self-defense drills), and the instructor’s experience. However, research from educational psychology and martial arts pedagogy provides general guidelines:

1. Ideal Ratios Based on Skill Levels

• Beginner Classes: 1:4 to 1:6

Beginners need close supervision to develop proper fundamentals and avoid ingraining bad habits. A ratio of 1 instructor per 4-6 students allows personalized corrections and guidance.

• Intermediate Classes: 1:4 to 1:8

At this stage, students have foundational fundamental skills and require more partner-based training. Slightly larger ratios can work if students help each other under the instructor’s close supervision.

• Advanced Classes: 1:8 to 1:10+

Advanced students require less direct correction and more autonomy. The instructor focuses on refining techniques and concepts rather than constant monitoring.

Note: at these levels the sensei must refrain from allowing students to assist in training dojo-mates.

2. Considerations for Different Training Methods

• Kata & Forms Training: 1:4 to 1:8

Since movements are performed individually, a higher student count is manageable as long as the instructor can walk around and provide feedback.

• Partner Drills & Self-Defense Scenarios: 1:4 to 1:10

When students work in pairs, the instructor must ensure proper execution and safety, requiring closer supervision.

• Sparring (Kumite/Randori): 1:4 to 1:10

Due to the dynamic and unpredictable nature of sparring, lower ratios allow instructors to maintain safety and give real-time feedback.

Note: at these levels the sensei must refrain from allowing students to assist in training dojo-mates.

3. Educational Research Supporting Small Ratios

Studies in education support smaller class sizes for better learning outcomes:

• Blatchford et al. (2002) found that smaller teacher-to-student ratios significantly improve engagement and individual progress in skill-based learning.

• Hattie (2009) emphasized that immediate feedback is crucial for skill acquisition, which becomes harder with larger student groups.

4. Assistant Instructors to Balance Larger Classes

To maintain quality instruction, dojos with larger classes often:

• Use senior students or assistant instructors to provide additional guidance.

• Break large classes into smaller groups for focused instruction.

Conclusion: Balancing Efficiency and Quality

For optimal learning and safety, the recommended teacher-to-student ratio in a martial arts dojo is:

• Ideal Range: 1:4 to 1:10 for hands-on, technique-focused training.

• Maximum Effective Ratio: 1:10 for experienced students in structured drills.

• Beyond 1:10': Requires assistant instructors or splitting the class into smaller groups for effectiveness.

Would you like a breakdown of how different martial arts styles or teaching methodologies might adjust these numbers?

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The Ideal Student-to-Teacher Ratio for Maximum Understanding

The ideal student-to-teacher ratio for martial arts training depends on multiple factors, including cognitive load, the complexity of techniques, feedback requirements, and student engagement. Research in education, skill acquisition, and martial arts pedagogy suggests that lower ratios generally enhance learning, but the exact number varies based on instructional methods and student proficiency levels.

1. Research-Based Optimal Ratio for Skill Acquisition

Studies in education and motor skill learning provide strong evidence that smaller teacher-to-student ratios enhance understanding and skill retention:

• Blatchford et al. (2002) found that students in smaller groups received more direct teacher interaction, leading to greater engagement and comprehension.

• Hattie (2009) in Visible Learning reviewed over 800 meta-analyses and identified immediate feedback as one of the most critical factors for learning, which is more effectively provided in smaller classes.

• Ericsson et al. (1993) on deliberate practice emphasized that focused, personalized feedback is essential for mastering complex skills, supporting the need for a lower student-to-teacher ratio in martial arts.

Key Findings:

• Ratios below 1:8 significantly improve skill acquisition due to more individualized attention.

• Ratios above 1:10 begin to reduce student engagement and feedback effectiveness.

2. Martial Arts-Specific Ratios for Maximum Understanding

The ideal student-to-teacher ratio depends on the type of training:

Training Type Optimal Ratio Reasoning

Beginner Techniques (Kihon, Basics) 1:6

Close supervision prevents bad habits and ensures proper form.

Kata & Forms 1:8 to 1:12

Allows for corrections while maintaining class efficiency.

Partner Drills (Kumite, Self-Defense) 1:6 to 1:8 Ensures safety and immediate feedback during application.

Sparring (Randori, Kumite, Free Practice) 1:4 to 1:6

Requires real-time corrections for safety and strategy development.

Weapons Training 1:4 to 1:8

Requires high supervision due to risk factors.

Supporting Research:

• Wulf et al. (2001) found that motor skill learning improves when feedback is frequent and precise, which is harder to achieve in large classes.

• Lave & Wenger (1991) in Situated Learning emphasized that close student-mentor interaction is essential for skill transmission, which supports lower ratios in martial arts.

3. Cognitive Load and Learning Efficiency

The cognitive load theory (Sweller, 1988) states that humans can only process a limited amount of information at once. Lower student-to-teacher ratios help by:

• Allowing incremental learning without overwhelming students.

• Providing real-time correction to reinforce proper technique.

• Reducing distraction and waiting time, increasing active learning.

Supporting Research:

• Sweller (1988): Lower ratios reduce extraneous cognitive load, making learning more efficient.

• Bandura (1986): Social learning theory states that students benefit from direct observation and modeling, which smaller groups facilitate.

4. The Role of Assistant Instructors in Scaling Learning

In larger dojos, assistant instructors help bridge the gap when ratios exceed the optimal range.

• Head instructor focuses on core principles and assistant instructors.

• Assistants provide individualized correction for beginners.

• Peer learning (Vygotsky, 1978) occurs when experienced students help novices.

Practical Adjustment for Larger Dojos: