(L) Throughout my time practicing karate, I've learned my fair share of life lessons, but one of the most significant one is this: observation.
(I) Observing goes beyond simply looking, its about truly internalizing what you see. In karate, as in any other thing in life, you can learn by observing. You can learn simply by watching other people practice.
(A) For example, if you see somebody make a mistake in a technique, you can see that maybe they swung out their arm too early, and know that if they waited a second longer to swing out their hook punch would be just right. By observing this you can then apply it to your own practices and understand that maybe you are making the same mistake and at this point you can apply what you learned and better your own technique. Another instance would be to watch a sensei perform a technique and pay attention to what they do in order to execute the technique right. This is pretty much the reason why when a teacher is teaching a new concept, they first show an example in the board while they explain it step by step. Observing is the first step in the learning process. First you must observe before you try something, which then you might later seek to perfect.
Quite frankly, I think I've learned far more on how to teach by watching students practice, than by actually teaching myself. This way, before I actually go in front of a class to teach, I actually know what students struggle with, and I then make sure to explain that part of the technique more clearly.
Honestly, in the end, everybody can learn by osmosis. By learning the art of observation, you can learn a lot more about everything that surrounds you. It doesn't hurt to step back every once in a while and just observe the world around you (aka people watching in a coffee shop).
Here is an article that goes into more depth why observations is such an important factor in teaching.
Tuesday, December 31, 2013
Saturday, November 30, 2013
Reoccurring factors in teaching
After having some experience both teaching students techniques and teaching students teach said techniques I've realized that there's a lot of reoccurring factors. These factors are something that apply to any technique you teach and possible any other type of teaching.
The factors are:
- Describe every little detail. You can't expect a student to already know what you are going to say or what you are teaching them. In order for a student to know how to properly execute a kick you must explain it step by step. A student will learn much better if you describe the posture they should have, how the kick is executed, and exactly where the attack is geared towards. Giving the students all the details helps them paint a better picture in their minds as in how the technique should look like.
- Show, don't tell! The greatest leaders in the world lead by showing, not telling people how to do something. It's impossible for a student to know how a technique is executed if all you do is tell them. You need to show them. Students need to see how a kick is done in order to follow suit and do it. If you ever go to any dojo you will never, or shouldn't, see an instructor teach a new technique by just standing to the side dictating things.
- Repetition is key! At first I would get annoyed when my sensei kept telling to repeat things as much as I could, but now I understand how important it is. Given that the students are barely trying to get a grasp of the technique they are still experimenting with it, so it's likely that they might get distracted while you're explaining a vital component of a technique. In order to ensure that students understand the technique in its entirety, you must repeat it.
- Try to make students understand the technique by relating it to another activity, for example a knife hand strike can be a lot like throwing a baseball. Getting students to relate an activity they are familiar with helps them better understand how a technique gets carried out. Since a good portion of students tend to be kids and teenagers, they still don't have a good grasp on how to move their bodies properly. This lack of coordination is the very result of growth spurts, and the very simple fact that they are changing. Giving them a hand in relating an activity with another can go a long way in helping with hand- eye and foot-eye coordination.
The factors are:
- Describe every little detail. You can't expect a student to already know what you are going to say or what you are teaching them. In order for a student to know how to properly execute a kick you must explain it step by step. A student will learn much better if you describe the posture they should have, how the kick is executed, and exactly where the attack is geared towards. Giving the students all the details helps them paint a better picture in their minds as in how the technique should look like.
- Show, don't tell! The greatest leaders in the world lead by showing, not telling people how to do something. It's impossible for a student to know how a technique is executed if all you do is tell them. You need to show them. Students need to see how a kick is done in order to follow suit and do it. If you ever go to any dojo you will never, or shouldn't, see an instructor teach a new technique by just standing to the side dictating things.
- Repetition is key! At first I would get annoyed when my sensei kept telling to repeat things as much as I could, but now I understand how important it is. Given that the students are barely trying to get a grasp of the technique they are still experimenting with it, so it's likely that they might get distracted while you're explaining a vital component of a technique. In order to ensure that students understand the technique in its entirety, you must repeat it.
- Try to make students understand the technique by relating it to another activity, for example a knife hand strike can be a lot like throwing a baseball. Getting students to relate an activity they are familiar with helps them better understand how a technique gets carried out. Since a good portion of students tend to be kids and teenagers, they still don't have a good grasp on how to move their bodies properly. This lack of coordination is the very result of growth spurts, and the very simple fact that they are changing. Giving them a hand in relating an activity with another can go a long way in helping with hand- eye and foot-eye coordination.
