Kicks with Kids

Balancing Opposites

2011-10-16T08:00:00.000-07:00

The three opposites I’ll address today are Compliments and Criticism, If / Then and of course Go / Ju

Compliments and Criticism

Have you ever watched the faces of the children when you are teaching or judging them? Do you see their faces light up when you give them the smallest compliment? Do you use the methodology of placing your corrections in between some words of encouragement? A black belt recently mentioned that he thought students were getting weaker. I would like to offer an opposite view. Maybe children aren't weaker. Here are three ideas on that subject:

1. Our memories are based on the difficulties we overcame as kyus. However, if I really look back, I have many memories of my Sensei giving me encouragement. I have memories of him believing in me more than I believed in myself.

2. The saying “I do to my students what was done to me.” isn’t necessarily the healthiest teaching style. Unless you have a photographic and objective memory, it is possible that what was "done to you" was much more complicated than you remember. A few people do have photographic memories. I don’t know anyone who judges their own past objectively. Most of us are quite subjective.

3. The student grows to admire the Sensei in a way that borders on worship. There is such a responsibility on the part of a Sensei to properly manage that trust. If all we do is correct and criticize the student verbally, and they don’t have a great self-image, we need to think if we are partially responsible for that.

I am not asking teachers to lie to students and tell them they're great when they’re not. I’m asking you to include empathy in your teaching style. Think about how it feels to constantly be corrected without compliments or encouragement to balance out the work. Here is a (hopefully) quick example. I have a 6 year old who cannot hold still OR be quiet. We’re working on it. At a few points during the training I will turn to him and mention that I see he is holding still (or holding his words in). He beams at the compliment.

One last opinion: Keep your mind open for something to say to everyone within the training time. Please don’t be a person who only compliments the physically talented students and doesn’t notice the effort of the majority of the students. Oos?

If / Then

I sometimes wonder if I am the only teacher who has students with self-control issues. I cannot imagine I am. We all know the standard ways to work through these. Here are a few I use regularly:

1. Remind the kids before class of your expectations.

2. Redirect their attention during training.

Keep them busy.

Be a good example.

Give them incentive.

Ignore the indiscretion.

(Reminders and incentives are subjects I am interested in, yet there is no room in this post to go into detail. Write me if this is something you have ideas, questions, or opinions about.)

What I want to discuss here is the waste of effort in the use of the words IF / THEN. First let me give you an example. Teacher to student: “If you interrupt me again, I’m not going to let you spar.” This creates a lose / lose situation. The reason this is lose / lose is because you have created an adversarial relationship with someone you are trying to mentor. Also, in karate, we’re trying to raise people who are willing to step up to a challenge and now we’ve created a negative challenge. How could it surprise us when they step to the challenge? There are many ways to figure out how to handle this kind of situation. Write me and tell me what works for you. (It is almost time for me to post some reader feedback). I’ll tell you a couple of strategies that I like. (I’m going to use the example of kids talking during training. But the strategy will work for other interruptions.):

1. Especially if it is sound related. I’ll stop training for a second and address the comment. ("I'm thirsty!" is an example.) Then I’ll say “Does everyone agree we should get back to training. "We'll finish this and then all get water?” And we’ll go back to it.

2. If someone interrupts again with the same problem, I’ll say "Would you guys rather do that than get to the end of the day game that I planned?” Sometimes people ask” what is the game today?” I smile and say I won’t tell. Everyone agrees we should get back to work.

3. With a really young class (ages 5 – 7) I have situations where the student wouldn’t or couldn’t control him (or her) self. Here is my first choice in that situation. If I am alone, I get the class repeating a movement to a sound (usually music). While they’re moving and the music is noisy, I go over and privately ask the child if he thinks he can start to control the behavior. He almost always says yes and we push on. (Then I notice and say good job as we continue.) If I have helpers, I let a helper teach. Take the child and ask him if he thinks he can control the action, join us and have fun. I try not to seem impatient. The child usually says yes. We go back and I use the compliment when I can. I also compliment after class when I can.

Here the teacher is spending a minute of class time teaching kids to ignore by being the annoying person.

4. I ignore it. I have an entire game where I teach my kids to ignore annoying distractions. In the game, they sit and talk to each other and the teachers are the annoying people. The children's job is to ignore the annoyance completely. Don’t look up, react to it, or address it in any way. It is tricky, fun and a great learning experience.

The thing I try to remember daily is that I am trying to make a student who is strong, confident, self-disciplined and courteous. I’m not trying to make a mini-me. I’m trying to make a magnificent Them. To close off this portion of the post, I want to relate a story a parent told me. One of my students wanted to go to a karate summer camp. I said “Go. Have fun!”. A few days after camp started the mom came to me and said she pulled her son out of camp. The camp Sensei came to her at the end of the day and told her that her son was “a tough nut to crack” but she would do it! To me this is a prefect example of a Sensei who doesn't really understand that the job of the Sensei is to create a great individual, NOT squish out all traces of individuality. Needless to say, the young man was ready to leave when mom suggested it.

Go / Ju

This last little discussion isn’t really about kids. It is just about opposites creating the whole. Of course Go means hard and Ju means soft. That is the style of Martial Art I study. Many of us talk about balancing hard and soft. Examples abound: courtesy and fighting spirit, exertion and meditation, work and play.

However, I’m interested in the idea that teachers still mistake kindness for weakness in themselves. The saying “Don’t mistake kindness for weakness.” was told to me by my teacher many years ago. It is one of those sentences that is easy to say, but elusive to live by. I encourage you to look closely. Call upon your kindness and notice that when you call upon something it originates in your chi line. Therefore, because of it’s origin, it is powerful. Then, you might notice, the next time you call upon your chi to say “no” it will be more powerful, confident, and less reactionary. Let me know what you find in your journey.

Oos,

Teens and Perspective

2011-08-28T18:46:00.000-07:00

As always, it has been too long. The good news is that this will be a short post. The bad: there are no pictures.
The point of today's quick note is that kyus, especially teens, follow our lead blindly and don't always know that they should initiate their future.
Maybe you are a teacher who realizes this and initiates conversations that allow them to constantly progress.
Hopefully, I'm not the only teacher who's teens are a bit self-absorbed and distracted by puberty, studies, and games of all sorts.
Years ago, when I realized my teens would be leaving for college without finishing that first baby step of training, i.e. Shodan, I created a dialog with the teen and their parents. In the conversation I tell them what the road to Shodan entails. I explain cost and time realities, and give them an opportunity to set up a time-line with what needs to be accomplished. This does not guarantee passing a Shodan test. What is accomplished is that I put the 'ball in their court' to follow through or drop.
Last quick note: I have had success, failure, and apathy using this method. Before I began doing this, I felt as if I hadn't fulfilled my obligation as the "one who has come before". After all, I know the way and my job is to show students the way. Adults can stay as long as they want, take as long as they need to accomplish their first step.
Teens, however, are limited to a short period between 16 and the time they leave for college. Even if I've been their Sensei since they were 5, there is a small window when they are old enough to accomplish all the details that Shodan testing requires and when they are off to become successful at their next challenge.
Thanks for taking your time to read this.
oos,

Safety Day

2011-06-16T11:35:00.000-07:00

Of Course, it has been too long. It is nice to have time to sit and think about teaching.
On the subject of street-wise safety and children, I’m certain we all have methods that have been working for us for years. As happened on my last post, I hope to get a lot of feedback on this. Thanks for telling me what is working in your dojos.
I’m not sure how long I’ve been running a “Safety Day”. I know I began doing it at summer camps and moved it into my dojo to change the routine a little. It worked so well, that I have kept it up for years. I have a flyer I give out when I teach safety and I’m going to include it below:
As you can read, the information is basic, but pertinent to a safe lifestyle.

Here is how I breakdown the hour long workout:

TALK ABOUT SAFETY

First, I divide the kids into age groups (Don’t forget I am blessed with assistant teachers. I will address what I do when I am alone a little later):

age 5 & 6
age 7 through 8 or 9
age 10 and 11
age 12 and up (if they are still training as children)
Each group gets a teacher and each group starts by looking over the sheet. We talk about the importance of knowing what city you live in, how to dial 911, and other common sense details. When we get to the “ALWAYS” category, I let people play What if this happens? When we get to the “NEVER” category, I play a game where we pretend we’re walking on the wrong side of the road. A car pulls up opens the passenger door, and tries to pull our arm to get us in the car and speed away. Then we repeat the game while walking FACING traffic and note the safety difference.


Here, the green belt boy is walking in the correct direction: facing traffic. My white belt student and I are pretend drivers.

A quick note: the reason I divide the children by age is based on how to address the different age groups. I will speak to a preteen clearly and honestly. When speaking to a 5 year old, who is always with a parent, the parameters are completely different.
When we talk about being home alone, and being outside alone, we also play ‘what if’ games and move a little. After all, sitting and talking can get pretty boring. Of course, I play an attacker and the kids can kick, hit and “YELL, YELL, YELL. That is the best part so far!

All the kids take a sheet home so they can talk about everything with their parents. (I also include a safety day flyer in my introduction packets.)

BAG WORK

All ages move into bag work. All the students hit, kick and scream.


Heel stomps, Palm Heel strikes Elbows and Knees are all examples of follow up strikes I	use.

TECHNIQUES

We work techniques on a regular basis, so most of this is review. When working self defense, I try to structure the technique to the age and power of my students. Young students use simple follow up strikes that are realistic against a larger assailant. Older children have more power, better memory, and a stronger opinion of what they want as far as follow up (i.e. how to hit back). Each group works at their own level. One note I’d like to mention here; this is a great place for me to mention that the target area in sparring is belly and head, but the target area in daily self defense is groin, knees, nose, throat, the areas that really hurt people. Many children (and adults) take a long time to make that distinction!

USING DAILY ITEMS IN SELF DEFENSE aka THE MOST FUN PART OF THE CLASS

The last activity of the workout is another “what if”. What if you are standing, waiting for the bus (or a movie, or a friend) and a stranger approaches? It is a simple game meant to encourage the children to throw an object that they are holding at potentially dangerous individuals. Punching bags play the part of back packs, purses, lunchboxes and video games. My helpers and I play the dangerous individuals. We storm in on them and they throw things scream and run for help. It is chaotic, energy building and fun; a perfect period at the end of the safety day sentence.

WHEN I TEACH ALONE

If I am teaching alone, I keep the order of events the same. When talking about routines indoors and out I simply add the idea that what is correct when you’re 6 isn’t the same at age 10. We talk about it together. In the area of bag work, technique, and throwing things I let the older children help me with the younger ones. Then, at the end of each station, the older kids show their power and skill on me.
Tell me about your routines. Soon I’ll be making another feedback post and I’d love to share more great ideas.

