Teaching Children: An introduction

[westbfella]

Introduction

I’ve read articles on lesson planning and effective coaching, and many karate-ka are in agreement to the benefits of many of the concepts discussed. As a both school and karate teacher, I would like to share how the modern classroom can be brought in to the dojo and hopefully help you achieve greater progression for your students.

There is obviously a great deal to write about upon this subject supported by wide ranging educational theorem and discourse, but I thought for an introduction I would just give some sound pieces of advice for you to build upon and keep jargon to a minimum.
Before I begin I would like to say that I treat teaching and coaching as two very separate things; both meet and share common goals and principals. The hegemony of this article is centred firmly in teaching (the imparting of knowledge) not coaching (manipulation of knowledge). An article for another day, perhaps?

1. If you do not know what you want to achieve by the end of the lesson how can a child know?

My first piece of advice comes down to basic planning, or at least having one or two things you would like to achieve by the end of the lesson (objectives or outcomes). This can be simple:
By the end of the lesson:
All students must be able to perform up to the first kiai in their kata.
Some students could perform their kata demonstrating correct turns.
By using objectives, you can set a clear path; using this as a measure for progress. Put simply, if they achieve your objectives they are at least achieving.

2. If you do not tell a child what is expected of them, how can they possibly achieve what they do not know?

If you want a child to be able to perform up to the first kiai in their kata then tell them!
Say to them,
“By the end of this class I would like you all to be able to perform up to the first kiai in your kata. Do you understand?”
In a way the student has taken a small part of ownership of your lesson and more importantly knows what is expected of them. Both you and the student can now measure progression, based on your objectives and the student being able to hit those set objectives.

3. If the student does not see a point to what they are doing, why should they do it?

I’m 30 years old so I mostly understand the reasons why I’m putting my arms and legs into those positions. If I was 13, I would probably understand the relevance of most (not all) of the things I am asked to do: After all it is my hobby and I want to be there, so I learn. But, if I am bored or do not understand I learn at a slower rate (if at all) - Surface learning.
If you want information to stick in your head you have switch the surface learning for deep learning

Some of the characteristics of deep learning:
• Looking for meaning.
• Interacting actively.
• Relating new and previous knowledge. (objectives, connect and consolidate (below))
• Linking course content to real life.

If you want to encourage deep learning you can
• Show personal interest in karate
• Bring out the structure
• Ensure time to focus upon key concepts
• Relating new material to what the student already knows
• Allowing students to make mistakes without penalties and rewarding effort
• Being consistence and fair in assessment, thus establishing trust.

So what happens when a student is five years old? They are training for different reasons (usually because the parent uses the dojo as a crèche) and they do just what is asked of them (another reason why objectives need to be given). Let me explain, I do a 100 punches because I want to get better at punching, whereas a child does 100 punches because you told them to. As a teacher if I can make a child understand the relevance of what they are doing then they will achieve more – but that doesn’t always work with an age group that cannot yet comprehend the complexity of self actualisation.

So I replace comprehension of why. Instead I let them see the relevance of pleasing me and performing well in front of others. If they do well they get reward, raising self esteem, confidence, respect from others and respect by others. By raising self esteem the possibility of self actualisation can be met (problem solving, acceptance of facts, creativity).

Each activity should be as fun as possible to ensure maximum retention of information: Encouraging deep learning over surface learning.
Example:
Objective: By the end of the lesson I want all students to be able to perform age uke.
Task:
Explain the shape of the best age uke, and say to the class:
“Who here understands what age uke is and can demonstrate to the class the best age uke?”
Invite students up and praise positive technique.
Activity:
Relay race in teams – students will run to the end and perform the best age uke they can to you and them run back - award them two points for good technique, one point for ok technique. The team that gets the most points win.
Next: Teach them how to do age uke and repeat the relay race this time performing 10 age uke (with KIAI – same point system (no KIAI no points)
So by giving a reward for good technique you are giving the student relevance reinforcing the ‘If I do well I achieve’.