Thursday, November 21, 2013
EQ
1. "I have reviewed the rule of three for writing an EQ."
- Provide a framework for studies (It calls for breadths and depth of research, Is not a yes/no question)
- Takes a stance (Allows you to argue some point, Cannot be a recitation of facts or a list)
- Format (It is specific, The wording makes sense)
2. Review the following EQs and tell us if it meets the rule of 3 criteria, and why it does or why it doesn't.
a. What is the best treatment a physical therapist can provide for a leg injury?
I feel like this EQ does a good job of providing a good stance on the topic The only aspect that I believe should be possibly fixed is to specify which type of leg injury so as to provide an even more specific framework for research
b. What is the most effective course of action a bystander can do in a medical emergency?
It's a solid EQ because it takes a very specific stance, but I feel like its a little bit too vague. I'm sure there are many different situation where a bystander should take different courses of action and this might affect the answers. Just specifying what type of medical emergency would make this EQ more solid.
c. What is the most effective way to promote education to socioeconomically disadvantaged teenagers in Los Angeles?
This EQ is pretty solid in the sense that it takes a firm stance and it provides specific framework for research. Its already as specific as it can be unless they decide to specify which sections of L.A. or what gender or heritage are the target students.
d. How can you troubleshoot cellular coverage in a city?
I feel like this EQ is too vague. It should probably be more specific as in to the size of the city. Also, I think that it just might cause problems later on as even if there are different variations on how to trouble shoot the coverage, their solutions might be a little similar to each other.
3. Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project.
What is the best way to successfully run a karate class?
Wednesday, October 30, 2013
Teaching karate!!!
Throughout this month I've done a lot of research on teaching karate. After putting my research to the test, through observation or simply trying it out myself, I found that there's a few things that all teachers/ senseis should do in order to be really good teachers/ senseis. Some of these basic things are:
- Patience! I cannot say this enough. Patience is one of the most fundamental things you need in order to teach anything. When teaching karate, especially little children, you need to be able to explain things over and over and over again with out being aggravated or getting stressed. At times, some kids are bound to mess around not pay attention and just play around. This is when patience needs to kick in for you to be able to put order to the class with out being too upset. Unfortunately, rowdy young students are very common.
- Know your stuff! This is very important. You can't go and try to teach karate if you don't know the techniques. If you're confused about how to perform a kick, you can't go and teach it to someone else because you'll just wind up confusing them and yourself. In order to be successful you need to be able to teach in a concise way that students really understand what you are trying to convey. The only way to do this is if you've taken the time to not only learn the techniques, but to master them. At first, even if you know all the techniques very well, you'll find it hard to teach. The reason for this is because you need to know everything so well to the point where you can put it in the simplest terms possible.
- Be nice but not too nice. This especially applies to teaching large karate classes to small children (ie kids 5-13 yrs old). The reason for this is because you want your students to respect and listen to you. If you are too nice the kids will start seeing you as their friend and they will stop taking you seriously. So, you want to be nice enough for the kids to feel comfortable coming up to you and asking you things about the techniques, but not the point where you're buddies.
- Different learning styles. Believe it or not this actually plays a very big part in teaching karate. You want your teaching style to hit as many different learning styles (auditory, visual, and kinetic). A way to do this is to explain a technique in a way that they can understand it (compare a knife hand strike to throwing a baseball) and show them step by step. Then have them do the technique with you step by step until you thing they understand. This hits all three different styles because by explaining it you get the auditory learners, by showing them you get the visual learners, and by having them do it you hit the kinetic.
- Do things for the benefit of the student not yours. Although this is a peculiar concept, it's actually pretty important. It's not the same when a sensei pushes a student to their limit because they want the student to reach their full potential for the benefit of the student, as if they do it for the benefit of the academy. When a sensei has the best interests of the student in mind they are bound to do everything in their power to show that student everything they can in a wise and kind way. When a sensei does it because they want the academy to look good or because they want to make themselves look good, students are more bound to be resentful. Usually mean, greedy senseis like that don't prosper so much. Believe it or not a student can tell if the sensei is pushing them to their limit for their own benefit or for the sensei's benefit. Actually they are bound to want to come back if they see that the sensei cares enough to push them for their (the student's) benefit.
