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.

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?