Teaching ToolsInstructional Styles

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MitchellPalacio

Teaching Tools

¡ Well, at our dojo, we have a new instructor from Japan, and while he doesn't speak much English yet, he commands a lot of respect from the kids. I like the discipline he instills in the kids. It's amazing how he can take 25 or 30 kids and get them listening and working.

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Teaching Tools

¡ Our instructor, Eddie, is easygoing and while he doesn't give much discipline, the kids just love him. He's knowledgeable and I think he is a "A" class instructor.

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Teaching Tools

¡ I like the fact that we have four or five instructors at our club. Of course, we have a head instructor but my Mary is in the intermediate junior group with John sensei. Next month, she moves up to the advance junior group with Michael sensei. I just hope she's ready.

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Teaching Tools

¡ Well, at our dojo, we have a new instructor from Japan, and all of you seem to be satisfied with your instructors. Maybe it's me but my kids just don't seem to like judo.

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Teaching Tools

¡ Sample of the comments that I have heard.§ As instructors, we are privy to listen to them, often we are not.

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Teaching Tools

Teacher ¡ How and what we teach is determined by our previous experience and

the effort we put forth in perfecting our skill.

¡ If the teacher has a heavy background in kata, for example, the emphasis will be in that area.

¡ If it's competition, then it is in training and more contest type judo skills; recreational, self defense, character building, etc.

¡ The information that we gained is conveyed to our students in various ways.

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Teaching Tools

¡ We will explore attitudes, instructor-student relationships, and of course, teaching methods.

¡ The idea here is to increase the number of tools you will have in your judo toolbox to build the best judoka possible.

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Teaching Tools: Key Points

¡ Know yourself and your area of expertise.

¡ Know your audience, both the students and their guardians.

¡ Know what is in your tool kit and when and how to use it.

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Teaching Tools

§ Modeling§ Show and Do§ Whole — Part — Whole§ Hands-On Teaching — One-On-One§ Auditor, VisuaL - Consideration§ Positive and Negative Reinforcement Considerations§ Video-Assisted Learning§ Mental Practice§ Storytelling§ Command Style Teaching

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Teaching Tools

§ Task Style Teaching§ Cluster Style Teaching§ Problem Solving Style Teaching§ Guided Discovery Style Teaching§ Cognitive Dissonance§ Conceptual Motor Learning§ Judo Drills and Games§ Sute geiko§ Randori (self-study)

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KNOW EXPERTISE

Conduct a personal assessment of what your strengths and weaknesses are as an instructor§ Difficult - so many facets to this activity.

§ History, philosophy, etiquette, standing techniques, pinning techniques, choking techniques, arm locks, counter techniques, combination techniques, falling techniques, gripping techniques, kata, contest rules, and ranking systems.

§ Do you teach in a traditional or recreational dojo, a sporting club, a recreational center, a business, or a hobby?

§ Do you believe; winning at all cost, making money, fun, or a little of everything

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KNOW YOUR AUDIENCE

¡ Demographics¡ Recreational, Competitive Dojo or Both§ Terms of membership in the dojo.▪ Monthly dues, yearly.▪ Parents participation.▪ Watching practice▪ Parents Club­ Advantages­ Disadvantages

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Modeling

¡ SJSU – Uchida, First to import Japanese instructors who also competed locally.

§ Made SJSU the best College for Judo, the best in the Nation. § Japanese instructors acted as models for the other members of the

team. § They had quick fluid techniques, mannerisms, fighting spirit, etiquette,

and devotion to hard work during randori sessions which accounted for more than words found in judo books.

§ They were the "real thing”

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Modeling

¡ Modeling is just that - One acts as the model§ It becomes the template for others to follow and be successful. § We ourselves can be the models, or we can use others as an example. § We may also isolate key elements in our students and use them as a

model.

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Show and Do

¡ Similar to sign language§ Learn judo in another country

¡ The instructor demonstrates a technique and the student tries to mimic the action. § The “Pro” makes it look simple. ▪ Then you try it and it doesn't quite feel the way that it looked when the instructor did it. ▪ The problem is that unless you're a quick study, it's lost till the next time it’s shown.

¡ Following up with an explanation may or may not occur depending on the instructor's skill in language.

§ Advantage: Requires very few words.§ Instructor doesn't need to speak your language

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Show and Do

¡ Method of instruction by which many of the older instructors were taught.

§ A quick demonstration with a possible follow up throw, a few grunts and then it's your turn to try.