- Patience! I cannot say this enough. Patience is one of the most fundamental things you need in order to teach anything. When teaching karate, especially little children, you need to be able to explain things over and over and over again with out being aggravated or getting stressed. At times, some kids are bound to mess around not pay attention and just play around. This is when patience needs to kick in for you to be able to put order to the class with out being too upset. Unfortunately, rowdy young students are very common.
- Know your stuff! This is very important. You can't go and try to teach karate if you don't know the techniques. If you're confused about how to perform a kick, you can't go and teach it to someone else because you'll just wind up confusing them and yourself. In order to be successful you need to be able to teach in a concise way that students really understand what you are trying to convey. The only way to do this is if you've taken the time to not only learn the techniques, but to master them. At first, even if you know all the techniques very well, you'll find it hard to teach. The reason for this is because you need to know everything so well to the point where you can put it in the simplest terms possible.
- Be nice but not too nice. This especially applies to teaching large karate classes to small children (ie kids 5-13 yrs old). The reason for this is because you want your students to respect and listen to you. If you are too nice the kids will start seeing you as their friend and they will stop taking you seriously. So, you want to be nice enough for the kids to feel comfortable coming up to you and asking you things about the techniques, but not the point where you're buddies.
- Different learning styles. Believe it or not this actually plays a very big part in teaching karate. You want your teaching style to hit as many different learning styles (auditory, visual, and kinetic). A way to do this is to explain a technique in a way that they can understand it (compare a knife hand strike to throwing a baseball) and show them step by step. Then have them do the technique with you step by step until you thing they understand. This hits all three different styles because by explaining it you get the auditory learners, by showing them you get the visual learners, and by having them do it you hit the kinetic.
- Do things for the benefit of the student not yours. Although this is a peculiar concept, it's actually pretty important. It's not the same when a sensei pushes a student to their limit because they want the student to reach their full potential for the benefit of the student, as if they do it for the benefit of the academy. When a sensei has the best interests of the student in mind they are bound to do everything in their power to show that student everything they can in a wise and kind way. When a sensei does it because they want the academy to look good or because they want to make themselves look good, students are more bound to be resentful. Usually mean, greedy senseis like that don't prosper so much. Believe it or not a student can tell if the sensei is pushing them to their limit for their own benefit or for the sensei's benefit. Actually they are bound to want to come back if they see that the sensei cares enough to push them for their (the student's) benefit.
Wednesday, October 16, 2013
Blog 8: Research and Working EQ
1. What is your working EQ?
- What is the most important factor to effectively teach karate?
2. What is a possible answer to your working EQ?
- To get parents more involved and more interested in helping out their kids in learning karate.
- Having effective ways of explaining techniques in a way that students can easily understand and
follow.
- Practice! Practice makes perfect. If you can get students to get motivated enough to practice
regularly, they are bound to be good at karate, or at least improve.
3. What is the most important source you have used that has helped you come up with an answer to your working EQ?
- The most important article/source that has helped me the most would have to be "The Art of Teaching" by Peter Lindsay. It explains how important a good teacher is and what exactly constitutes a good teacher/sensei. Also, I'm not sure if this counts as a source, but my mentorship has been instrumental in reaching my EQ and its answers. I can read about what a good teacher is and how they teach, but I think that being able to work under a great sensei has helped me the most.
4. Who is your mentor, or where are you volunteering, how does what you are doing relate to your working EQ?
- My mentor's name is Fabian Villalobos and I'm volunteering at his Friday night classes. They are from 5:30- 9 pm. I basically help him out in demonstrations, in doing the stretches with the students, occasionally teaching, and in whatever else I can help with. Since I lead the class a great deal and I'm perfecting my teaching skills, I'm coming closer to getting concise answers to my EQ, not through reading research, but with experience. By teaching, I get to observe what helps students the most and that is basically what my EQ is all about.
- What is the most important factor to effectively teach karate?
2. What is a possible answer to your working EQ?
- To get parents more involved and more interested in helping out their kids in learning karate.
- Having effective ways of explaining techniques in a way that students can easily understand and
follow.
- Practice! Practice makes perfect. If you can get students to get motivated enough to practice
regularly, they are bound to be good at karate, or at least improve.