Oos,

Working With Children (and Parents) Individually

2011-04-10T10:31:00.000-07:00

In the last post I opened the door to the idea that with children students, comes parent communication. Does this come easily to you? Have you tried any new ideas? I’d love to hear your comments. Something that happens to me on a regular basis is that a parent will come to me with an individual problem with their child. Some examples include: his or her grades are falling, the respect level around the house is becoming too relaxed, or maybe they are fighting in school. Do your parents ever approach you for help in an individual area?

The pattern for working through these requests is manageable, yet a little time consuming. First, I set up a meeting with the child. This can be before, during, or after class. The time I pick depends on how much time I think the meeting will take. My least favorite is during class. I will pick it if I have enough help and it is the best alternative given the circumstances. Before I call the child in, I mention to the parent that I am going to talk to the child. I say that I would appreciate it if they listen quietly and let me lead the conversation. I tell them that before we close, I’ll ask them if they have anything to add, but during the talk I’d like them to let the

child talk directly with me – without any interruptions. Most parents understand, agree, and comply.

I find a quiet spot for the three (or four if mom and dad are both there) of us to sit. I ask the student if they know why we’re meeting. Almost half say ‘yes’ and we get right to it. The other half like to say no and we have to identify the behavior we’re going to work on before we can talk about it. Three things I’ve noticed about the meeting are quite simple and repeatable:

1. Since the child loves karate, he (or she) will try to do what I ask.
2. The method for change in any of us is the same.
3. Finish with the part of the conversation where mom and dad can add what they want. They inevitably muddy the conversation with lots of emotion. I quietly wait. Then I reiterate the bullets I want in behavior and we all go back to class (or home).

The Child Loves Karate (1)
Parents are always enthralled at how well behaved their child is in class. They always want to take the concept of push-ups home to demand good behavior. We all know that doesn’t work. We also know that the reason the children do what we ask is because these children love having the strengthening outlet of a fighting art. It is a magnificent teacher and a great equalizer. When I’m working with kids to change their behavior I try to stay away for “if-then” demands. In other words I try to stay away from sentences like “If you want to become a green belt, then you will finish your homework on time.” What I like instead is to let the person come to the place where they think it is what they should do. It goes something like this:
Me” Do you know why we’re talking?”
Child” Mom is mad because I don’t ever want to do my homework?”
Me ”Way to go, saying it right up front. Do you have anything to add before I talk? Is your homework too hard for you? Is there a problem we don’t know about?”
(If there is a problem, we brainstorm ways to fix it – tutors, talking to the teacher, bringing the work into karate to get some help with the overwhelming parts)
Otherwise: Child “No, I just think it is boring.”
Me (smiling) “I know what you mean! Let’s talk about why you have to do it (and we do). Now let’s talk about how to make the time work for you (and we do). And finally, let’s talk about how a karate person thinks…..does a karate person quit when the work gets hard? Does the karateka whine and make excuses? “ At this point, I let the child talk and consider. Then we discuss the tools we’re going to use to change. I finish with “Can you give me your word as a karateka that you will TRY to do your best?” (I reiterate the “try your best” promise at the very end of our meeting.)

At this point I expect setbacks. It usually goes great for about two weeks and then we have a setback. I have a conversation with mom and dad where I mention to allow for setbacks and try not to overreact. Just remind, and I will too. (I have three or four children giving me weekly updates on how they’re doing with the parent’s requests even as I write this!)

Method of Change (2)
What I have observed over the years is that no matter what age, everyone needs motivation to change. Otherwise, a person really won’t consciously try to change. I have also observed that there are a few ways to actually change: you can replace one behavior with another, give yourself a reminder when you are about to do something you don’t want to do, or reward yourself when you get it right! These ‘methods of changing’ remain the same throughout life.

(Tangent): Think about it: When students are new, we demand they practice courtesy through the use of the words “Oos” and “Sensei” and we hope that that demand turns into a way of life for them. (It does, if they stay long enough.) We punish through pushups and eventually the new, courteous way takes over the old, unintentional, lack of courtesy (read here: Lack of awareness).

Anyway……One thing I think is very important is to give the child the tools to attempt the change. In the above example of homework, the obvious tool is to make the same time for homework each day. Have an alarm go off for starting and one go off if there are breaks scheduled etc. I would make sure the homework time wasn’t falling into the child’s favorite show or the time his friend was playing a game outside….in other words….look at it from their standpoint. I also believe in small rewards. This is controversial because I know you ‘old-schooler’s are talking to your computer screen right now and saying….”People should work and do without constant reward. Theoretically you are SO right. Realistically, animals and people learn faster and change more consistently when the reminders are in place. Rewards don’t have to be big or dramatic. I like to use things the kids are getting already: new games, favorite videos rented. I have used events like they could earn an archery lesson with me or I would let them earn patches….etc. It is very individual.)

Some other tools I have used include:
-Making lists when needed
-Reinforcing when the kids get it right and not just noticing when they get it wrong. (This is probably the most common mistake we make when we’re working to change ourselves or someone we care for. The successes become invisible to the eye. But the mistakes stand out. It is hard to notice when people do something right. But it is worth it to make an effort to notice; in ourselves and in our children.)
-Creating a way for the person to see disaster coming. One example is a “secret word” between the adult and the child to signal when the child is getting agitated. I like silly words that other people won’t recognize, like dinosaur or power puffs. That gives the person a chance to breath and think before all heck breaks loose.
-Making sure the children have an outlet to vent. Everyone needs that. Many people do it in a social network now. For a child it could be the parent, a teacher, a grandparent. We are a society that needs to be heard.
-Finally, a conversation I have regularly with kids includes the concept that we can’t lash out at everyone who gets on our nerve (even if we want to). When someone, or something, gets on our nerve, we need to choose between these alternatives: walk away from it, talk about it, ignore it, or tell someone who can help. I stress that physicality is only for emergencies. I also stress the idea that the four choices above travel with you throughout life, so get used to them!

Mom and Dad Talk and Listen (3)

When the meeting is about to close up, I ask moms and / or dads what they’d like to add. This is always laced with emotion. I sit quietly and observe. When it gets quiet, I ask the child to share. I will also reiterate the bullets from our conversation. We put this subject to rest and go about the rest of the evening.
After I send the child away, I mention to the parents that change is really challenging. I ask them to consider what it would be if THEY were the ones being expected to adapt. I try to finish on a note of win-win.

Here is a comprehensive list of subjects that have been brought before me. It is not complete, just ones I remember:
1. Hitting and bullying other kids.
2. Being hit and bullied.
3. Not respecting parents.
4. Acting up during divorce.
5. Not doing home chores.
6. Not doing homework.
7. Not wanting to spend weekends with the other parent because the child had to miss his / her regular weekend event.

Hopefully, this post is helpful when and if you find yourself in moment where a parent asks for your help. You all know how much I like hearing from you. Want to let me know what you think?
Oos,

Keeping in Touch with Parents

2011-03-11T08:12:00.000-08:00

I always consider myself a work in progress. However, where parent communication is concerned, I’m a slow learner. To make things more complicated, each parent is a person with their own viewpoint, busy schedule, and needs. Therefore, each conversation is slightly different. The only way to know how to individualize the conversation is to be a good listener. Understand what the person is asking and try to answer accordingly. There are three areas of communication that are worth discussing: welcoming newcomers, keeping everyone informed, and one on one communications. This post will address welcoming new students and keeping in touch. I’ll use the next post to address working individually with parents and their children.

Welcoming New Students (and their parents)

Recently I sent one of my brown belts to welcome a new child (and his parents). They arrived after the class had begun and I was busy with other things. When adult class started, the brown belt said “Sensei, I have a question. What, exactly, do we say when we’re talking to parents on their first day?” Up until that moment, I hadn’t really thought a lot about what I say. Right then, we brainstormed and here is the short list:

While the child joins circle

I talk to parents

I say “HI” and thanks for your interest. Next, I introduce myself to the adults and shake hands, etc. Then I put my attention to the child. I bend down and say “Hi”. I put my hand out to see if they’ll shake and ask their name. If they hide behind their mom’s leg, I turn my attention back to the adult and let the child acclimate. At that point I say to the parent, “Johnny may want to just watch today. If he does, that is fine. Then next time he comes he can have his try out.” At that point I bend down to Johnny once again and repeat the sentence. I show everyone to their seat and say to Johnny. “If you decide to come and join us, just get my attention.” (Traveling back to the moment when I introduce myself to the child) If the child shakes my hand and tells me his name I say to him, “Would you like to try the class today. We’re probably going to have fun.” Hopefully all this is happening before class starts. In my dojo, before class starts we all sit together and talk about everything and anything. (See my last post!) Shy or outgoing, at this point I say to the child “Would you like to sit with us and talk? We’re talking about …{video games, movies, our favorite sport, whatever!} Most children can’t resist the chance to talk. As you all know, we train without shoes. However, if the child seems shy I DON’T mention their shoes at this point. If they seem comfortable, I say “Would you like to take off your shoes now?” On the child’s first day, whether they wear shoes or not….it isn’t a deal breaker. Some children need more time to acclimate to the room before they trust enough to do anything they think is unusual.

It all seems like common sense until you’re standing there without backup trying to figure out what to do and say.

As the parents are sitting and watching, I take a moment during the class to drop off a small packet with “Parent Information” in it. This packet contains a list of parent conduct that I appreciate (read here ‘require’).

This consists of:

1. A signup sheet

2. A list of my locations and times

3. A fee sheet
4. A sheet that asks parents to watch quietly, take phone calls and conversations outside.
5. A sheet that explains that taking pictures is allowed but videotaping class is not allowed.

6. And finally a sheet that asks parents to make their habit to communicate with me outside of training time when possible because that 60 minute period is so busy that fitting conversation with parents in is distracting for me. I encourage my parents to email. But lots of them text and a few like to talk on the phone. I’ve been thinking that some of you might not agree with this. You might like to deal with parents ONLY during training time and I would love to hear how you balance the time. I don’t like missing time with the kids and I like missing my adult class even less. So talking to parents AFTER class is even more uncomfortable for me. What are your thoughts? Am I the only one with talky parents?

Another side note about new students is: After the parent turns in their signup sheet, I have a small folder I give the child [I have one for adults too]. However, I’m sure you have all these things too! Write me if you want to share what information we put in the packets.

That pretty much sums up what happens when new people arrive. Please write me with your input.

Keeping Parents Informed.

