Often enough I've noticed that, in martial arts, people get respect both by their belt color and by the skills the show they have. A lot of if has to do with the amount of experience you have. This is especially noticeable when you go to tournaments and when you have guest sensei's come over and teach for a day.
In tournaments, you will always be given respect, but usually you don't get as much respect until you either show that you have some pretty ninja skills or that you really know what you are doing. In essence, a black belt to other senseis does merit respect, but they will not take you seriously until you, in one way or another, prove that you really deserve that belt. A belt will just be empty unless you can really show that you truly have the expertise that a black belt should have. The way that this is usually done is when you either do a demo and show off some ninja skills with a bo staff, or if you simply show that you really know karate and that you're not just a freak that bought the belt on Amazon.
Whenever a sensei is asked to come over to a class, right off the bat you know that they are knowledgeable. This is mainly because they would not be invited if they weren't. Yet the interesting thing about this is when you observe how a class reacts to them. I have stepped back and watched how a class didn't take a substitute sensei seriously regardless of the fact that he was doing an ok job. Sure he got respect because of his belt, but the kids didn't really give him their full respect. But now, the fun part is to watch a sensei who has over 25 years of experience teach. The kids tend to respond almost immediately. She never raised her voice yet they readily followed her commands word by word. It was so intriguing to watch her mold the most rowdy and rude students to calm and respectful. This is the mark of a true master.
Even if you don't know a karateka as well, you will always be able to tell a lot about their knowledge and experience level just by watching the unheard respect that those around them give them. Its the way that you can tell apart who is a first degree black belt with barely a year of teaching experience as opposed to a fourth degree black belt who has been teaching for decades.
Tuesday, January 28, 2014
Wednesday, January 15, 2014
Blog 12: Third Interview Questions
For my third interview I'm planning on interviewing my sensei's mother. Not only has she been taking her kids to martial arts classes since they were very young, but she has been helping my sensei run all the paper work for his karate class for the past 10 years. To me it's important to understand the perspective of the parents as they are the ones that bring in their kids for classes. Now without further ado, here are my interview questions.
1. To you, what are the most important factors for effectively teaching karate?
2. What is the best way to keep kids interested in learning and staying in karate?
3. How do you get parents to give support to their kids in karate?
4. What is the most difficult thing about running a karate class for kids?
5. How does having an adult karate class help parents stay interested in karate? How does it not help?
6. What type of activities(ie sparring, bags, katas, weapons, random games) help the kids understand karate better?
7. What is most essential thing to have in order to be a successful and effective instructor/ sensei?
8. What is something that you've noticed good teachers tend to do?
9. How do you deal with injuries that might occur during class?
10. What is the best way to handle kids with special disabilities?
11. What is the best way to handle disrespectful or hyperactive kids?
12. What is the best way to handle disrespectful or rude parents?
13. What do you consider to be the best age for a child to begin learning karate? Why?
14. In what ways did learning karate help your kids?
15. Have you noticed anything in common with the kids that tend to take karate classes?
1. To you, what are the most important factors for effectively teaching karate?
2. What is the best way to keep kids interested in learning and staying in karate?
3. How do you get parents to give support to their kids in karate?
4. What is the most difficult thing about running a karate class for kids?
5. How does having an adult karate class help parents stay interested in karate? How does it not help?
6. What type of activities(ie sparring, bags, katas, weapons, random games) help the kids understand karate better?
7. What is most essential thing to have in order to be a successful and effective instructor/ sensei?
8. What is something that you've noticed good teachers tend to do?
9. How do you deal with injuries that might occur during class?
10. What is the best way to handle kids with special disabilities?
11. What is the best way to handle disrespectful or hyperactive kids?
12. What is the best way to handle disrespectful or rude parents?
13. What do you consider to be the best age for a child to begin learning karate? Why?
14. In what ways did learning karate help your kids?
15. Have you noticed anything in common with the kids that tend to take karate classes?
Thursday, January 9, 2014
Blog 11: Mentorship 10 hours check
1. Where are you doing your mentorship?
For my mentorship, I've been assisting my sensei in teaching karate classes. I've also been teaching and having my sensei tell me later what I do wrong and what I do right. Also, I help out some kids one on one when they ask me for help.
2. Who is your contact?
My contact/mentor is Fabian Villalobos. He's been working as a sensei for 11 years.
3. How many total hours have you done (total hours should be reflected in your mentorship log located on the right hand side of your blog like your WB)?
