Critical Management Skill #2 - "Three Type of Learners"

Critical Management Skill #2

"Three Types Of Learners"

Adapt your teaching style to the students needs.

As humans we use our five senses to help us learn about and understand the world around us. When working with a student it is important to teach them in such a way that they can understand. Therefore, as instructors we should become magicians at understanding how a student learns and match our teaching methodology to the students learning methodology.

I have found that students learn in three general ways:

1. VISUAL Learners:

a. These students learn best by watching. Much like “monkey see – monkey do.” You know you are dealing with a Visual Learner when they say: “I can’t see it in my mind’s eye.” “I am just not seeing it.”

2. AUDITORY Learners:

a. This person learns most by listening. They have to hear it to internalize it and make it their own. You know you are dealing with an auditory learner when they say things like: “I am not hearing you.” “That doesn’t sound right.”

3. KINESTHETIC Learners:

a. This person learns by doing. They have to feel the technique. You can tell you are working with a kinesthetic person when they say things such as “You know I am just not feeling it.” “This doesn’t feel right to me.”

Once we understand the different learning styles possible among our students, we quickly realize that when working with any group of students, there will be a mixture of Visual, Auditory and Kinesthetic Learners in the group. Therefore, you need to teach in such a way that you are able to communicate in a language that each type of learner will be able to understand best.

I have found that the best way to teach this mixed bag of learning styles is to implement the following:

1. I must demonstrate the technique I want modeled and duplicated (directed toward visual students).

2. While at the same time I must breakdown and explain the technique while physically demonstrating it (for the Auditory Students).

3. We must then (as a group) walk through the technique together (for the Kinesthetic Students), while at the same time positioning myself so everyone can see (for the Visual Students), and remember to increase the volume of my voice while explaining and demonstrating (for the Auditory Students).

4. Finally, we are only good at the things we practice. Repetition is the mother of skill and consistency is the father. We must master the art of disguising repetition to keep our classes fun, productive and exciting.

Dedicated to your achievement,

Garland R. Johnson

Assistant Professor Garland R. Johnson

Critical Manangement Skill #1 - "Praise-Correct-Praise"

Critical Management Skill #1

“Praise - Correct - Praise"

You get more from sugar than you do from vinegar

When working with a student it is important that we help them accomplish their goals and build their confidence simultaneously. When a student first begins their journey to black belt it can be a very scary and cumbersome time. Keeping in mind (with adult students in particular) that new students do not want to get hurt or look stupid in front of their peers, it is important that we, as instructors, acknowledge and emphasize effort over perfect technique. This is why the concept of “Praise – Correct – Praise” is so effective.

As a young instructor many years ago, I made some stupid mistakes. One such mistake was that I expected all of my students (especially the one’s closest to me) to know that I care about them and love them. Thus, I figured that the only time I needed to talk with them was to correct and scold them when they messed up or did something incorrectly. Until one day one student spoke up and said “Do we ever do anything right?”

That question hit me like a ton of bricks. I realized then that I was wrong in my approach. I was in the “Correct – Correct – Correct” mode. I discovered you get more from sugar than you do from vinegar. I discovered the concept of “Praise – Correct – Praise.”

As an example; When you are training a student on the mat and request that they step back with the right leg and get their hands up to protect their face, you notice that they step back with their left leg incorrectly.

PRAISE: “Great job in stepping back.”
(You are happy that they did what they thought you requested.)

CORRECT: “Now switch your feet.”
(No big deal, just gently request them to adjust.)

PRAISE: “Perfect, that is exactly what I was looking for.”
(Make them feel good with their adjustment and progression.)

This Critical Management Skill has served us well over the years and you would do well to adopt this concept into your teaching style.

Dedicated to your achievement,

Garland R. Johnson
Assistant Professor Garland R. Johnson

Introduction to Critical Management Skills

February 20, 2008

Dear folks,

Near the end of last year I got a Speeding Ticket. I had no issue with receiving the ticket. Even though I was simply flowing along with the traffic, I was in fact speeding and chosen out of the group to get pulled over. On my day in court I dressed for success (suit and tie) and sat down with the DA prior to taking the case to the judge. The purpose of the meeting was to see if I would be interested in a plea bargain and accept a lesser charge. I explained to the DA that I would pay any fine and/or take any class the court would require, if in return they would not reflect any points on my driving record as a result of this ticket. He offered to take the 6-point ticket down to two points. I explained Zero Points would be better. He looked at my record and offered Zero Points if I would agree to take a “Two Day Defensive Driving Course” for $300 & change. I extended my hand out and said, “Done.” Little did I know how beneficial this course would be.

On Saturday, January 19th I showed up for my class. It was one hour of class time and seven hours of roadwork both days. Bridget and I had our oldest son complete this same course with Master Drive before we allowed him to get his drivers license. Thus, I was somewhat familiar with what was going on. However, as the days unfolded, I must say I was totally impressed with what was shared and the method with which the information was disseminated. I found many similarities between Kevin Betts and the Instructors processes and systems as it compared to the processes and systems that we use at our Martial Arts Schools.

They talked about visual, auditory and kinesthetic learning, psychomotor skills, state-of-mind, behavioral traits, belief systems, thought-focus-concentration, and learning and applying “Calm Assertiveness.” From a martial arts school owners’ perspective, we are always looking at themes or systems we can take from, apply and enhance. A couple concepts that came out from this training are as follows:

1. “You are going to learn some serious self protection and leadership skills that you won’t learn anywhere else. You should thank your families for getting your enrolled in this program:”

2. Concerning psychomotor skills: Your brain process 4000 bytes per second in a calm state. However, when in an excited state, your brain processes 4 million bytes per second. That is why when you are in an excited state or “amped-up” everything seems to move in slow motion. This relates directly to the Martial Arts: and

3. The biggest “light bulb” that came on for me was when they started talking about the importance of having the necessary “Critical Skills” to be successful while driving. With the average attendee in the class of 30 students at 16 years old or younger, I could relate to the methods of teaching the Instructor was utilizing to get his points across to the audience before him. Perhaps, that is what stimulated my creative mind to figure out how to take this concept and interweave it into the fabric of our culture at the martial arts school.

Thus, I started thinking: what if we had a system called “Critical Management Skills” that we, as senior instructors could share with our “up and coming” students and Instructors? So, I took that concept that was bouncing around in my head and started putting it to paper. The ideas seem to flow and before I knew it, I had a list of 40+ “Critical Management Skills” topics.

Some years back Professor Buell got his top students together and shared “I want you to learn what I have learned, but I want you to learn it half the time.” I was one of those students and his message really hit home with me. These Critical Management Skills are quite simply an extension of that day Professor sat us down and shared some of his thoughts.

Thus, please see attached for an ongoing documentation that supports the “Critical Management Skills”.

Dedicated to your achievement,

Garland R. Johnson

Assistant Professor Garland R. Johnson