Studying Karate Makes me

a Better Teacher

:00 Presenter introduces me:30 I introduce Chodan KellerLisa graduated from MSU with a BA in English and then earned her MA in English from Northern Michigan University.  She has taught at the secondary level for twenty-one years.  She has been practicing Tang Soo Do, Moo Duk Kwan for five years along with her husband, Tim, and their three children Josiah, Benjamin, and Samuel. They have all earned their black belts and are currently working towards their 2nd degree black belts.

Quick disclaimer before we start. I sincerely hope that throughout this many of you are saying “of course,” and “no kidding!” It means that you are a good, thoughtful teacher. You CAN be a thoughtful teacher that spends a lot of time giving great consideration to your students, and still find yourself falling into old habits. I hope that during this session that you will not only continue to think about those things, but actually change roles and perspectives.

Ask if anybody has studied a martial art“The rest of you, are you ready to know very little about something?”2:00 Stand everybody up (maybe suggest that heels and perhaps even shoes go off)

Salute the flagStand at ready

San Choki BureChuryet - hands at sidesChoon Bee Jaseh - Hands in front - Ready stanceSalute the flag

Baro - back to choon bee

In the end, I think we have a responsibility to make their job

easier—not that we are doing their work or their thinking for

them, but that we make sure they have access to our knowledge in ways that will help them love our

art as much as we do.

4:00 In the end, I think we have a responsibility to make their job easier—not that we are doing their work or their thinking for them, but that we make sure they have access to our knowledge in ways that will help them love our art as much as we do.

Basic Actions

5:00 - 11:00 Try to get to 1-4Sang Dan MakiChoo Dan Koon KyukHa Dan MakiAhp Cha Gi11:00 Sit

Formative experiences in becoming a teacher

11:00 How Many of these apply to you?Having really good teachers in schoolFinding one that seems to love the same things you do, or making you want to love the things that they doSeeing another really good peer or mentor teacherSitting under a really good conductor

Then you get out there with the kids and realize11:30

Realization

11:30 Often A large number of your students will not love the art as passionately as you do.

You realize that they are not *you*. They are not all excited about learning. They come in with different motivations and distractions.

The frustration will be palpable in both you and your students.

…and then: Then parents will start slipping in the “it will all change when you have children of your own”12:00

Stages of Realization

Denial

You have kids of your own

You realize how dumb you were in denying it

12:00DenialYou have kids of your ownYou realize how dumb you were in denying it12:15

–Greg Reed, RetiredAlgonac, Williamston

“No matter what a stinker that last chair trombone player is, no matter how frustrated you are at that third clarinet player for their

apparent lack of effort, always, ALWAYS remember that they are

somebody’s baby”

12:15 - 13:00

How many of you were pretty good on your instrument pretty early—regardless of reason—talent, hard work, luck…

How many sat on first part early?That becomes it own reward, right? — Being able to do it.

What happens if you’re the kind of person for whom it doesn’t come easily, for whatever reason? What if it doesn’t come easy and you still want to do well but you don’t get that positive, intrinsic feedback of doing it correctly most of the time? What is there for you in class?

In the end, I think we have a responsibility to make their job

easier—not that we are doing their work or their thinking for

them, but that we make sure they have access to our knowledge in ways that will help them love our

art as much as we do.

13:00 In the end, I think we have a responsibility to make their job easier—not that we are doing their work or their thinking for them, but that we make sure they have access to our knowledge in ways that will help them love our art as much as we do.

So now...

13:15

I really, truly believe that—after having children—there is another

thing you can do that has a similarly profound impact on your teaching.

13:15 - 13:45

I really, truly believe that—after having children—there is another thing you can do that has a similarly profound impact on your teaching.

Become a student again

14:45 - 15:00

Getting your graduate degree is nice, you can become even more knowledgeable in your field… but it is usually more of the same… you did it for almost 20 years.

Taking lessons on your instrument is always beneficial… but you basically already know how to do it

Learning a new instrument is good… but you already know the mechanics of how to do this “musicing” thing

Recording your teaching is good, but you are watching you with your eyes, and we have already made assessments of the environment, the school culture, and we will tend to forgive our own sins as we watch them play out in front of us.