3. What is the most important source you have used that has helped you come up with an answer to your working EQ?
- The most important article/source that has helped me the most would have to be "The Art of Teaching" by Peter Lindsay. It explains how important a good teacher is and what exactly constitutes a good teacher/sensei. Also, I'm not sure if this counts as a source, but my mentorship has been instrumental in reaching my EQ and its answers. I can read about what a good teacher is and how they teach, but I think that being able to work under a great sensei has helped me the most.
4. Who is your mentor, or where are you volunteering, how does what you are doing relate to your working EQ?
- My mentor's name is Fabian Villalobos and I'm volunteering at his Friday night classes. They are from 5:30- 9 pm. I basically help him out in demonstrations, in doing the stretches with the students, occasionally teaching, and in whatever else I can help with. Since I lead the class a great deal and I'm perfecting my teaching skills, I'm coming closer to getting concise answers to my EQ, not through reading research, but with experience. By teaching, I get to observe what helps students the most and that is basically what my EQ is all about.
Wednesday, October 2, 2013
Independent Component 1 Approval
1. For my Independent Component 1, I plan on beginning to teach with a higher frequency. Also, I will begin working with students one on one and help them with their techniques. So basically, I will work on my teaching abilities by working with students so I learn how to better word things and how to make students understand better. Then, I will start teaching whole classes more often to test my newly learned skills.
2. To meet the 30 hour requirement, I will continue to work under my tutor. The only difference now is that now I will just focus more on teaching, rather than helping him out in the class doing demonstrations and other such things. So, to show this, I can just take pictures of me teaching and tutoring students.
3. My topic has been karate from the start, but I've decided to narrow it down to teaching karate. I think that once a person can successfully teach anything, it shows true mastery of the subject. So working with students one on one will help me learn what works best in trying to get a student to understand any given technique or stance. Actually teaching class would help me test our my new skills in teaching and it will show if my teaching style has improved.
4. My log is right there =>
2. To meet the 30 hour requirement, I will continue to work under my tutor. The only difference now is that now I will just focus more on teaching, rather than helping him out in the class doing demonstrations and other such things. So, to show this, I can just take pictures of me teaching and tutoring students.
3. My topic has been karate from the start, but I've decided to narrow it down to teaching karate. I think that once a person can successfully teach anything, it shows true mastery of the subject. So working with students one on one will help me learn what works best in trying to get a student to understand any given technique or stance. Actually teaching class would help me test our my new skills in teaching and it will show if my teaching style has improved.
4. My log is right there =>
Sunday, September 29, 2013
Tournaments and Tests!
Recently my sensei and I conducted evaluations for the students. They've been working hard for a while now so it was about time that we had them show off their new skills in exchange for a new, handy dandy belt. Things went smoothly and most of the student did pretty well. Before they went on the chopping block, I made sure to review with the students individually to see if they had any mistakes, thusly ensuring that they would do a good job.
We also had some our students participate in a karate tournament. They all did a very well and most of them went home showing off their well earned trophies.
When students perform well in either evaluations, tournaments, or both, it really reflects their hard work. But most importantly, it shows their sensei's dedication to teaching them to the best of his/her ability. To have a successful student you have to have a dedicated teacher and a hard working student.
We also had some our students participate in a karate tournament. They all did a very well and most of them went home showing off their well earned trophies.
When students perform well in either evaluations, tournaments, or both, it really reflects their hard work. But most importantly, it shows their sensei's dedication to teaching them to the best of his/her ability. To have a successful student you have to have a dedicated teacher and a hard working student.
(This is Mykaela, she's just earned her first trophy.
She's adorable. :D)
Saturday, September 7, 2013
Blog 5 Project Reflection and Working EQ
The Pentagon:
(1) Positive Statement: What positive thing happen as a result of what you have completed so far?
- I've learned a lot more about karate than what I previously knew. I learned a bit more about a more traditional style of karate than the one I currently practice and I'm planning to apply it to the way I teach. Also, I'm becoming more used to teaching and I haven't encountered any difficulty with my mentorship or research thus far. I think now I'm well on my way to becoming a good sensei.
(2) EQ Content: Pick a piece of research or your interview. How has it helped you improve your understanding of your topic?
- Well when I did my interview, my sensei actually told me a great deal about how it's like to teach on a regular basis. Also, how it was like for him when he first started, and some of the major issues he had encountered so far. He explained to me a great deal of key aspects that make a good sensei and that really helped me narrow down my topic even more.
(3) What has worked for you so far in the senior project?