I've completed a total of 28 hours with 30 minutes for my independent component.
4. Summarize the hours of service you did.
I've done demonstrations, I've taught katas, I've taught students how to teach katas, I've taught full classes, and I've judged in tournaments.
5. Email your house teacher the name of your contact and their phone number confirming who they should call to verify it.
I already filled out the information on spreadsheet Mrs. Pittman gave us.
*You need 50 hours plus the original 10 in the summer by May. The original 10 from the summer do not count toward the 50. By the end of the year, you will have 60 hours counting that original 10.
For my mentorship, I've been assisting my sensei in teaching karate classes. I've also been teaching and having my sensei tell me later what I do wrong and what I do right. Also, I help out some kids one on one when they ask me for help.
2. Who is your contact?
My contact/mentor is Fabian Villalobos. He's been working as a sensei for 11 years.
3. How many total hours have you done (total hours should be reflected in your mentorship log located on the right hand side of your blog like your WB)?
I've completed a total of 28 hours with 30 minutes for my independent component.
4. Summarize the hours of service you did.
I've done demonstrations, I've taught katas, I've taught students how to teach katas, I've taught full classes, and I've judged in tournaments.
5. Email your house teacher the name of your contact and their phone number confirming who they should call to verify it.
I already filled out the information on spreadsheet Mrs. Pittman gave us.
*You need 50 hours plus the original 10 in the summer by May. The original 10 from the summer do not count toward the 50. By the end of the year, you will have 60 hours counting that original 10.
Monday, January 6, 2014
Senior Project: The Holiday
1. It is important to consistently work on your senior project, whether it is break or we are in school. What did you over the break with your senior project?
During Winter break I was finally able to go over a lesson plan binder that my sensei gave me. It is literally a textbook's worth of information on techniques, how to teach, lesson plans, how to do some activities that help with karate, and so many other great ideas and tips for senseis. I went through every page and put post it notes on pages that I found interesting or that I could use as reference for later.
2. What was the most important thing you learned from what you did and why? What was the source of what you learned?
Overall, I got a bunch of new ideas and tips on how to improve my skills in teaching. Honestly, I think that this is the most helpful source I've read so far. I truly believe that by applying what I learned from all those lesson plans really is going to help me better organize how and what I teach.
3. If you were going to do a 10 question interview on questions related to answers of your EQ, who would you talk to and why?
I'm planning on doing my interview on my sensei's mom. The reason being that she's been through the whole experience of taking her kids to martial arts classes when they were young and she knows what it's like to be a supportive mom for her kids. After so many years she actually knows a very great deal about the techniques and how to administer a karate teaching business as she she helps her son in running his classes. I believe it's very important to not only understand and address issues that might arise with the kids, but also their parents. They are the ones that bring their kids to karate classes and its of paramount importance to understand them and know what concerns they might have. By conducting an interview with her, I will have a more complete understanding of a sensei's perspective (I interviewed my sensei in my first two interviews), the student perspective (that would be me and some of my peers), and the parent's point of view.
During Winter break I was finally able to go over a lesson plan binder that my sensei gave me. It is literally a textbook's worth of information on techniques, how to teach, lesson plans, how to do some activities that help with karate, and so many other great ideas and tips for senseis. I went through every page and put post it notes on pages that I found interesting or that I could use as reference for later.
2. What was the most important thing you learned from what you did and why? What was the source of what you learned?
Overall, I got a bunch of new ideas and tips on how to improve my skills in teaching. Honestly, I think that this is the most helpful source I've read so far. I truly believe that by applying what I learned from all those lesson plans really is going to help me better organize how and what I teach.
3. If you were going to do a 10 question interview on questions related to answers of your EQ, who would you talk to and why?
I'm planning on doing my interview on my sensei's mom. The reason being that she's been through the whole experience of taking her kids to martial arts classes when they were young and she knows what it's like to be a supportive mom for her kids. After so many years she actually knows a very great deal about the techniques and how to administer a karate teaching business as she she helps her son in running his classes. I believe it's very important to not only understand and address issues that might arise with the kids, but also their parents. They are the ones that bring their kids to karate classes and its of paramount importance to understand them and know what concerns they might have. By conducting an interview with her, I will have a more complete understanding of a sensei's perspective (I interviewed my sensei in my first two interviews), the student perspective (that would be me and some of my peers), and the parent's point of view.
Tuesday, December 31, 2013
Observations
(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.
(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.
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?
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