When I was a kyu, hard copy flyers were the only means of communication with students and parents. Although I use that method, I prefer to email parents with a flyer on an upcoming event. Parents like this too. I have a group of parents in my address book. Anytime I get a new student, I add the parents' name to the group and send them a “Welcome” email. I send flyers on competitions, seminars, extra workouts, etc. Since I send all information on the computer it encourages questions via email rather than in class. I’ve also found that less people take flyers in class, telling me they already have one at home! Do you all use this method? I also use the computer to remind parents if their fee is due. I have really good luck with this. Let me know what you all do? On a personal note: I NEVER forward to parents. I don’t think it is professional to fill their box with junk. I also think that distracts from the information I’d really like them to notice when they see my email address in their “in” box.

I’d like to close this post with a quote that an education instructor once told me and it has been unquestionably the most helpful tool I’ve had in working with parents: “Remember, when you’re talking to parents, that every one of them is doing the best they can with what they have to work with at that moment in time.”

Oos,

Pre Class Routine

2011-01-21T08:41:00.000-08:00

Have you ever noticed that what happens before class can set the tone for the hour of training time. I have tried many different routines, but the one I’ve used for the past few years is to sit everyone in a circle 10 or 15 minutes before class and talk. Children will talk about anything and everything. They will want to tell you about their day, or the latest movie, or an upcoming trip. You never know.

My experience is that by bringing all the kids together before we start training I accomplish four things:
1. Everyone has a chance to drop the distractions in their heads and mentally prepare for training.
2. Kids want to come early to talk and laugh. Therefore (theoretically) I have less late arrivals.
3. Kids LOVE to talk about themselves. (So do we, so we should understand that, right?)
4. Everyone feels inclusive. As kids arrive they join in. Even new students feel like part of the group before class starts. Some of their first day jitters disappear during this talk.

Usually one of my helpers begins the pre class talk time while I’m organizing for class; each teacher has an individual way of coordinating this time. One thing we all agree on is that only one person should talk at a time. That is a challenge. It comes, like most things in karate, with patience, reminders, and repetition. Recently I had 7 new students arrive before class started. I used the pre class talk to have everyone introduce themselves, say how old they are and what grade they are in. I could see the kids noticing when they were in the same grade, or the same age. I realized that bringing up things newcomers and old timers had in common made everyone more comfortable and therefore less distracted at the beginning of training.

One other thing I’ll do during talk time is move the conversation over to karate ideas. As we get closer to class time, I’ll start asking karate questions and see who remembers what.
That is a perfect segue to the “Line up.” command.

As I stated, I’ve been using talking in a circle for a few years now. Recently, one of my students, who is a school teacher, brought in a document from her Montessori program reinforcing what we had already seen. Here are a couple of the bullets from her paper.
[Bringing kids together to talk in a circle}
Unifies the group
Makes everyone feel like they belong
Lets everyone express themselves and understand what they have in common and how to be friends with differences.
The teacher can use this time to review rules, expectations.
This time is perfect to move from one type of activity to the next.

As always, let me know your thoughts.
Oos,

Goodbye 2010 / Hello 2011

2010-12-18T08:20:00.000-08:00

Oos,

As always, I'll start with a thank you for taking time to visit this blog. Hard to believe that 2010 will leave and 2011 will begin in just a few short days. It has been a year of growth and change for me, and I hope for you as well. If we're not pushing on, then we're probably falling back and that sounds really boring!

As to the content of this post, I'd like to hit 2 quick points: your feedback, and 2 sparring games I played with a few weeks ago.

Feedback:
I got some good feedback over the last few months. A few of you wrote in at the success of music to motivate, change things up and create a constant rhythm for movement. Sensei Proctor likes to run a large part of class with no commands: just the sound of the music and the students copying his movement. I know I’m going to try it.
Sensei Mashell from Palm Bay mentions that she took her kids to a Senior Center to demonstrate this last summer, and also did some sparring in a lake. I know my kids like sparring in the rain, so I'm sure they would like the lake. The sloppier the better, don’t you think?

Sparring Games
If you read the post from 9-18-2010, you’ll read about a few different ways I like to change up our sparring routines. Recently, I tried two training games (drills?) that I hadn't used before. The kids and my assistant teachers liked them both.

1. I’ll call this one “Good Sport, Bad Sport”. Start by pairing two kids together in a typical, point match. Explain in the beginning of the match that the plan is to be a good sport whether you win or lose. Keep score. Then the winner and the loser both practice good sportsmanship. (I call good sportsmanship karate courtesy.) Do the match again, and this time practice bad sportsmanship and that is even more fun. There is whining and pouting and gloating. It is loud and riotous.

2. The next game starts by putting the kids in a very large circle facing inward. The adults are in a circle within the circle and they are facing outward. Start playing music and everyone starts scooting in the circle, keeping their hands up and finding their rhythm. (In my experiment, the kids went clockwise and the adults went counter-clockwise.) When the music stops, if the child is in front of an adult, he (or she) attempts to score a point. Children who don't have an adult in front of them, shadow box (work their technique on an imaginary opponent). This drill continues for some minutes and in the process everyone gets excited. Everyone gets to practice being quick off the line. This game was popular with all the participants. I will definitely do it again.

I want to thank you all for taking a minute to read this post. Thank you for wanting to keep kids motivated, strong, and courteous. These are important as they grow.
Don’t forget to comment, or write me direct with all kinds of feedback.
See you in 2011.
Oos,

Kids and Competition

2010-11-27T12:43:00.000-08:00

"Character is what you have left when you've lost everything you can lose." Evan Esar

That is a great quote. Karate teachers are in the business (art form) of creating character. Most of us have had days when we questioned whether to stay in training, when we had to pull ourselves up by our boot straps and try again. If we stayed in training, that thing that didn’t kill us DID make us stronger….lesson learned.

Competition is one of the experiences that builds character. We’ve all been there and we all know the strength of character that can emerge from the experience. Competition makes the students practice, causes them to deal with nervousness, and allows them to see their peer group in action. Having said that, here are 3 bullets that I would like to challenge you to think about:

How young is too young?
Are there certain types of children where competition might be harmful?
What is the responsibility of the center judge to be clear, non-biased, and welcoming in the ring? How does the conversation to and about the competitors from the judges affect the competitors self- view?

Let’s Talk About Age
In my opinion children younger than 6 are too young to compare themselves to other children. (There is an exception here and there in life. I know that.) For the most part, since really young children are just realizing that they are not the center of the universe, and that other children might be faster, funnier, smarter….it might set a downward spiral to exaggerate the width of that gap by having them constantly go to competitions and lose. For my very young students I create a demonstration situation and give everyone the same prize. If they stay long enough in karate, they will have plenty of time to experience competition. Talk to your little ones and more importantly HEAR that they don’t really realize that they are going to be compared. Before you test their mettle, give your very young students a chance to create a strong self image through encouragement and humor.

Exceptional Students
“Karate is for everyone, but everyone is not for karate.” Do you remember that old saying? Here is another one: “Who is the one person that you cannot teach? The student who doesn’t want it.”

The point of those two sayings is that we get all kinds of kids. We get children with obvious learning challenges. When sending our special needs children, we know to talk to the people running the event, so they can be sure to create a positive experience. However, we also get children with less obvious learning challenges like ADHD (saying they can’t sit still is an understatement), and Asperger’s (exaggerated attention disorder, with compulsive tendencies).My rule of thumb, when centering a ring, is to assume that a child is not being intentionally disrespectful and not bark my commands. That way, if the children have special circumstances, no one will be hurt.
There is another situation that is less visible. What about a child who doesn’t have a label, loves the training, loves to fight, but doesn’t have a great confidence line in life or in showmanship? I know that we all realize how much this child needs the dojo and how much he shouldn’t be pressured into competition. To make matters more complicated, this child is usually quiet, and does what he is told….so his discomfort will go unnoticed until he quits showing up for training. The best case scenario is that the teacher works directly with the parents and everyone watches the growth and development with ease and comfort. If this child ends up in your ring, be gentle in their lack of fighting spirit, or their lack of natural physical talent. They are gaining so much more from their training, don’t you think?

The Role of the Center Judge
All of us have stories of judges who made us feel like they knew us, even though they didn’t. All of us have had the opposite experience. If there was one piece of advice that I would like all of you to keep with you in class and in competitions it is to actually be aware of the fact that everything you say, every nuance, is noticed by the students /competitors. The center might be having a conversation with another judge about something unrelated to the competition and utter the phrase “That sucks.” The child, hearing just that part of the conversation……you see where this ends.
A miscommunication can occur when the competitor is presenting himself. The center judge, being funny (?) says things like “Didn’t your Sensei tell you to wear your WHOLE gi?” “Get some patches on that gi before you come back.” This nonchalant speaking style doesn’t take into account that, for the most part, the center judge doesn’t really know this student. There are many different types of students going to a competition. All of them have stories of parents with too much money, no money, parents who feed them and dress them before bringing them and parents who drop them at grandma’s to handle it…..we don’t know each competitor’s back story. Realizing that karate should be character BUILDING, we should not use sarcasm as a means to be funny at the expense of competitors we don’t really know. The center judge should keep an eye on the eyes of the competitor and use their own experience and insight to make everyone as comfortable as possible.

Another job of the center is making sure the other judges are quiet, paying attention, and informed of the judging criteria. When the ring ends, and the judges walk over to talk to the competitors, it wouldn’t hurt to use the old rule of compliment, critique, compliment instead of running a litany of why the child didn’t win. These simple tricks will make it a great experience for the competitors whether they win or lose.

A Few More Thoughts
Although I love the look on the faces of my kids when they win, I don’t stress winning in competition. The main thing that I want children to get out of competition is the ability to take a risk without letting the fear of failure stop them before they have begun. That is a skill that is important in life and lacking in many modern people (in my opinion).

This is what I say to the children before we go to competition:
Have fun.
Be a good sport. Learn to win and lose gracefully.
Meet new people.
Do your best.

We practice sportsmanship in both winning and losing. Although it is MUCH harder to do in real life, it is a fun class and we always exaggerate the bad sportsmanship role – both the winning gloat and the losing pout – for fun and laughter in the dojo. It is an easy and fun way to discuss karate courtesy.

When we return from competition, I don’t ask the children what place they took. Whatever they do I am proud of them. What I do ask is: “What do you want to tell me about the competition?” The children all have different takes on the day. Some tell me how they placed. Some tell me who they met. Some talk about the fun, or excitement, or fear. Whatever they say, I accept it, tell them how proud of them I am, and we move on.

My goal with my students is that they look at risk taking as an ordinary part of life. Since the majority of students who enter the dojo are not going to continue to train for many, many years, I use the karate competition to try to create a person who will continue that risk taking ability into the next life experience they attempt.