- My mentorship has actually worked out for me pretty good, but what has worked for me the best is my research. So far I've found a plethora of research to use and all of it is really informative. At first I thought that the main flaw in choosing karate as my topic was going to be the lack of research I was going to find, but clearly I was wrong.
(4) What hasn't worked so far?
- Actually everything has worked well so far. If anything the only thing that I can say hasn't flowed smoothly is remembering to record my mentorship hours on a regular basis. That's probably because I'm so used to helping out with karate class anyway that I just don't see it as something out of the ordinary.
(5) Finding Value:
(1) Positive Statement: What positive thing happen as a result of what you have completed so far?
- I've learned a lot more about karate than what I previously knew. I learned a bit more about a more traditional style of karate than the one I currently practice and I'm planning to apply it to the way I teach. Also, I'm becoming more used to teaching and I haven't encountered any difficulty with my mentorship or research thus far. I think now I'm well on my way to becoming a good sensei.
(2) EQ Content: Pick a piece of research or your interview. How has it helped you improve your understanding of your topic?
- Well when I did my interview, my sensei actually told me a great deal about how it's like to teach on a regular basis. Also, how it was like for him when he first started, and some of the major issues he had encountered so far. He explained to me a great deal of key aspects that make a good sensei and that really helped me narrow down my topic even more.
(3) What has worked for you so far in the senior project?
- My mentorship has actually worked out for me pretty good, but what has worked for me the best is my research. So far I've found a plethora of research to use and all of it is really informative. At first I thought that the main flaw in choosing karate as my topic was going to be the lack of research I was going to find, but clearly I was wrong.
(4) What hasn't worked so far?
- Actually everything has worked well so far. If anything the only thing that I can say hasn't flowed smoothly is remembering to record my mentorship hours on a regular basis. That's probably because I'm so used to helping out with karate class anyway that I just don't see it as something out of the ordinary.
(5) Finding Value:
- What is a potential question you would like to study this year? (working EQ)
- What is the most important factor for successfully teaching a karate class?
- What do you plan to do for mentorship?
- I'm just planning on continuing helping out at my class. That basically includes me showing up early for the lower belt classes and helping out with the stretching, the actual teaching of the class, or supervising sparring. I've already talked to my sensei and he's more than happy to be my mentor and help me out with anything I may need.
Saturday, August 31, 2013
An interesting talk with my sensei...
After completing my 1st interview with my sensei, he kept telling me some anecdotes from past years. After finishing up a few stories he told me, "You know, being a sensei is more than just teaching." He explained to me being a sensei encompasses being a good mentor, coach, and a role model. Also he told me that although the goals of being a sensei differed between individuals, a few things that every sensei should pursue while developing a class should be to:
- effectively transfer knowledge
- establish a class
- raise capable students
- training competitors
- and finally to raise a successor
In addition you should also be aware of the needs of your students and try to cater to their learning pace and style. Basically, there's so much more to teaching karate than just the act of telling a bunch of students how to perform a kick.
Therefore, in order to be a good sensei, you should not only be able to teach techniques, but also go beyond that to truly establish your class.
- effectively transfer knowledge
- establish a class
- raise capable students
- training competitors
- and finally to raise a successor
In addition you should also be aware of the needs of your students and try to cater to their learning pace and style. Basically, there's so much more to teaching karate than just the act of telling a bunch of students how to perform a kick.
Therefore, in order to be a good sensei, you should not only be able to teach techniques, but also go beyond that to truly establish your class.
Wednesday, August 28, 2013
Blog 4: Interview Preparation
1. Who do you plan to interview? Why?
I'm planning on interviewing my sensei (Sensei Fabian) because, well, he's my mentor. Also because he has a lot of in depth information and I feel comfortable asking him to do the interview.
2. You have to ask 5 questions. What additional questions do you plan to ask?
Some other questions that I would ask my mentor would be:
- In your eyes, what role does a sensei play?
- What role does a student play?
- How important is the role of the parents?
- In your experience, what is the biggest issue when it comes to teaching karate to kids? to adults?
- What do you like about teaching karate?
- What do you not like about teaching karate?
I'm planning on interviewing my sensei (Sensei Fabian) because, well, he's my mentor. Also because he has a lot of in depth information and I feel comfortable asking him to do the interview.
2. You have to ask 5 questions. What additional questions do you plan to ask?
Some other questions that I would ask my mentor would be:
- In your eyes, what role does a sensei play?
- What role does a student play?
- How important is the role of the parents?