¡ Some students § Feel words only add to the confusion of learning a new technique. (Visual

learner)§ Require additional auditory cues in order for learning to occur. (sometimes

distracting)

¡ Today there is a bit more instruction with the demonstrations§ Usually just a few words with very little methodology attached to the show

and do strategy.�17

Show and Do

Recommendations to add instruction§ Give a brief history of the techniques, who did it, how it looked, what is

its advantage.§ Demonstrate the technique several times from several angles.§ Points out key points on the technique.§ After they have tried, give a quick review

§ Have one of the better students demonstrate the technique so that others can see their peers and gauge their own progress.

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Whole - Part – Whole

More popular tool

¡ Divide a whole technique into its important segments.1. Demonstrate the whole technique2. Show its integral parts slowly3. Execute the whole technique.

¡ Students go through step one, then two, three, and so forth until the each part is mastered.

¡ Then it's only a matter of putting it all together and executing the technique.

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Hands-on Teaching

¡ Occurs out of a slight frustration

¡ Student can not grasp what is being explained.

¡ Instructor physically moves the student into proper alignment.

¡ The proper body position will register in the mind of the student (hopefully).

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Hands-on Teaching

¡ Demonstrating to the student what a technique should “feel” like when properly done.

§ Where to grip a particular opponent. § Sometimes a simple 15-second action executed properly on the individual is more

effective than 15 minutes of pure explanation. ▪ Often referred to as "one-on-one learning" since it involves just you and the other person.

¡ Randori

¡ Visually impaired

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Audio and Visual Considerations

¡ Boring with no sound§ Try watching a judo video without sound!

¡ Some students are more auditory§ “Now notice how the knees bend ….”

¡ Attention getter§ Quick demo. “Boom”§ Slides, books, videos, pictures and social media augment learning.

¡ Teach from Youtube, Vimeo

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Negative and Positive Reinforcement Considerations

¡ Research: § Favor positive reinforcement over negative reinforcement. § Children/Teens

¡ Few studies justify the use of negative reinforcement§ Isolated instances. § Athlete is more mature or is a professional and time is of the essence in

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Negative and Positive Reinforcement Considerations

¡ Tournaments§ Player comes off the mat, “What’s wrong with you”

¡ UseofVerbalreinforcement§ Combination of the two types of reinforces▪ Praise a student first, and tell them what may be the problem.

§ Lead with two positive reinforcers for every one negative

¡ As teachers;“Our students are looking for approval and confirmation

and we are the ones who fulfill that need.”

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Video Assisted Learning

Benefits derived from Video’s?§ Now you can see the majority of the International Tournaments around the world

from the IJF live video streaming or on the Youtube channel or social media.

§ Smartphones can be utilized to film your student and analyze the outcome.

▪ “Coach Eye” phone application.

▪ Study a lightning-fast technique in slow motion, reverse, and stop-action.

§ You can keep a record of progress.

§ Scouting is easily performed.

§ Techniques can be easily reviewed.

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Mental Training: Visualization

¡ Visualization§ The mental exercises are merely training devices to augment

physical action.

¡ Picture yourself entering into the perfect throw. § Do this at least 500 times in instant replay from different angles.

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Story Telling

¡ Most sophisticated methods of conveying information. § It is an art form yet to be developed in judo. ▪ What is necessary is imagination and the ability to speak well.▪ Some people do this naturally, but if you have a difficult time, try the following:

¡ Write about the toughest guy you ever fought.§ Why was it so tough?

¡ Write about the best throw you ever saw. § Who did it and what made it memorable?

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Story Telling

¡ Describe what you feel are the qualities of an ideal judoka § Do some of your students possess these qualities.

¡ After you have written these stories and properly embellished them§ Incorporate them into your lessons on a particular technique, or what you

hope to develop in our sport, or how you or others overcame adversity. ¡ Everyone loves a good story, especially kids, and especially if

they are made a part of the story.

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Story Telling

¡ With practice§ Storytelling can be fun, challenging, and rewarding.

¡ We all have stories to tell and they can be valuable lessons for our students.

§ We just need to think about them, write them down, and then tell them at the appropriate occasion.

¡ Story-tell as a part of your lessons.

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Command Style Teaching

¡ Large groups of students and executing relatively simple tasks.

¡ It is quick and efficient.§ Examples of this style would be: “Do fifty uchikomi’s.”

¡ Disadvantage; § Trains people to react only to the commands and when the

commands are not forthcoming, the individual is less likely to be able to adapt to the changing environment.

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Task Style Teaching

¡ Student is give a project to accomplish. § The project is usually simple or familiar.