Thank you for reading this, for loving karate, and bringing karate to future generations.
Oos,

The School Year Begins

2010-09-13T09:45:00.000-07:00

First, to those of you who check this blog regularly, I’m sorry for my absence for 8 weeks. I’ll try to do better as the year progresses. Since it has been so long, lets jump right in:

As summer turned into the school year, I observed a few teaching styles that I’d like to list and comment on.

One thing I really remind myself of often is to start each day fresh with the children. If I have a really tough discipline / courtesy day with a student, it is a test of strength for me to start fresh the next day. It is, however, imperative for the growth of the student to give them another chance to do better. It is important that I not be one of those teachers that label students. I would like to hear from you on this one. Do you find this challenging too?

A second observation of late is the importance of being a little organized before I arrive in class. When I was a teacher alone, with just a few students, it wasn’t so important. Now I have larger classes, these classes run from beginners to advanced, and I have adults who want to be trained as assistant instructors. With all that happening in only an hour, a small game plan helps. Here is an example:

At the start of the week, I think about what is happening in the dojo (testing, competitions, what technology I have and have not covered lately) and I make a general game plan. If possible, I share it with my helpers. As an example I might say to them, "I need to put time into stances this week, and I haven't played fire-rope in awhile. Sound good?" Then, I make sure I have everything I need with me. Another example: "Today I'm going to do team sparring. If we finish in time, we'll exercise at the end of class."

Again, I'd like to get your thoughts on that.

On a realted note, I'll finish this blog with a quick story. Often, parents will ask me to talk to the kids about school and home behavior. Recently, I was working with a little girl on not pouting when she doesn't get her way. We talked about what pouting is. I even pretended to show it, so she could see it. Then I ask her to try not to pout this week. When her mom picked her up, and she didn't get her way, she immediately started pouting. I thought about it later, and realized I had left out one important ingrediant in the conversation - giving her a suggestion of what to do instead of pouting. The next time I saw her, I said "I was thinking that instead of pouting you could say 'I'm sad, but I'll try to wait and not pout. ok?' Try that, ok?" She complained a little. In our hour together she got a little practice. I have seen her since and she is doing better with each try. The point is that she needed a plan on what to do instead of what she was doing that wasn't working.

Another example of the same thing is seen in how I talk to the kids about not hitting or pushing other kids when they get frustrated. I say to them "Instead of hitting, this is what we should do - walk away, tell the teacher, talk it over, or just ignore them." That way this kids have a better choice to acheive what we're asking them to do. Two notes on that last example:

1. Sometimes, if I have a little extra time I play a game where we bother each other and try to ignore it, so kids can learn what ignoring something is.
2. If you think about it, the choices we give the kids are the same ones we have to learn to live with.

Well, it is a short post today, but I'm anxious to get back in touch. I'll begin m next post right away, so I'll be more timely.
Thanks for reading and sharing.

Would You All Like a Seminar this Year?

2010-07-03T18:32:00.000-07:00

I can't believe it has been a year since I published my first post. I hope the consistency of being able to read the blog when you want has been positive in helping everyone remember why we share karate with kids. Writing it has helped me remember.

A few teachers and I were talking about whether we should try to fit an afternoon of 'Karate for Kids' into our busy schedules. We decided to write out and ask you all. The list of things we could cover is long (and kinda boring), so I'll mention a couple:

Teens, How do we Keep them Interested?

Special Needs Kids.

How do we Get Our Helpers to be Consistent?

And finally: I had some good feedback on running a mock class and letting teachers watch. We follow that up with a half an hour of brainstorming what worked, what didn't and why. There are several classes that people like to watch and here are a couple:

I'm alone with a dozen kids of all ages, and ranks and I run stations.

I have only one helper. I keep the class running while my helper takes out kids to work on rank appropriate information.

Any of the classes I have written about in the last year: weapons, music, changing up sparring, changing up kata, self-defense.

Please send me feedback on this. If you all don't have time for an afternoon seminar, no worries. If you are interested, we'll try to figure out a time, place, and subject to keep us punching. Do you have a subject you would like me to discuss. Let me know!

Thanks to all of you who have been visiting these posts.

oos,

Tone of Voice

2010-05-13T12:31:00.000-07:00

Something happened the other week that caused me to stop and write this.

The point of the story is this: we all need to be aware of the power of our voice. If we use the same tone all the time, then we run the risk of being dismissed as and ignored. We have both a loud and quiet voice as well as many tones (serious, playful, really mad, distracted) to call on. And we have the look in our eyes. How we use them with our students is going to affect how the relationship grows and changes.

Now, for the back story:
I walked into one of my schools and a teacher said one of my students was biting. I sat with the student to talk about what happened and what to do instead of biting. The teacher was sitting with me. As I was talking and listening to my student the teacher constantly interjected in a yelling voice: “Do you hear her? You are in real trouble. You had better listen and change.”
Finally, I asked the teacher to leave us alone and I finished with my student. We discussed alternative choices when you are frustrated. We also discussed consequences if things remained the same. (I used kid friendly words rather than the grown up ones.) I haven’t had a problem since.

Lastly, I went to the teacher one on one and tried to discuss not always yelling. It did not go well, because she was yelling! I accepted that no change would come today and moved on.

I know this isn’t the most exciting post. But the point is important: We need to build respect and trust while we command and demand. We need to remember that our students are going to become what we are, not what we tell them to be (no matter how loud we say it!). Even with all the time I spend with students, I let daily distractions and the business of class get in the way of this very important point. I figured we could all use this reminder.
Oos,

A Weapons Class for Variety and Fun

2010-04-02T17:59:00.000-07:00

Oos,
Hope 2010 is giving you plenty of opportunities to grow as a teacher and as a karateka. I would like to talk about weapons. (Stay with me for a sample “class” for your use and enjoyment.) Most of our Goju syles do weapons in some form. For example, USAGF has weapons seminars that the children can challenge themselves by attending. I have found that another way weapons can be used to the benefit of the student and teacher is by including them (especially escrima and bo) as a tool to change the stretch and exercise routine. Using weapons at the beginning of class is a great way to introduce kids to the responsibility needed to handle something that is potentially dangerous. It is also a great way to get around the boredom of repetitive exercising. And, another benefit is that touching the weapons often builds hand eye coordination. I will talk about two different plans that can incorporate weapons into the children’s routine.

Plan 1: There are only two of us teaching. One of us runs an entire class based on weapons, while the other person takes out individuals or small groups for their kata / rank technology work.

Plan 2: If I have enough helpers, I can spend the first third of the class stretching, exercising and doing basics with the weapons. The middle of the class is used for rank oriented kata and technology. I use all my helpers and we divide the kids into small groups. Each of us does what we can to impart a little more technology to each child. Finally, at the end of the day we will either throw the weapon or build a simple weapons bunkai. I decide which “game” based on the amount of time left in the class.

Having said that, here is a sample class:
Let’s start by saying that I am assuming that one person will be running weapons for 50 ( out of 60) minutes. Another teacher will be pulling small groups for Rank based work in 7 – 10 minute increments. (Plan 1.) Here is a suggestion on what to do:

You will need enough escrima sticks for all the students. Spend the first 2 – 3 minutes explaining that this is a real karate weapon. Not a toy. The escrima stick really hurts people. Therefore, it cannot be played with at all. No swinging, flipping, twirling, or throwing without permission from Sensei. This is how I want you to stand while I explain what we’re going to do next…. And show them how to stand in keoske.
Even though I am including a fairly detailed workout, don’t limit yourself to my choices. Use the lists below as suggestions.
Start with stretching, exercising, and dexterity. (12 ish minutes) When I do this part of class, I don’t lump all the exercises together. I do a stretch, an exercise, and a dexterity. Then I repeat that. The children in this workout situation are not required to understand which is the exercise and which is the dexterity. So, let them have more variety and fun! Here are some suggestions:

Stretches: Seated pike, Bend side to side, Twist right & left, Stretch the shoulders, Seated straddle, Butterfly

Exercises: Jumping jacks, Push ups, Mountain climbers,

Leg lifts, Running in place, Sit ups

Dexterity: Throw from hand to hand, Finger twirls, Alternate catches, Pass behind back, Balance on one finger and catch,

180 degree throws

Now show a fighting position, some blocks and some strikes. (15 minutes) Here are some suggestions:
Weapon vs Empty Hand:
1. Do a simple escape from a front choke (hands on the shoulders of the opponent). Follow up with a kick.
2. Do a simple escape from a front choke (hands on the shoulders of the opponent). Follow up with a U punch using the weapon.
3. Do an escape from a rear bear hug. Follow up with a back kick.
4. Do an escape from a rear bear hug. Follow up with a poke to the ribs of the attacker.
Weapons vs Weapon:
1. From Fighting Position: Use the weapon to block an overhead attack. Follow up with a U punch with the weapon.
2. From Fighting Position: Use the weapon to a strike coming from the side. Follow up with a poke with the weapon.
3. From a Fighting Position: Use the weapon to block an overhead attack. Follow up with a front kick.
4. From a Fighting Position: Use the weapon to block a strike coming from the side. Follow up with a side kick.
5. Teach the group how to block over, under, and side to side. Then teach the group how to hit over under, side to side. Let them try blocking and striking for 4 strikes. Keep an eye on the kids while they are doing this. It is a little dangerous, but fun.
Don’t forget that your helper has been pulling small groups for their rank technology throughout all this weapons work. Each group has missed some part of your work. However, it is my experience that the kids have enough time with me to be ready to push on. At this point we are somewhere between ½ and 2/3rds of the way through class. This is where you must assess what else you can get done. In order to do this you will want to answer these few questions: Did helpers show up? Do you have more or less than a dozen kids in the room? Have you got some higher ranking kids that can lead and essentially help you? Depending on the answers to the questions, pick between:
a.Taking the kids outside and letting them throw the weapons. Or:
b.Dividing them into small enough groups that they can build little bunkai based on the technique you were teaching. If you have helpers and ½ the class left, you can build the bunkai and watch all the skits. It is pretty cool.
If you don’t have time to build bunkai, the kids will really love throwing.
At the end of class, you will have a great opportunity to teach the group about the courtesy involved in bowing with weapons. They can sit in their formal kneeling position, show respect to the weapon, meditate, and bow…. All with the weapon.