4. If I’m bored or do not understand I learn slowly.

How many time times have you been frustrated at a child who is still doing a technique wrong after being told so many times how to it correctly? How many times have you thought your students are not paying attention or are not switched on?
I’m sorry to say this is probably more your fault than theirs as I find this is the area where I feel many people fall short in their lessons for a number of reasons. It not only has to be fun and relevant but it also has to have an element of correct timing to the age group you have.
How long should I spend on each task?

Simple rule: look at the youngest person in your class. However old they are (minus 1)that is how long each activity should last for – for example if the youngest student is 6 years old then you should spend no longer than 5 minutes on any task.

(NOTE: The real science is based on reading ages (+/- 10%) not actual ages – but unless you have students will special educational needs (SEN), I find actual ages work well)

For example:

Objective: By the end of the lesson I want all students to be able to perform age uke.
2 mins Explain age uke
5 mins Game: Relay race
5 mins 50 Age uke in natural stances
5 mins Students demonstrate to their class mates and swap.
5 mins Game: Relay race
etc
Keep the pace of the lesson flowing with short exercises, games and activities: Do not give a child time to be bored.

5. The student is there to learn, so you must there to teach.

Once you have a clear idea of what you want to achieve, and the student knows what you want them to achieve. And you have figured out fun ways of making them achieve and know how long those activities should last. Now you need to be a teacher and construct a lesson plan that has a flow to ensure maximum progression.
I like to use four part lesson plan:
Connect Activate Demonstrate Consolidate

Connect:
Connecting the last lesson to this lesson, and connecting the objectives to today’s lessons.

For example: Ask the class “what did we do last week?
If they remember, they have shown to you that they have taken in the information. And if they expect that question (and you reward the answer appropriately) they may go out of their way to try and remember what you do lesson to lesson.
Then give the objectives for today’s lesson.

Activate:
Activating motivation, enthusiasm, engagement to karate-do, etc

Wake them up! A fun warm up or maybe a game. Anything that makes the student think, whilst creating the motivation to fuel the lesson.
A variety of tasks related to your objectives.

Demonstrate:
If students have done good work let them show you, better still let them show the rest of the class. Let them prove they have hit the objectives you have given them and reward them for doing so.
If your objectives are about kata – give them the opportunity to demonstrate that kata.

Consolidate:
Bring the learning together.
One of the most important parts of the lesson. DO NOT just end a lesson, without being clear that the students have understood what it was all about. Ask them what was our objectives today and did we hit them? You could ask if they enjoyed it or what was the best bit? If you can take it what was the worst bit? Always worth getting their perspective as they pay the bills.

In conclusion
I teach all day everyday and still have things crop up that I have never seen before or things that totally amaze me. I have been on course after course learning the governments new set of guidelines and buzz words, designed to make you think that they have re-invented the wheel. However, the theory works. The research has proved that children who are clear on what they are doing progress better. If a child enjoys what they are doing they progress better. If you structure your lessons and set clear goals you will hopefully achieve all the things you want to achieve.

Good luck and Good training
(sorry about typos and grammar)

[Rick]

Nice thread/post. When I started to teach kids well over 35 years ago, my wife helped me established a thorugh understanding of kids. At the time, we did not have kids, but she is a school teacher/educator. Because I had coached other sports, and following her examples, I was able to have what I thought to be a good child martial art curriculum.

[westbfella]

Hey Rick

Would love to some of your lesson plans / ideas - always on the look out for some good material.

Many thanks

[SamuraiJack]

We have to realise that teaching kids range in ages.

[westbfella]

Hello SamuraiJack

I agree that teaching children of different ages require a very different skill set.

But the 5 points I make in this article are universal to teaching children (4 - 16), and you have to manipulate content depending on age group.