- In your experience, what is the biggest issue when it comes to teaching karate to kids? to adults?
- What do you like about teaching karate?
- What do you not like about teaching karate?
Thursday, August 22, 2013
Blog 3: Topic Choice and Semester 1 ESLR Goals
1. Topic: Karate
2. What do you plan to do this year to show growth in each of the ESLR's? Be specific and use an example. Examples can come from senior project, model assembly, core, and/or participation in senior class ASB or other organization on campus.
- iPoly Citizen: This year I plan to accomplish being a good ipoly citizen by making sure that I'm punctual and if possible be a little early. I also hope to be able to ensure that I turn in everything on time. As well I'm planning to continue tutoring students this semester.
- Effective Learner: For this school year I have set the goal to stop procrastinating. I will make sure to use my time wisely both in class and at home. I will also try my best to create my project and I'm hoping to make the best model assembly I can.
- Effective User of Technology: I am hoping to be able to create a good, solid, in depth research about my topic. Therefore I'm planning on making a good use of my computer to find some legitimate articles, and locate relevant books in the Cal Poly Library.
- Effective Communicator: To show growth in this section I am planning on putting my listening skills to practice. As part of my mentorship will actually take notes of my instructor's lessons, so I will have to listen very carefully and take detailed notes. Also, I'm planning to do the best I possibly can in all of my core classes, and for this I will have to listen closely to every lesson and pay attention. A clear example of this would be for Mrs. Pittman's class. When she teaches more about kinematics, I would make sure to take notes and understand the concept well. And in the give case that I don't, then I would ask her.
2. What do you plan to do this year to show growth in each of the ESLR's? Be specific and use an example. Examples can come from senior project, model assembly, core, and/or participation in senior class ASB or other organization on campus.
- iPoly Citizen: This year I plan to accomplish being a good ipoly citizen by making sure that I'm punctual and if possible be a little early. I also hope to be able to ensure that I turn in everything on time. As well I'm planning to continue tutoring students this semester.
- Effective Learner: For this school year I have set the goal to stop procrastinating. I will make sure to use my time wisely both in class and at home. I will also try my best to create my project and I'm hoping to make the best model assembly I can.
- Effective User of Technology: I am hoping to be able to create a good, solid, in depth research about my topic. Therefore I'm planning on making a good use of my computer to find some legitimate articles, and locate relevant books in the Cal Poly Library.
- Effective Communicator: To show growth in this section I am planning on putting my listening skills to practice. As part of my mentorship will actually take notes of my instructor's lessons, so I will have to listen very carefully and take detailed notes. Also, I'm planning to do the best I possibly can in all of my core classes, and for this I will have to listen closely to every lesson and pay attention. A clear example of this would be for Mrs. Pittman's class. When she teaches more about kinematics, I would make sure to take notes and understand the concept well. And in the give case that I don't, then I would ask her.
Sunday, August 18, 2013
Blog 2: Summer Mentorship Component
Literal
1. (Know) Mentorship log => Mentorship log
2. Contact Name: Fabian Villalobos; Contact Number: (909) 659- 8352
3. (Need to Know) What questions were raised because of the 10 hours of experience?
- One of the questions that I had after my mentorship this summer is how do you run the paper work karate class? This question was raised because I often see how my instructor deals with all the paper work but after this summer I'm a bit more curious about it. Another question that I have is what is an effective way of keeping a class in order. After seeing my instructor do that seemingly without any trouble I didn't give it much thought, but after having to do that myself a few time I realized how tough it might actually be.
Interpretive
4. What is the most important thing you gained from this experience?
- The most essential thing that I learned this summer is that there is more to teaching karate than what meets the eye. Not because you see somebody do it with such ease means that its easy, it just means that they are just that good at what they do. To be good at teaching you need to be disciplined enough for the students to be respectful, but friendly enough for them to learn and have a good time. Overall its a balance that you need to learn to have. And the only way to learn this is to actually try and teach yourself and have somebody tell you in what areas you need to work on.
Applied
5. How did what you did help you choose a topic?
- My experience overall helped me be more sure of choosing karate as my topic. This would be because I actually like karate. I'm also even more sure of my topic because I see that I still have a lot to learn and it would benefit me in many ways if I took the time to actually learn it. In my eyes it's actually very interesting and I could also use what I learn to get a well-paid job teaching karate for when I'm in college.