If you want to apply the above workout in “Plan 2” the adjustment is easy. Shorten the times to allow a technology station in the middle of class. It will go something like this:
10 minutes to introduce the weapon, and do stretch etc.
7 or 8 minutes for the striking drills.
10 minutes of technology work.
10 minutes to build bunkai, 10 minutes to watch in and 5 minutes to bow out.
If you want to throw the weapon instead of building bunkai, you can add time to all the other stations.
I hope you all find success with this workout. Keep me posted on how you are doing. Did you find success with this workout?
Oos,

The Kids Voted

2010-02-14T15:45:00.000-08:00

Has your year started out with a bang? My dojos are growing and changing constantly, as it should be. Before the holidays, I was talking to one of my kid’s classes about the activities (games, exercises, drills – pick your favorite word here) that I run at the end of class. We had an impromptu vote on which activity was anyone’s favorite. Here are the top seven (in no particular order), according to my Friday afternoon class:

Sparring
Description of Drill: Everyone knows sparring, I am sure. So I will quickly mention one thing. To me, the most difficult part of sparring at the children’s level is teaching them to hit adults hard but use control when they are with one another. What do you think?
When to Use it: Sparring is versatile. It fits in all parts of class; beginning, middle, and end. Sometimes I start a children’s class with sparring. Then I’ll run exercises at the end of class. (When I do, I play a crazy game for the exercises portion. I will discuss that in another post.) I’m sure all of you have spent the entire class sparring. Sixty minutes of sparring works great with older kids, but isn’t as good if the kids are young and have a short attention span. Traditionally, sparring comes in the last 1/3 of class.
Other Details of Interest: Too many details, too little time. So, here is a tidbit of interest: Do you remember that in the book The Karate Dojo, Peter Urban mentions that someone who is a good fighter is generally not great at kata and visa versa? What do you think about that? I definitely try to raise students who value and perform both equally. It is a challenge.

Throwing Weapons
Description of Drill: This one is easy. We already do it in every weapons seminar. All weapons can be thrown. I choose which weapons to throw and what throwing game to use based on the age and rank of the children. Young children (5 ish) do best with escrimas. One step older, and more experienced and I can add bo. Add another year or two to the children’s age and I can move on to sai….etc. We all know that weapons can be thrown at an object and to a partner. Both games are popular in my dojo. As a change, I will sometimes let the kids throw bos and escrimas as far as they can, just for the fun of distance.
When to Use it: This is an end of the day game for sure. I usually use it at the end of a day where one of two things has been going on. 1. I’ll use this game when we have been working weapons. 2. This game also works at the end of a day when we have been focused all hour on a difficult, detailed concept and everyone is worn out. This game doesn’t take long (10 minutes?) and it is exciting for kids. (After all it made the top 7, out of about 20 different choices!)
Other Details of Interest: This will be the first time that some of the children have been near a target event (throwing at an object). It will definitely be the first time they have been allowed to throw weapons to another person. This is a perfect opportunity to emphasize safety, courtesy and self-control in students. I like to address these aspects before the event. That way, if the students lack one of these important characteristics, they are aware of what I expect. Therefore, the conversation, and punishment, that follows will not be a surprise. A few important things you might mention include these: When throwing and catching make sure you throw TO the partner and not AT him. When throwing at a target make sure everyone who isn’t throwing waits behind the throwing line.

Break Through the Wall
Description of Drill: This is a variation on Red Rover. This is how I play it: All my adult helpers and I make a “wall”. This kids break through the wall one at a time. They should use their wit, power, kiai, and any strikes they want and can remember. (I tell my adults to cover their teeth and their groin.)
It is exciting and adventurous for the kids and it builds fighting spirit. A little craziness is a perfect way to end a day.
When to Use it: This is an end of the day game. It takes quite a bit of time (about 1 minute per child). So you have to allow enough time to give everyone a turn.
Other Details of Interest: This game builds confidence and releases power without restriction. It is loud, fun and a little unpredictable. As the children grow older (11+) they will begin to transition from wanting to break through the wall, to wanting to become part of the wall. This is one of the signs that they are ready to move into the adult class.

Dark Game
Description of Drill: Insanity rules in this variation of a haunted house. Basically, my helpers and I turn out all the lights and invite the children one at a time to come in one door and get out the other. We incorporate the blockers, punching bags, noodles and some basic grabs into the obstacles that the kids need to maneuver as they make their way from the front door to the back. We also take into account the children’s age and rank when we decide how difficult and scary to make the adventure.
When to Use it: The last game of class is the best place to put the dark game. Like break through the wall, this drill is time consuming. I like to allow a few minutes after the game to talk about it. Everyone will want to mention their personal experience. Then I mention how weird it is when it is too dark to see what is going on.
Other Details of Interest: This is a variation on a drill Master Kelljchian used to run with us. The drill then was done at night, outside, and usually accompanied a lot of injuries. I keep it a little safer for my kids. This last pic shows what it looks like to the kids - Very Dark.

Blocker vs. Blocker
Description of Drill: Hand each child a blocker and let them strike at each other. Before you let them start, explain that the soft part of the blocker is the hitting part. If they hit with the handle it will hurt them both. (Inevitably, someone will catch their finger in the clashing handles, but at least you warned them.)
When to use it: This game fits in the middle and at the end of class. It is a great stress reliever if you have been focusing on technology for a long period. Or, it is a treat instead of sparring at the end of class.
Other details of interest: The kids call this playing “star wars”. Try it once and watch their excitement. Let me know if your kids love it as much as mine.

Double-Ended Blockers
Description of Drill: Each participant has a double ended blocker and they block and strike each other for an allotted period of time. I keep my matches under 45 seconds to keep the injuries down.
When to use it: It is an end of the day game. I use it about 4 times a year as a special event.
Other details of interest: This game requires 4 blockers and 2 couplers. This is about a $50 or $75 investment. I think it is a good use of dojo funds. Managing a stick that is almost 8 feet long is a challenge, even for the older children.

Bunkai
Description of Drill: We all know what bunkai is. (Please excuse any spelling variation that you disagree with.) A quick definition would be that basically, we choreograph a fight for the kids. At the end of the class, everyone performs their bunkai (with proper bows, of course). This activity is a big hit with our parent audience.
When to use it: I usually put bunkai at the end of a day when I have emphasized self-defense techniques. Obviously, I use the techniques I taught that night in the bunkai. This gives the kids a chance to do the techniques spontaneously, thereby learning that things rarely go as planned!
Other details of interest: Bunkai builds many skills that I want in my students. It is creative, builds independence, and reinforces the memory of self-defense technique. This also builds leadership skills in the highest ranking person in the group (which is not necessarily the most outgoing person in the group). For variety, and as the kids get older and more experienced, try incorporating weapons into the bunkai.

One more note: I try to do sparring every third class. That allows me two classes to do another game (activity) with the kids. There are a few reasons why I do this. I have found that if I do sparring every week, it becomes too common and the kids take it for granted: thinking of it as wasted time, or play time. Also, there are many aspects of training that can be strengthened from another game. A few of these aspects include: agility, power, coordination, creativity, and even courage. Finally, I have found that when kids shy away from sparring, they often rise to the idea of blocker v.s. blocker or the dark game. There is something for everyone if I use all the activities available.
Thank you for continuing to read my ideas and thanks for any feedback. Write me at Kickswithkids@aol.com.

Reader Feedback

2010-01-01T18:46:00.000-08:00

Welcome back. Sorry that it has been so long. Reality interferes.

Lucky for me I am finally back to an important subject: kids in karate.
I looked back on the old posts before I began writing to help me decide where to go today. I hope, in my absence of new posts, you reread some of the old posts. The reminders are helpful:

The children are more important than the technology.
Modern kids and repetition don’t mix well. It is important to mix it up, often.
Enjoy teaching, and in that enjoyment everyone grows.

I’ve decided to pick up here with some reader feedback. I’ve received a number of great ideas from you and I thank you for that.

I got the most feedback to the kata post. Here are the highlights:
Sensei Mel likes to ask history questions while the kids do kata to test the student’s focus.

Sensei Chrissy likes to have special names for people. That helps get their attention for corrections during kata.

I want to thank the people who wrote in with differing viewpoints. That is helpful. One important point that a few of you brought to my attention is that using the word “no” in kata (refer to the Aug. post) is helpful when the student is headstrong / not listening / and generally full of themselves.

Sensei Mashell from Palm Bay wrote in a few ways that she changes up kata. One suggestion was Crazy Kata day where she does the same kata” nap speed (very slowly) , super sonic speed (self-explanatory), and tournament speed”.

She adds in that in the summer time she’ll do that under the sprinklers! (That is me in the photo trying out Mashell's idea. Thanks Sensei, it was a riot!)
Sensei Mashell also offered the addition of bunkai while explaining / working kata. I hope we all use that one. It is very traditional and necessary.

More than one of you wrote in to do kata blindfolded and facing different directions.

The original post on kata turned out to be very long. Therefore, I’m adding a few kata thoughts that I employ regularly that didn’t make the original post:
Of course we need to emphasize both group kata and individual kata. Have you ever considered why it is important to do both? Group kata is important because the practitioner needs to be willing to compartmentalize his / her ego for the group to perform well. I’d like to say this is harder for kids than adults. However, my experience is that it is difficult for all of us and that when a person is good at group kata, individual kata is more challenging and visa versa. To me this emphasizes the importance of both.

Don’t forget to let kids make up their own kata. That drill is great at holiday time. Everyone puts on a show of their kata at the end of the class. Kids are inventive and the creativity can’t be beat.

One more note:
Sensei Chrissy, after reading the Five Drills post, sent in another use of the noodle. She cuts them in ½ and has the kids use them against each other. Great idea. I’ve used this one. However, I like to put on headgear because the noodles scrape the skin on the kid’s faces sometimes.

So…. That is reader suggestions so far. Please continue to read and write me at kickswithkids@aol.com.
I will continue to post (much more regularly in 2010 I hope) and we’ll keep making stronger kids!
Oos,

Self Defense and Kids Continued

2009-11-11T08:49:00.000-08:00

First off, sorry I am so late with this post. Also, before I begin I'd like to remind you that my experience is the basis for most comments you will read on this blog. Please remember that the children change drastically between the ages of 5 and 13. Most of our new students are between the ages of 5 and 8. Once they are older, and / or more experienced, their learning curve will reflect that. Now, on to the self-defense:

Did you try the experiment I recommended in my last post? Either way, read on.

When children are young, and new to training, learning their self defense can be confusing.

All of us, as black belts, have favorite follow up techniques. Who doesn't love a well placed empi or a timely used earclap!

It has been my experience that too many choices in follow up strikes can cause confusion, and lack of spontaneity in new, young karateka.
I have had really good results by using the same follow up strike series with all their techniques. It sounds boring to us, because we thrive with many options. However, too many options with young, new white belts is an invitation to confusion. Students age 5 – 10ish, rank 9th kyu – 7th kyu (the first year of training) could build a strong defensive plan based on a few follow up ideas.

The strikes I use are the shotei and a heel stomp.

