Guide for instructors.

Recently, I was able to review some instructor comments regarding the progress of some martial arts students. As I had observed the entire event, it was enlightening to see what other instructors thought of things. It was also eye-opening to me, as a teacher (of the martial arts primarily), to see how a single incorrect assumption developed into a major misunderstanding by the instructor, and by other instructors called on for suggestions.

In this case, a student was having difficulty mastering a certain technique. The instructor mistakenly assumed he knew the answer, and that the student was simply not “getting it.” In fact, the student was not “getting it,” but the reason was completely opposite the instructor’s assumption.

I remember seeing the misdiagnosis myself. When the event was happening, I remember thinking that the instructor’s diagnosis was wrong. Later, another instructor came along and offered advice that helped the student tremendously. Later still, I did some research on behalf of the student and offered a suggestion that enabled the student to catch on to the subject matter completely. And not only did he catch on, he quickly surpassed the instructor’s knowledge and abilities in the subject matter.

So enter the discussion, done online, with the instructors. The instructor in question held to the assumption, instead of having the student try different methods or tactics, or even modifications of the same methods. Other instructors made the assumption that the diagnosis was correct. Never was it questioned, despite a complete lack of proof, and all facts pointing the other way.

Then what I saw on the forum was completely disgusting. The instructors began to belittle the student (who was not on the forum to defend himself) for having multiple problems with the material. They criticized his basic understanding, even to the point of outright misrepresenting the student’s knowledge and abilities entirely. They all seemed to “pile on” with the ridicule and the denigration.

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What should have happened was a core set of checks and balances that would have allowed the student to grow, and the instructor to grow wiser, as well. There is an age-old saying that there is not a bad student – only a bad instructor. And while I know that all instructors cannot get through to all students, it shouldn’t be for lack of trying.

Some guidelines for problem-solving steps that a good instructor takes:
- Introduce the material. (Requires a good lesson-plan)
- If the material is not understood, attempt to find out why.
- Offer a suggestion that will get the desired results.
- Once a solution has been suggested, try it.
- If the solution does not work, go back to step 2.
- Once a solution does work, the problem is solved.

To presume the student just cannot or will not accept the material is to do a disservice to the student, and to show oneself incapable of being an instructor. To presume that because many students often have a similar misunderstanding, then the next misunderstanding will be the same, is erroneous. Each situation is different – no matter how similar it looks to past situations.

Some guidelines for instructors teaching subject matter that is physical in nature:
- Demonstrate the correct physical action. Do so slowly, and at regular speed.
- Highlight major points that must be observed.
- Explain the parts that cannot just be mimicked.
- Detail why things must be done a certain way.
- Offer “perfect” suggestions when correcting the student’s physical actions.

“Perfect” suggestions – student’s physical demonstration is not quite right: gently move the student into place and say “perfect.”