I did call this article an 'introduction' - I'm sorry, but this is my first. I suppose I could make it specific to age groups and abilities but you will have to give me a little time

Thanks for the post

Good training

[Rick]

OK WBF,

First, I dont want you to take this the wrong way, but I am going to examine these with a spin

The hegemony of this article is centred firmly in teaching (the imparting of knowledge) not coaching (manipulation of knowledge). An article for another day, perhaps?
A interesting thought that a coach can teach what knowledge they possess, but not neccesarily be able to perfom the skill like a person in their prime or those they teach. I think a coach can teach. Coaches can set goals and objectives. They can encourage perforamnce. This can go into the discussion of instructor fitness.

1. If you do not know what you want to achieve by the end of the lesson how can a child know?
Sometimes, a student cannot perfom as expected despite our planning. We may have to alter our planning per student-individual. (Something like special ed or tutoring scholastic classes)

2. If you do not tell a child what is expected of them, how can they possibly achieve what they do not know?
Sometimes teachers expect too much from their students. We must preapre ourselves that although we can tell them what to expect, we should not expect that they can achieve these goals as planned. Per above.

3. If the student does not see a point to what they are doing, why should they do it?
Indeed. Which brings up the dilema of belt ranking and the aftermath of achieving the coveted Black Belt. It has to remain enjoyable for the motivation or point to all to be continued. This is all going to change in the goals accomplished, goals set, and age.

4. If I’m bored or do not understand I learn slowly.
How many time times have you been frustrated at a child who is still doing a technique wrong after being told so many times how to it correctly? How many times have you thought your students are not paying attention or are not switched on?
I agree to keep them interested. Though not all students of the same age group are going to learn and respond exactly like others. There are many reasons why a student cannot perform correctly.

5. The student is there to learn, so you must there to teach.
A simple statement lost in the commercialism of martial art schools. With belt ranking, the students expect this, and the school owners know this. So they put many colors of belts and/or stripes to lengthen the learning curve in order to continue school revenue. I keep the philosophy of the student is there to learn and I am there to teach them beyond this commercialism. I do this per if a student perfoms their material far beyond expectancy, I will teach them more material in advance than any schedule or planned setting. This can go as far as me even having them skip a rank per a color or stripe. Of course letting them realise if they do so, they have to work even harder for the next level.

[westbfella]

Hi Rick, always a pleasure.

And no, I wont take this the wrong way - it's through debate that boundaries are pushed and real learning can take place. If anything I'm impressed that you took the time to really think about what I wrote.

I would like to say however, that this was an introduction to teaching children; experience will always lead to variations - I wrote this for those who are wishing for a basis to build from or those who just haven't a clue.

A coach is not a teacher and a teacher is not a coach I wanted to say that I believe these things are completely different though are related in various aspects.

1. If you do not know what you want to achieve by the end of the lesson how can a child know?
Sometimes, a student cannot perfom as expected despite our planning. We may have to alter our planning per student-individual. (Something like special ed or tutoring scholastic classes)

I agree with what you are saying here, again this is down to experience. Also, I think that teachers should walk into a lesson with a clear idea of what they what to achieve regardless. Ad-hock teaching is detrimental to a child's progression. If it goes wrong, that's life. With a plan it might go wrong in the middle, end, start, after 5 mins, an hour - but you have a starting point in which to switch if need be. If you have nothing then...
If I wrote an article on the next stage of teaching then the art of differentiation will addressed much more.

2. If you do not tell a child what is expected of them, how can they possibly achieve what they do not know?
Sometimes teachers expect too much from their students. We must preapre ourselves that although we can tell them what to expect, we should not expect that they can achieve these goals as planned. Per above.

This is the one I am sticking to. Children MUST MUST MUST know what is expected of them for so many reasons.
The science is behind me on this one - children progress better when they know what it is they are suppose to do (and understand it too!)
I never said place pressure on a child. What I mean is, if you are teaching a lesson on oi tsuke, you should tell the child that is what you are doing. If you then say by the end of this lesson we will all be able to say, perform, block (even spell if you want to) oi tsuke (any or all) then a child is clear.