However, there are many simple combinations you could use. If you are not already incorporating this idea, try this experiment:
As I mentioned in the last blog. Go into your dojo and do some self-defense with your beginners. Then do a “game” of reactionary drills at the end of class. Pay specific attention to the follow up strikes. If the strikes are slow to come, or tentative, try teaching the same strikes on EVERY grab for the next month. Then play the “game” again. Hopefully, you will see a difference in the young, novice’s ability to retain this important information.
Two of my favorite ways to practice (and observe) what self-defense has been memorized are reactionaries and bunkai.
Reactionaries
This is simple. Place all the children in a circle. Using yourself and your helpers walk from person to person and do all the grabs you are teaching (front extended, rear extended, wrists, bearhugs, and the punch). Don't tell the kids which one you are going to do, of course. See which children remember what. I like to encourage children to run after they hit back (follow-up). This will be a necessary addition in the event of a real danger.
Bunkai
We all know what bunkai is. However, where kids building bunkai with kids is concerned there are a few pointers that might come in handy. Keep it simple. Let them do the inventing. Let them have fun. Don’t think too much about how it reflects on you. If it seems silly to you, it is probably pretty cool to them. I would like to remind you to teach your children two of the old traditional ideas regarding bunkai. The first one is: whoever starts the fight loses. We all know this. It is a basic in karate because karate is defensive. The second tradition is that the higher ranking person is the defender / winner. Once the kids understand that rank traditionally wins, I break the rule often. I do, however, think it is important to pass those traditions on to the next generation.

Now I'd like to digress in two directions. First, I would like to talk about the younger child.
Have you ever had a problem making the child understand if he (she) was the uke (bad guy) or the defender (good guy)? I call self-defense good guy / bad guy for the first year of training. I have noticed a specific pattern where children age 5 and 6 have trouble understanding which roll they are in and what to do in that roll. One trick I have used is to “mark” the bad guy (uke) with a piece of tape. (Look closely at Brandon's gi in this picture.)
Then the beginning child knows that when he is wearing the tape, he is the bad guy (ike) and he doesn’t do the follow-up strikes. This has cut down on chaos.
Another area that I have modified for my younger kids is aim and follow through. It is my opinion, that when kids are very young, they don’t know (nor maybe should they) how to pull or control their strikes to the face. To that end, when I am having the children aim shotei strikes, I have them aim beside the face and use complete extension of the arm. I tell them this: “Fake bad guy, fake face; Real bad guy, real face.” Has your experience in children’s self-defense been very different?
Now I would like to spend a minute on older children. These kids have been training a year plus and are 6th kyu or higher.
The first thing I’d like to cover is that it is definitely time to add variations to the follow ups. I have done this with older children (9 – 12) that are still quite young in rank with good results. I like to have the basic follow-up strike pattern memorized as a back up. However, older children like everything from ear-claps to elbow strikes, to groin strikes. They get psyched at the idea of defending themselves.

With the 6th kyu and older, I have also had good results when I began adding new techniques. An example of this is in the wrist grab. My standard technique for a wrist grab is “point upward” with a heel stomp, palm heel follow up. The next addition, when the child is ready is two-fold.
1. I explain how the point technique works, move the thumb placement as the uke (bad guy) and begin the road to understanding technique. The photo shows a reverse wrist grab.

2. I start to work some standard adult information. Examples include a traditional Goju technique called tiger neck takedown (a child favorite) and an old straight punch technique where the follow-up is four elbow strikes.

All the while, with kids of all ages, like you, I’m working traditional mat work: break falls and rolls. This will prepare them for the falling that is involved in the harder techniques and the wrestling that is to come.
I’d like to close by listing some bullets:
1. When children are new to karate and under the age of 12, it might help NOT to allow too many choices in their follow-up strikes. Keep it simple and build confidence for the first year.
2. The two “games” that test how they are doing are one where you are the attacker and they must react without previous knowledge of which attack is coming and bunkai.
3. Continue to do basic mat work, of course.
4. Just like the kata become more difficult with time, the self-defense becomes more intricate as the rank and age increase. This intricacy is two fold: more techniques and more variation on each technique.

Please write me at kickswithkids@aol.com and give me some feedback. My next two posts should appear much more quickly. I will be sharing some of your comments. Also, I will post a flyer I handed out to some of my first helpers in the late '80's.

Let's keep creating strong children through karate.

Self-Defense and Kids 1

2009-10-18T11:22:00.000-07:00

Wow, it has been so busy and I have been hard pressed for time to post. Bummer! I will have a post up, regarding self-defense and kids, within three weeks. In the meantime, I'd like to propose this idea:

Go into your dojo and create a game where you test the reactions of your kids (age 6 - 10, rank 9th - 5ht kyu) to grabs and punches. See what is consistent, and what is forgotten.

My next post will cover my experience with children and self-defense and the resulting self-defense protocol I have created.

Thanks for your patience.

Sparring

2009-09-18T17:38:00.000-07:00

Oos, Thanks to those who have been writing me. Keep my email in mind (kickswithkids@aol.com) – still no change on the ‘comment’ link.
Ironically, I got the most feedback from the post on the games (drills). It turns out that many of you knew about spin and find the knife, but had forgotten it existed. According to your feedback, the kids are psyched that it is back!

Now… we push on……..

The three big pillars on which training is based are kata, sparring, and self-defense

My last post on kata gave you one workout to keep the kata repetition interesting. There are many other ways to change up the kata repetition. In future posts I will brainstorm some. In the meantime, write me with your ideas.

Today let’s begin to talk about sparring. The first thing I’d like to do is list the ways children grow from sparring. Sparring teaches us to:
.
Keep our hands up
Block, punch, kick, and move around all at the same time. (Keep both an offensive and a defensive mentality running simultaneously.)
Stay calm and allow for spontaneity in the midst of chaos.
Learn techniques and set strategies.
Aim.
And finally, sparring gives us a superior aerobic workout

Next, let’s review the place of light contact and hard contact in sparring. When I was a kyu, Master Kelljchian used the terms ‘Go kumite’ and ‘Ju kumite’ to describe what he wanted us to do on any given day. All competitions that I have been attending in recent years have encouraged Ju kumite with the children.

I have been playing with the difference in hard contact, and soft contact with my children’s classes for years. Here is the compromise that has been working best for me. When the children are sparring the teachers, it is a good time to practice their hard contact. When they are sparring each other, they need to use control.
The biggest obstacle in getting them to use control is that children think that they must hit slower in order to hit with control. (And conversely, when they go fast they lose everything BUT power. They often forget to aim, or plan their technique.) In order to work on controlled hitting, I tell the kids to imagine the opponent is on fire and when you touch them pull away like you’re getting burnt. It is a slow and tedious learning curve, but we all get there.

WARNING - Anecdotal Story: I remember being a kyu and watching as Master Kelljchian had an adult student try to use focus on a concrete wall to try to teach the adult student to pull his punches. I don’t use that method with kids, but it proves that Ju kumite has been around a very long time and has a place in training.

How and when do I let the children begin to do harder contact on each other? I like to wait until the children are 10ish, or brown belts, or both. Then, the first step for me is to gear them up with chest pads and head gear with face masks. By putting the extra padding on them, I remove some of the fear of getting hit. Since the children have had practice hitting us hard, they don’t really have trouble hitting hard. Very few people like getting hit hard when they first experience it. It takes getting used to. Hence, the added gear. I encourage face masks for most of their teen life because broken noses, and black eyes are unacceptable to me for children and teens.

Once the teens move up to the adult class, they become more focused, serious, and willing to take risks. (I encourage this transition at around age 12 and expect it at age 13, but have had a few exceptions in all directions over the years.) Adult training makes practitioners more aware of their power, the use of technique and setting up techniques with a strategy. At this point the facemasks, and added chest protection probably aren’t necessary. This shot shows Kyle (age 11) and Cody (around 16) sparring in adult class.

All of us spar the kids, and have the kids spar each other. I always put gloves and heads on kids sparring other kids. Sparring without gear allows too much chance for injury.
Here are a few variations on sparring for kids:

2 on 1
Description: This is a standard drill in the adult class. When I do it with kids, I make the adults the “1” and two kids go against him / her. Expect chaos and a lot of laughter.
Details of Interest: When the kids are advanced, I’ll let them take the role of the “1”, but I still keep an adult in the mix – to keep things under control. I also keep these matches 30 to 45 seconds, for safety.

Team sparring
Description: Depending on the amount of kids in class, I create teams consisting of 4 – 6 kids. I start with a brown or purple belt captain. Then I choose from the green belts and put an equal amount on each team. Then I do the same with the three stripers, the two stripers, and the beginners. I like to keep the talent split evenly within all the teams. (Occasionally I have uneven numbers, but that is easy to fix. Just let one team member spar twice.) I set the matches at 30 – 45 seconds. Each team is encouraged to come up with a name. (Some of the names I have heard over the years…….Yikes!) Then I let the kids send in one fighter and the other team tries to send in a match. Sparring continues and we add up the team score. My favorite ending is when we get to the end of the last match and the score is tied. Next point wins. I get to explain that the outcome is going to be what it is going to be. However, both teams sparred well. That is how the score got so close. This subject (winning, losing, what is learned and what is lost) is an entire blog, let alone another post. Write me to talk about it. After we determine the winning team, I give the losing team donkey kicks. Then I turn around and give the winning team 5 more donkey kicks than the losing team. (Usually 10 and 15) My reasoning here is two-fold: First, I want them to remember that I am unpredictable, and will do things that don’t make sense to them. And secondly, the backwards reward makes everyone talk more about how weird I am than about who won and lost. I love to get my kids to think about the adventure more than the outcome.
Details on Interest: An additional benefit to running this game is that I can use this venue to teach my adult kyus to judge and keep score, and I can teach my new black belts to center rings! This game (drill) builds camaraderie among the students, and gives them a chance to practice their sportsmanship (karate courtesy) when there is nothing at stake. This game takes almost an entire class – about 45 minutes. One more thing: You can do this game with kata as well!