¡ Closely related to the command style of teaching. § The difference in a task situation is that the participant is given more

time to accomplish his objective. ▪ “You have to know 5 more techniques from your Inventory list by March 16”

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Task Style Teaching

¡ Devise a plan to improve your performance over a 3, 6 or 9 week period. § Technique Inventory

¡ Advantages§ Gives autonomy to the student § Motivation to learn sometimes needed § Use of social media to view judo techniques

¡ Instills a certain sense of accomplishment.

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Cluster Style Teaching

¡ Students of varying ages and ability§ You can split them into three homogeneous groupings, § Competition kids in one group, recreation in another, and smallest in the last group.

¡ During the randori or uchikomi sessions§ Only allowed to work with those in their cluster.

¡ Cluster of heterogeneous grouping § Where groups of five, five person teams, can be made and given a similar task.

¡ Let's see § Which team can execute the most number of perfect taiotoshi. § Or which team can win in a judo game that fosters teamwork.

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Cluster Style Teaching

¡ Advantages§ Clustering groups can engender teamwork and also provide for safe

workable groupings.

§ Clustering into smaller groups also allows for a greater number of leadership roles.§ With five clusters, you can have five team captains as opposed to one

captain of twenty-five judoka’s.

§ Within the groupings, children are more apt to contribute verbally in a group of four of his peers rather than twenty-four, most of whom he may not know well.

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Problem Solving Teaching

¡ Premise is to pose a problem to the student and allow the student to solve the problem.

§ The answer to the problem may or may not be known to the instructor. § Result of the quest to solve the problem is the answer.

¡ What is important here is that a problem is presented which activates a need for a response and/or an answer.

§ The response will be determined by the urgency of the need to solve the problem. ▪ How many uchikomi can you execute properly within a minute?

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Problem Solving Teaching

Essential to have an approach to solving problems. § First write out the problem. ▪ Unless this is done, it is difficult to pin down the actual problem or problems. ▪ Prioritize the solutions as well. ▪ Create a form that allows one to; review the results and make appropriate

adjustments.

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Guided Discovery Teaching

¡ Sophisticated method of instruction§ Student begins his/her journey again with a problem or a question. § Series of questions slowly leading the student into the realm of

knowledge.

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Guided Discovery Teaching

¡ Person asking the question has a preset goal or answer in mind that he wants the student to get to. § Example,▪ What do you need to do first, before you attempt to throw your

opponent to the front?▪ Why?

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Cognitive Dissonance

¡ You are aware of something being amiss. ¡ The teacher avoids giving an answer to a problem even if

she or he may have one. § What do you think?§ The premise is that any answer may be corrected and that

what is important is the process of seeking an answer. § In a sense, this is open-ended learning. The game is

infinite rather than finite.

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Cognitive Dissonance

¡ You give no definitive answer when there was a level of frustration.

¡ Motivates one to find an answer or solve a problem. § As the teacher you will use a lot of these types’ answers: “Mmmm…, could be. It's

a good possibility, Great choice, what do you think? § I like that answer, that's something to think about. Definitely a possibility.”

¡ Do not give a definite answer, thus the student cannot rest until one is found. (intellectual student)

§ Process of looking for an answer is emphasized rather than just finding one answer.

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Conceptual Motor Learning

¡ Unique movements in Judo. § Some of these movements have been identified and drills have been devised

to give the participants a kinesthetic sense of timing and body placement in order to best execute a particular technique.

¡ Conceptual judo drills(Kuzushi)

§ Front corner off balancing drill§ Back corner off balancing drill

¡ Tai-sabaki movement

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Judo Drills

Drills are devised for the enhancement of gross motor patterns for specific skill movements§ Non judo drills - Conceptual▪ Playing soccer as a warmup; run, change directions, eye-leg coordination, team work ▪ Sumo; balance, kuzushi, ballistic movements

¡ Recreational dojo § Children Purpose - having fun § Teens - having fun § Adults - having fun

¡ Competitive dojo § Children - having fun § Teens - having fun § Adults - having fun

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Sute geiko

¡ Sute geiko is more of a type of practice.§ The student teaches himself. § They do this by finely tuning their technique.

¡ Unlike uchikomi or entry practice§ Sute geiko actually goes through the full range of motion.

¡ Know how to Finish (too much uchikomi)§ Finish the throw. Usually the partners will trade off and throw each other

25 times until a hundred or so throws have been accomplished.

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Randori

¡ Randori is one of the most important parts of the practice of judo.

§ Most difficult and sophisticated method of learning. § Conditions are constantly changing and instant adjustments must be made. § Prepares student for the unknown. § Body automatically begins to adjust§ Much done without too many words.