A good teacher will work into his lesson plan a way of children always reaching the objectives, but making the objectives seem hard - This can be lowered in difficulty for some or increased for others (differentiation). At the point of which a children hits those objectives and realises, this is called 'the reveal' essential for building self esteem (which lays the ground work for self actualisation).

If you do not tell a child what they are expected to do - this leads to confusion on both parts and how can they hit a target that has not been given to them.

I've got to stop I've got a karate class in 30 mins - I'd rather do it than write about it! hahahaha

To be continued.................

[westbfella]

ok where were we.............

3. If the student does not see a point to what they are doing, why should they do it?
Indeed. Which brings up the dilema of belt ranking and the aftermath of achieving the coveted Black Belt. It has to remain enjoyable for the motivation or point to all to be continued. This is all going to change in the goals accomplished, goals set, and age.

If I'm being honest I never thought about belts and ranking when I wrote this - I was a weird child in the sense that I never wanted to grade - I was happy to be a white belt and just learn.

I'm in a unique position in my own club because I was the first member and have never left (17 years later), so I have witnessed and helped nuture many a black belt child with a low drop out for those that reach it - Out of approx 60 we have over 20 that have gone on to live that lives (armed forces, uni, jobs, marriage) but still train and are affliated to the club and a dozen who still train - many of the kids now out rank me (I stopped grading at 2nd Dan).

The black belt can be a motivational feature to a child and if the standard of the art is high, which I know my club is then I see nothing wrong with it a motivational tool. Afterall, most that reach it realise that the learning starts from black belt.

I have 2 university degrees, one from the top university of the UK ,and one from the bottom. If I mention the top one in a job interview, I can tell the person is impressed, mention the other..... (and yes they both were very different from an educational point of view)

People who dont know martial arts never treat this form of education in the same way - a black blet is an achievement to an outsider. But, we both know that the achievement of a black belt varies club to club, art to art. Children and parents dont know this so see a black belt as a milestone - its just a shame that some give them away too easy and others delay the time.

4. If I’m bored or do not understand I learn slowly.
How many time times have you been frustrated at a child who is still doing a technique wrong after being told so many times how to it correctly? How many times have you thought your students are not paying attention or are not switched on?
I agree to keep them interested. Though not all students of the same age group are going to learn and respond exactly like others. There are many reasons why a student cannot perform correctly.

Again this will come down to experience and differentiation. I was making this comment because many I have seen teach children like they teach adults. Children are not going to respond as well in this method of teaching. Their attention span is related to their reading age for a start.

You know when you see a children's entertainer on TV, and they have that fixed grin and over the top personality.....Well, I'm not saying do that, but if you want a good response then an element of that personality will motivate. As I mentioned deep learning can occur when the intructor loves what they do, and this can be acheived by a motivational approach to teaching, in a way that is accessible to children. Some personalities suit children better than adults and vice versa.

5. The student is there to learn, so you must there to teach.
A simple statement lost in the commercialism of martial art schools. With belt ranking, the students expect this, and the school owners know this. So they put many colors of belts and/or stripes to lengthen the learning curve in order to continue school revenue. I keep the philosophy of the student is there to learn and I am there to teach them beyond this commercialism. I do this per if a student perfoms their material far beyond expectancy, I will teach them more material in advance than any schedule or planned setting. This can go as far as me even having them skip a rank per a color or stripe. Of course letting them realise if they do so, they have to work even harder for the next level.

I think I have covered this in an earlier response.

Any Rick, thanks again for spending the time to look over what I have written. Means alot. You are obviously an experienced martial artist and teacher / coach - be patient with me - you have been teaching longer than I've been alive!

Good training, Rick

[Rick]

ok where were we.............

3. If the student does not see a point to what they are doing, why should they do it?
Indeed. Which brings up the dilema of belt ranking and the aftermath of achieving the coveted Black Belt. It has to remain enjoyable for the motivation or point to all to be continued. This is all going to change in the goals accomplished, goals set, and age.