The “One Step” Game
Description: Place each child around the room with about 3 feet of space around them. (In large classes, I have to divide the class into two groups to play this game.) Then explain how to play: The children will remain in their spots. We adults will walk around and touch or grab their arms, shoulders, and tops of their heads. When they feel us there, and taking ONLY one step in any direction, the child will try to hit, kick, or escape. They should use lots of kiais. The trick is that the child will pull their headband over their eyes. They won’t be able to see us. For safety, explain that if ANY adult voice yells “yame / stop”, everyone in the room should freeze because one child could be about to hit another child and we need a minute to reset the spacing. Then play!
Details of Interest: This game doesn’t require sparring gear. Also, I am a strict teacher where cheating is concerned. I explain to the kids NOT to try to peak, but instead enjoy the adventure knowing they are safe with us. If they continue to try to cheat, I have them sit down and watch the rest of the game. I try to be very consistent in my expectations where courtesy, honesty, and character are concerned.
Thanks for taking your time to read this post. Please keep making our kids into strong karateka. Oos,

Kata and the word "No"

2009-08-15T17:18:00.000-07:00

Here is a challenge for all of us: Watch yourself teach kata – either in group or individually – How often do you start your corrections with the word “no”. (The sentence looks something like this: “No, use the other hand.” Or “No, you were supposed to double stomp there.” Or “No, you weren’t supposed to double stomp there.” You get the idea.)

After having watched children’s eyes for years now, I’ve decided that starting my corrections with the word “no” is negatively distracting to them. It seems so obvious, doesn’t it? However, try as I might, it is a habit I find hard to break!
Here are a few other choices to try instead of starting with the word “no”.
1. Looks good so far, I want you to try this.
2. Alright, let’s start again and when I say the word ‘stop’ - freeze right there so we can try something.
3. Hold on; switch your hands, oos?
4. Let’s do it again and this time, just copy me. (My favorite)

Have you ever noticed that when kids are really young, 6 and under, they have a lot of trouble telling their left from their right. (So do I, maybe that is why I noticed.) I put a sticker on their left hand so they don’t have to manage which hand is which AND my corrections! Here, Anthony and I both have stickers on our left hand while practicing a form.

Kata training is a large part of traditional karate training. Peter Urban mentions in his book, The Karate Dojo, that a practitioner is drawn to either sparring or kata, but not usually both. I always try to break that stereotype myself, and get my students to break it. This creates the challenge of making kata training a little interesting. One easy way to do that is to let students build their own kata. I like to put that into lessons that are near the holidays. Since the classes are small (because everyone is busy), it is a great time to try something creative.

Below you will find a few more variations on how to play with kata. (For those of you who prefer it, we can say "work kata".) Let me know if you see a difference in how the kids react to kata training after trying a few of these ideas.

Do you agree with this statement: When teaching kata to kids you have to divide the work into two big categories: 1. The moves of the kata in the right order. And
2. The details. Details include stances, gaze control, breathing, chamber hand and fighting spirit, in no particular order. This photo shows Sensei Jackie working with some beginners on moves in the right order.

When I am working with a group of students, some who know the kata and some who are learning it, the first thing I do is put the kids who are learning moves into the center of the group so they can copy the students who know the moves.

This photo shows purple belts leading a group learning their first kata.

I tell the students what my plan is. Including the kids in this puts the new ones at ease and makes the children who know the moves feel important. The children who are being copied will work harder knowing they are an example. While we are practicing the kata moves, I will give extra corrections to the kids who know the moves. Another important thing I have learned to do is use less words, almost just ‘cues’ to describe the moves. I have found that while the kids are moving AND listening, using too many words causes them to get lost. Also, with ‘cue’ words, I can give them hints when they forget moves and let them come to the information on their own. If you want a few examples, write me.

After 3 - 5 times through the kata, the children start to lose interest. One way to change things up it to switch to using sticks to mean “do the next move”. This will do a few things: 1. It will cause the kids to prick up their ears and listen again. 2. You can use your words for corrections, and the kids will be able to differentiate between the command to move and a correction.

Finally, after a few times using sticks, I like to divide the group into “those that know the moves and those that are learning". I let one group do it from beginning to end, trying to stay together while group 2 watches. When group two does the kata, I give them reminders using the ‘cue’ words along the way. This photo shows the advanced group watching the beginners do the form with me.
A variation on this ‘game’ (or drill if you prefer that term) goes like this: After I divide the kids into “old timers and newer kids” I sit one group down to watch the other. With the new kids we do a review of moves in the right order. With the more experienced group I play the game where they only move if I say the right term. For example I might say ‘break’ when their eyes are still closed. Then I will say block instead of strike. Those that move do just a couple of push-ups. I don’t give 10 push-ups to kids in this game because I want them to like the game and want to play again. Also, it is important to me that the kids learn to tell themselves the truth. (I’ll come back to this one day in more detail). It is easy for me to get them to want to take responsibility for their actions if the price is only 2 push-ups. Everyone has fun, laughs, and wants to ‘do it again’. Leaving the kids wanting more is exactly what I am after.

The above workout is about 12 or 15 minutes long. That is about the amount of time kids age 6-12 can concentrate on one subject. (Children younger than 6 have a much shorter attention span.)

After you all read this, let me know if you would like another post on more ways to work kata .
Thank you for spending time reading this blog.

Five Drills for Variety in Training

2009-07-29T11:50:00.000-07:00

Welcome Back
I hope that some of the hints that I’ve mentioned in the previous posts have come in handy and that you and your students are having an adventurous time in the dojo. This post will be an easy read.

I am going to make a list of drills (I call them games) you can put into different portions of the training. Try one or all of them and let me know how they work for you. Some of these drills were used when I was a kyu, in an adult class. I will mark those with an asterisk.

Shark and Eagle*
Description of Drill: Place one student in a ground fighting position and one in a fighting stance. Have the standing student try to tag the ground fighting student with a kick or a punch in the belly or the head. Have the ground fighting student use his guard position, movement on the ground, and kicking / grabbing to defend.
When to use it: This one works at the beginning, middle, and end of class. There is no end to the uses of this game.
Other details of interest: Everyone loves this game, even adults. This drill really improves the student’s ability to move in the ground fighting position and the attack from the ground.

Spin and Find the Knife*
Description of Drill: Get a rubber knife. (This also works with a wooden gun and even karate weapons.) Have all the kids stand in a circle and explain how to play: One child will go into the middle of the circle and start spinning around “helicopter” style. While he is spinning, you drop the knife somewhere in the circle. After he is sufficiently dizzy, have him stop and try to find the knife, pick it up by the handle, and take his guard position. Let everyone have a turn.
When to use it: Good at the end of the day, or after working knife techniques. It really opens the door for discussion on the danger of weapons.
Other details of interest: This is a popular game. As an adult kyu, we played this game to simulate what it feels like to have your ears boxed. That came in handy later when I did have my ears boxed. What a case of vertigo!!

Blocker
Description of Drill: The blocker is a staple when teaching blocking systems to anyone under the age of 8. After the repetition of the blocking system, use the blocker to hit the children. I hit them, first in the order that I worked the blocks and then randomly, strictly for the laughter. All ages like it, but under the age of 8 it is the ‘reward’ for staying focused.
When to use it: Obviously, this drill fits best after working repetition on blocking, whether at the beginning, middle, or end of class.
Other details of interest: Although the blocker wasn’t around when I was a kyu, it is a daily tool in my teaching bag. I try to bring it to every class and miss it when I forget. Even though this photo shows one student and teacher. More often, I am using a blocker on 10 or more kids at the same time. I am running up and down the rows and they are blocking and laughing. Everyone is getting stronger.

Blocker vs. Blocker
Description of Drill: Hand each child a blocker and let them strike at each other. Before you let them start, explain that the soft part of the blocker is the hitting part. If they hit with the handle it will hurt them both. (Inevitably, someone will catch their finger in the clashing handles, but at least you warned them.)
When to use it: This game fits in the middle and at the end of class. It is a great stress reliever if you have been focusing on technology for a long period. Or, it is a treat instead of sparring at the end of class.
Other details of interest: The kids call this playing “star wars”. Try it once and watch their excitement. Let me know if your kids love it as much as mine.

Double-Ended Blockers
Description of Drill: Each participant has a double ended blocker and they block and strike each other for an allotted period of time. I keep my matches under 45 seconds to keep the injuries down.
When to use it: It is an end of the day game. I use it about 4 times a year as a special event.
Other details of interest: In this picture, Cody and Kyle are having some fun, don't you think?This game requires 4 blockers and 2 couplers. This is about a $50 or $75 investment. (I have tried making my own out of PVC and padding, but they don’t hold up, they are too heavy, and they don’t work very well.

Jump rope
Description of Drill: The jump rope I am referring to is about 10 feet long. Hook one end to a chair and hold the other end. Have the participants earn their jump rope turn by answering a karate question or showing a karate skill. I give them three choices of how to pass through the rope:
1. Just run through the turning rope.
2. Just jump rope and run out when you have jumped 5 or more times. (That is up to the teacher. Make sure everyone is allowed to jump the same number of times).
3. Run in and jump rope (5 times). Run out when you are done.
When to use it: This game fits in all parts of training. I use it almost exclusively at the end of class. I use the game to review history and philosophy of karate by having the students answer questions in order to get their turn.
Other details of interest: This drill is as popular as any of the drills I use. It is, as all my drills are, a way to vary the repetition of training. It also builds timing, speed, and agility in movement. The first time I ever saw anyone using the jump rope was while teaching with Sensei Nick Brown over 20 years ago. I have tweaked it a little over the years, but have been using consistently throughout my teaching.

One quick note: If your class is oversized (30 kids) it might take 25 or 30 minutes to do some of these drills. Therefore, I recommend that you divide the children into groups of 10. One group can work stretch, exercise, basics etc. One group can work technology. One group can “play” with one of these drills. If you try to do 30 children in the jump rope game or the spin and find the knife game or the blocker vs. blocker game, the kids have too much down time and it isn’t good use of the time.

Use the drills and let me know if you have questions, failures, or successes.
Oos,
Md

Using Assistant Karate Teachers

2009-07-12T14:19:00.000-07:00

Tip: Watch the eyes of your students. You can tell right away when students are saturated with technology, when they don’t understand the words you are using, when they are glued to your energy and ready for more.

Keep An Eye On The Eyes.

Here you can see Yoli keeping an eye on Stephanie’s eyes.

Oos to all who are still reading, and those who are here for the first time. I recommend reading past posts, just to get an idea of things we have been discussing.

Here is an example:
You have 20 kids. The ranks are 5 beginners, 3 are 7th kyu, 5 are 6th kyu, 2 at 5th kyu, 2 at 4th, and 3 are 3rd through 1st kyu. Set the workout to run all the way to the end of class. Have your assistant take out the small groups quietly. He / she should drop kids back in and remove new ones without interrupting the flow of the class. (The first time you are going to do this, tell the children what you are doing so that they are ready to walk away from the group quietly and THEN turn and do the courtesy bow to you. This will allow you to keep the flow going.) The helper should start by figuring out how much time to spend with each group. If they begin 5 minutes after class starts, and go to 10 minutes before class ends, they will have 45 minutes for 6 groups. That will give them a little more than 5 minutes per group. They have to hustle. I suggest the individual instructor start with the ‘brown’ belts (3 – 1 kyu). You and your helper need to decide in advance what technology each rank should be working on. It flows well. He or she will keep trading one group for the next. The time will fly.