1. (Know) Mentorship log => Mentorship log
2. Contact Name: Fabian Villalobos; Contact Number: (909) 659- 8352
3. (Need to Know) What questions were raised because of the 10 hours of experience?
- One of the questions that I had after my mentorship this summer is how do you run the paper work karate class? This question was raised because I often see how my instructor deals with all the paper work but after this summer I'm a bit more curious about it. Another question that I have is what is an effective way of keeping a class in order. After seeing my instructor do that seemingly without any trouble I didn't give it much thought, but after having to do that myself a few time I realized how tough it might actually be.
Interpretive
4. What is the most important thing you gained from this experience?
- The most essential thing that I learned this summer is that there is more to teaching karate than what meets the eye. Not because you see somebody do it with such ease means that its easy, it just means that they are just that good at what they do. To be good at teaching you need to be disciplined enough for the students to be respectful, but friendly enough for them to learn and have a good time. Overall its a balance that you need to learn to have. And the only way to learn this is to actually try and teach yourself and have somebody tell you in what areas you need to work on.
Applied
5. How did what you did help you choose a topic?
- My experience overall helped me be more sure of choosing karate as my topic. This would be because I actually like karate. I'm also even more sure of my topic because I see that I still have a lot to learn and it would benefit me in many ways if I took the time to actually learn it. In my eyes it's actually very interesting and I could also use what I learn to get a well-paid job teaching karate for when I'm in college.
Monday, June 10, 2013
2013 2-Hour Presentation Reflections
1. The presentations I viewed were the following:
Theatre Acting - Dean
Tae- Kwon Do - Indra
S.T.E.M. - Joseph
Non - Profit Organizations - Audrianna
All Star Cheerleading - Pricilla
Water Treatment - Ryan
Structural Engineering - Andy
Art in Education - Catherine
Floral Shop Administration - Aldo
Preschool - Emani
Yoga - Jordan
The Art of DJing - Edwin
Physical Therapy - Olivia
Music Education - Amanda
2. I have no questions regarding any of the senior presentations I saw. I have to say that they were actually really good. The only question I have is what are the types of components that comprise the senior project as a whole? I know that the 2 hour presentation is a major component, but what are the rest?
3. Based on what I observed from the senior presentations, the most important part of the senior project is that you truly know your topic in depth and that you have a passion for it. Having a good essential question and having an interesting topic is important, but if you don't love your topic doing an entire 9 -month project on it will be incredibly difficult. You need to have a very thorough understanding of your topic and be willing to learn more about it. Also, even if you have a not so interesting topic, if you have a passion for it, even your audience will be involved and actually find it interesting.
4. For my senior project topic, I am planning on doing it on karate. I have been in karate for roughly 10 years and I have a great deal of experience in teaching, competing, and actually doing karate. I already spoke to my sensei and he has agreed to be my mentor. If that doesn't work or if I need some one else for an interview, I have a few other people who I could ask. Although I'm not sure of what my essential question will be I'm mainly going to focus on teaching karate.
Theatre Acting - Dean
Tae- Kwon Do - Indra
S.T.E.M. - Joseph
Non - Profit Organizations - Audrianna
All Star Cheerleading - Pricilla
Water Treatment - Ryan
Structural Engineering - Andy
Art in Education - Catherine
Floral Shop Administration - Aldo
Preschool - Emani
Yoga - Jordan
The Art of DJing - Edwin
Physical Therapy - Olivia
Music Education - Amanda
2. I have no questions regarding any of the senior presentations I saw. I have to say that they were actually really good. The only question I have is what are the types of components that comprise the senior project as a whole? I know that the 2 hour presentation is a major component, but what are the rest?
3. Based on what I observed from the senior presentations, the most important part of the senior project is that you truly know your topic in depth and that you have a passion for it. Having a good essential question and having an interesting topic is important, but if you don't love your topic doing an entire 9 -month project on it will be incredibly difficult. You need to have a very thorough understanding of your topic and be willing to learn more about it. Also, even if you have a not so interesting topic, if you have a passion for it, even your audience will be involved and actually find it interesting.
4. For my senior project topic, I am planning on doing it on karate. I have been in karate for roughly 10 years and I have a great deal of experience in teaching, competing, and actually doing karate. I already spoke to my sensei and he has agreed to be my mentor. If that doesn't work or if I need some one else for an interview, I have a few other people who I could ask. Although I'm not sure of what my essential question will be I'm mainly going to focus on teaching karate.
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