If I'm being honest I never thought about belts and ranking when I wrote this - I was a weird child in the sense that I never wanted to grade - I was happy to be a white belt and just learn.

The fact that you stated that you were a weid child and not concerned with grade can be why students have a desire for grade beyond your personal situation. In certain instances, you cannot use your personal experience in this when others desire things that you have not. the point of what student have, is grading. They will often ask when is ther next test, or tell others when it is or the next color.

I'm in a unique position in my own club because I was the first member and have never left (17 years later), so I have witnessed and helped nuture many a black belt child with a low drop out for those that reach it - Out of approx 60 we have over 20 that have gone on to live that lives (armed forces, uni, jobs, marriage) but still train and are affliated to the club and a dozen who still train - many of the kids now out rank me (I stopped grading at 2nd Dan).

Comgrats. I have the same thng. But i didnt nickel and dime for my students to excell (I am not saying that you have-I made a general statement.)

The black belt can be a motivational feature to a child and if the standard of the art is high, which I know my club is then I see nothing wrong with it a motivational tool. Afterall, most that reach it realise that the learning starts from black belt.

I respectfully disagree. Statictics, most do not realise it not desire martial arts once the black belt in obtained.

I have 2 university degrees, one from the top university of the UK ,and one from the bottom. If I mention the top one in a job interview, I can tell the person is impressed, mention the other..... (and yes they both were very different from an educational point of view)

I dont know what this has on teaching martial arts to children. teaching martial arts to children can be a lttile different, (in few ways) than scholastic studies.

People who dont know martial arts never treat this form of education in the same way - a black blet is an achievement to an outsider. But, we both know that the achievement of a black belt varies club to club, art to art. Children and parents dont know this so see a black belt as a milestone - its just a shame that some give them away too easy and others delay the time.

The black belt is the achievement to many students as well. And this milestine statement has shown what I am saying.

4. If I’m bored or do not understand I learn slowly.
How many time times have you been frustrated at a child who is still doing a technique wrong after being told so many times how to it correctly? How many times have you thought your students are not paying attention or are not switched on?
I agree to keep them interested. Though not all students of the same age group are going to learn and respond exactly like others. There are many reasons why a student cannot perform correctly.

Again this will come down to experience and differentiation. I was making this comment because many I have seen teach children like they teach adults. Children are not going to respond as well in this method of teaching. Their attention span is related to their reading age for a start.

Agreed. I was adding that noto nly should one not teach chidren like adults, the age category may also have to be separated (I am speaking of accountable age differences)

You know when you see a children's entertainer on TV, and they have that fixed grin and over the top personality.....Well, I'm not saying do that, but if you want a good response then an element of that personality will motivate. As I mentioned deep learning can occur when the intructor loves what they do, and this can be acheived by a motivational approach to teaching, in a way that is accessible to children. Some personalities suit children better than adults and vice versa.

I am far beyond that. I actually contribute much in my student's development far beyond martial art study.

5. The student is there to learn, so you must there to teach.
A simple statement lost in the commercialism of martial art schools. With belt ranking, the students expect this, and the school owners know this. So they put many colors of belts and/or stripes to lengthen the learning curve in order to continue school revenue. I keep the philosophy of the student is there to learn and I am there to teach them beyond this commercialism. I do this per if a student perfoms their material far beyond expectancy, I will teach them more material in advance than any schedule or planned setting. This can go as far as me even having them skip a rank per a color or stripe. Of course letting them realise if they do so, they have to work even harder for the next level.

I think I have covered this in an earlier response.

Any Rick, thanks again for spending the time to look over what I have written. Means alot. You are obviously an experienced martial artist and teacher / coach - be patient with me - have been teaching longeyou r than I've been alive!

I dont know rather to take that as a age insult or compliment . Im just joking. I still have been learning, but the pickings for whatever someone can have me learn are getting slim.



Good training, Rick [/quote]