In this shot Sensei Jackie is helping one student, while the others work in the background.

Meanwhile, you have an hour long class set up in your head. Of course, you can start with a few minutes of meditation. Then do 15 minutes of stretch and exercise and another 10 minutes on stances, blocking, striking and history. Then you can go to bag work, or self defense or kata basics for another 10 – 15 minutes. Now it is time to spar, with just enough time to do meditation and announcements before bowing out.

This class structure works really well. If your helper comes on time, you can have him / her run the class while YOU look at individual growth and technology.

Now that I have given you a structure to try in your dojo (Let me know how it works.), I would like to talk a little about how to get more people to show up as helpers. Here are some ideas that have worked for me:

Take a minute in adult class to:
Talk about the benefits of coming in early and helping. Remind them that they will master ONLY through teaching. Publicly recognize the people who showed up and helped. (“Thanks to John and Sally for showing up and helping”)
Spend a minute at the beginning of adult class talking about what worked and what didn’t work when they were working with the kids. That will make the other students care. In this shot I am going over a chasing game with some instructors:

Take a minute at the end of kid’s class to:
Have the kids thank the assistant teachers that aren’t black belts. Give them their props.

Finally and most importantly actually USE the helpers that do show up. That means that occasionally you won’t get to run the show. They get to warm up class (see below), be in charge of the end of the day event / sparring / whatever it is, and teach something other than blocking and Tekkie 1. It took me a few years before I became even slightly comfortable managing helpers instead of running class. It was a big change for me, but a huge plus for the children to have small work groups with a teacher instead of being lost in a sea of kids who already know the material.

Let me know if any of these pointers help out.

In my dojo, these days, it is unusual for me to have only one helper and even more rare for me to be alone. I make it a point to give the helpers teaching jobs that will let them grow. I take on the hard to teach students myself. I use my peripheral vision to watch the other groups and give my helpers pointers on how to keep the kids attention or use words that the kids will understand when I notice they had a problem. I always thank my helpers for showing up.

Here is a photo. Look closely and you will see 4 different groups; in the front you can see Randy and Isaiah, behind him are Andrea and Andrew, I am in the far right with a new student and the bo kids are on the far left.

So here is the bottom line:
To get helpers you are going to need to encourage them, motivate them, thank them and give them jobs that challenge them (not like in the old days when we sat and waited for Sensei to give us a job, remember that?) Everyone wins when adults show up for the kid’s class. The adults are pumped for their class, already warmed up, the kids get the attention they need and attach themselves to people other than you. (That is awesome the first few times you see it, by the way.) Last, and very importantly, you are free to see the big picture and figure out where to go from here.

Please let me know how this works out for you. Next post I am torn between talking about how to use more than one helper (do a lot of you have more than one?) and talking about ways to vary the repetition in the dojo.

Keep on teaching the punch and keep in touch,
Oos,

Grouping Karate Classes

2009-06-27T15:12:00.000-07:00

Try These Changes to Start Your Class:

1. Playing Sensei Says

2. Taking numbers up and numbers down (ex: 10 jumping jacks, 20 pushups, 30 mountain climbers…then when you get to a certain number start going down; ex: 40 front kicks, 30 toe touches, 20 front punches.)

3. Turn a certain word into a “key” word: ex: Karate would mean 5, jumping jacks, 5 pushups, and 5 mountain climbers, and Rules would mean 5 sit ups, 5 leg lifts and 5 calf raises. Do basics and stretches. Every few minutes yell out one or both of the word to get the exercises in.

4. Use a medicine ball game in between each exercise.
Try one or all four and let me know how it works out.

Welcome.
I highly recommend that you read my first blog post before picking up here. That way you will have an idea of where I am coming from and going to…..

I need to digress into the word osu for a moment. I love the word, and I love it’s meaning of “I understand, let’s push on.” Here is my dilemma: although I know the proper spelling of the word is “osu”, I love the word spelled oos. I came to karate spelling the word oos, and for sentimental, nostalgic reasons, will continue to spell it that way when I use it in future posts. I hope this isn’t a deal breaker for you, and that my quirkiness will not turn you off to this blog.

Now let’s get down to the business of separating the children into classifications for future discussions (refer to my first post 6-13-09):
When I teach children age 3-5± I call it “pre-karate”. You can see a few in this photo.

This group does not get rank, is non-competitive, does not have to bow at the dojo door, learn Japanese, and does not do push-ups for punishment. I’d like to mention why I don’t have my ‘babies’ do push-ups for punishment: My goal with these youngsters is to make them LOVE exercise. Therefore, using push-ups as punishment is contrary to my goal. It seems pretty logical to me. What do you think? You can get a clear understanding of my view on these little guys from my book, Kicks with Kids, Martial Arts for the Very Young.

Age 6-12± - Begins the pathway to serious training. I call these children mainstream because they are easily capable of understanding the rules and etiquette in the dojo and they are completely capable of being competitive and reaching goals, both personal and rank oriented. Here is a photo with a few kids who have just begun this journey:

Age 10 - 13± with the rank of 3rd Kyu or higher is a tough group to teach. These children have been training for anywhere from 4 to 8 years. They are not qualified to test for black belts yet and are no longer interested in the same training games the little children experience. At some point they will join the adult class and begin rigorously preparing for their black belt test. However, for a few years between reaching brown belt (in my Japanese system) and being mature enough to want to be in the adult class, they require some interesting teaching tactics. I won’t spoil them. Yet, it is important that I treat them like young adults and keep them knowledgeable of everything that karate has to offer them. I have found this to be challenging. I will detail more on this in a future post. Write me if you have any specific ideas you would like to see in that post. In this action shot (hence the blur), one of my 10 year old brown belts spars with an adult student.

I have had a significant number of special needs children travel through my dojo. (I bet you have too!) I keep them with the mainstream group and we find very little adjustments need to be made for everyone to be comfortable. Have you had the same experience?

So, that is how I see the different levels of children I teach. (I also teach adults, and black belts. But, that is another blogspot altogether, don’t you think?) My next few posts will focus on mainstream kids: how to manage assistant instructors, how to change up the routine repetition of basics, kata, and even sparring, how to work the discipline necessary in a dojo while keeping their spirit strong and viable.

That does, however, mentally segue me to one of the axioms I teach my assistant instructors:
In a children’s class, children come first, and technology is second. In an adult class you reverse that. A brief explanation: My goal with the kids is to make them feel stronger, more capable, and more empowered when they leave class than when they arrived. If, in order to achieve that, I have to let a stance correction slide till another lesson, no problem. In reverse, the adult training is all about the technology. We work and improve from the beginning to the end of every lesson. “Feeling better” about yourself (I smile when I type that, it is so silly), is the responsibility of the adult practitioner – not the responsibility of me, the instructor.
On that note, I will say “oos” to all until the next post.
(Don't forget to write me at kickswithkids@aol.com until I figure out how to get comments on this blog.)

2009-06-13T11:16:00.000-07:00

Welcome to the first post at Kicks with Kids. My intention here is to create some thought and even a little debate about how we teach karate to our kids today. If you have trouble posting a comment, write me at kickswithkids@aol.com.

In this first posting I want to start, as I do when I teach a seminar, by posing this question:
What are you trying to accomplish with the time you spend teaching students ranging in age
3 – 13±?

Having posed the question: here is my answer:
I want to create the opportunity for a practitioner to become strong, smart and capable enough to stand up for him (or her) self, while being simultaneously courteous, patient, and self-disciplined enough not to abuse his (or her) skills.

This is a lofty goal by any measure. To accomplish this, I need to know my students for many years. Changes and growth of that proportion won’t happen in 6 months or a year. Even though most children don’t make it all the way to black belt (For those of you who do not know it, I teach in a Japanese system where a student must be 17± to test for a black belt.). If I can allow karate to influence their lives for 4 – 6 years, they have a chance of attaining strength of body, strength of technique, and strength of character.

Years ago, when I realized that my goal was to keep, influence, and affect this person (people really) for years, I began thinking how the boring redundancy of old fashioned repetition can cause children to walk away before they have learned the many things that karate has to offer them. (You have probably changed up your teaching routine, just because you got tired of the sameness… Do you know what I mean?)

Future postings will detail changes you can try -- changes that can be made without losing the integrity of the dojo. I will also detail how teaching kids 3 – 5 years old is significantly different from the students that are 6 – 10 years old. Last, but most difficult, I’ll brainstorm ideas on holding the attention of the elusive 11 -15 with the attention span of a gnat (unless they’re playing video, right?)

Today’s thoughts are about general class structure and management:
Each one of us has to find our own voice. I like to teach with laughter:(without letting the students start talking and joking among themselves and without making jokes at the expense of the students. What works best for you? Try different approaches for example:

Sometimes let the students copy you and sometimes let them work independent of you.

Yell to elicit a strong spirit but not to humiliate. Then go immediately to a quiet voice and watch the kids strain to listen and stay with you.

Be consistent in your discipline. An inconsistent example I see often is a boy and a girl do the same crime but don’t get the same punishment. Fit the punishment to the crime. Remember that pleasing the karate teacher is tantamount to most of these kids. Some of you could be having the opposite problem (animals running the farm). I can go to that on another post, ok?

Make breaches in courtesy as important (or more important) than movement mistakes. That will begin the character development of the student.

When you are in a stand off with a student over some sort of dojo etiquette, try to find a way where you can both win. Try to stay away from the “if / then” type of solution. Instead, try to come up with an idea where the person can choose which destiny he (or she) wants. Here is an example: In our dojo, you have to call the sensei “Sensei”. A student loses his temper and turns on me and says “yeah”. A few assistant instructors correct him by saying “Yes Sensei” and the child stares at me, unyielding. I can say “If you don’t say “Yes Sensei you have to do 50 pushups.” Or I can say “Johnny, you choose: say yes Sensei in any voice you need to and let’s all move on, or don’t say yes Sensei, do pushups, and then spend the rest of your night mad and bored – it is up to you.” The out I gave him was that he could stay in his hostile voice and that the decision was his. I’ve never had anyone choose not to say the correct words in the incorrect voice. I immediately do something that makes us all do some pushups. Johnny has a chance to get rid of some of his anger with the exercise and we all try again. I will tell you, this one is a little difficult, but it is worth it.

My teacher taught me to teach with benevolent dictatorship.

That ought to be enough to start some interesting conversations. I welcome questions and comments. Instead of just keeping on punching, let’s keep on letting our kids punch!