This is only my opinion…

15:00 * Getting your graduate degree is good, you can become even more knowledgeable in your field… but it is usually more of the same… {that’s an important distinction}… you schooled for 20 years, you have a scaffold for knowledge* Taking lessons on your instrument is always beneficial… but you basically already know how to do it* Learning a new instrument is good… but you already know the mechanics of how to do this “musicing” thing* Recording your teaching is good, but you are watching you with your eyes, and we have already made assessments of

the environment, the school culture, and we will preemptively have forgiven our own sins even as we watch them play out in front of us.

* Karate is a great analog because a martial art IS a performing art

17:00

When was the last time you turned yourself over to somebody

else and started from zero?

You don’t know the craftYou don’t know the languageYou don’t know the routines

You don’t know the customs…

17:00 - 17:30When was the last time you turned yourself over to somebody else and started from zero?

You don’t know the craftYou don’t know the languageYou don’t know the routinesYou don’t know the customs…

Isn’t that what learning an instrument for the first time is for most kids?

When is the last time you knew…

Nothing

17:30 - Have everybody stand up 18:00 - 22:00 Review the basic actions

Sit

22:00 - 23:30 How does it feel to know so little? Does it look like other people are doing better? How does it feel? Is there something you wish your teacher (Chodan Keller and I) were doing to help you? Are your students worrying about the same things?

Some of you are going to being “going along,” some of you are really into it, some of you not so much.

How about a list?

“How can the teacher help you succeed?”

23:30 Ask the people in the audience what would help them learn it betterQuestioning, modeling, move more slowly,

Should we teach (talk/show) more?Can the students around you help?Can you “abandon your ego” long enough to ask for help? Some will be able to.How does it feel to be a little shaky at something in front of others? That’s one of the biggest things “I don’t know. Help me” Is one of the biggest things I try to teach my kids, most of whom are pretty talented: again—abandon your ego and open up to being helped. Then, as a teacher, I need to be able to help all of them26:00

My classmates{I’m the one sort of in the middle}

26:00 My classmates:You can pick me out because I have a little bit of a bellyIn my defense, I tend to be a bit stronger, but the two on the right side are often quite a bit better

I like this picture because 1) my son, and 2) because of one of the points Robert Gras in Algonac shared with me, and that’s about the humility this art teaches through all it’s ups and downs.

I also think it’s really good, as an adult, to be standing there with experts 35 years my junior helping me.

How does this experience of wanting to be better at

something we know so little aboutimpact our teaching?

27:00 How does this experience of wanting to be better at something I know so little about impact my teaching?

In the end, I think we have a responsibility to make their job

easier—not that we are doing their work or their thinking for

them, but that we make sure they have access to our knowledge in ways that will help them love our

art as much as we do.

27:15 In the end, I think we have a responsibility to make their job easier—not that we are doing their work or their thinking for them, but that we make sure they have access to our knowledge in ways that will help them love our art as much as we do.

Next question: should Karate only be for those people that show a real proficiency for it?

Really, for whom would Karate come easily? Does it come easily to anybody?

For whom *would* oboe come easily? Or trumpet, or trombone.

What we’re asking them to do is *hard* and unnatural.

27:30

Here we goIs your knowledge scaffolded?

Do you have a system for questioning?

How much do you talk/teach vs. demonstrate?

Do your students always need you to talk/teach them?

Are you looping?

27:30 - 30:0Is your knowledge scaffolded? What would help you understand the basic actions? Maki “block” Kun Kyuk “strike” Chagi “Kick”

Sang Dan “high” Choon Dan “Middle” Ha Dan “Low”

This could break off into a more deep conversation of those things that we pretend are literacy and those things that are actual literacy. Is band a psychomechanical process where they see a dot and push a button, or are they developing an intuition.

Improvisation vs. sparring.

You are either responding to the “sounds” with a motion, or you develop a more granular understanding that allows you to manipulate the terms

Here we goDo you have clear plans of attack, achievable goals, understandable expectations for mastery?

How about a progression of skills?

Do they have reference materials?

Do you allow retests?

Are you offering “whys” and “hows”?

30:00 - 32:00Do you have clear plans of attack, achievable goals, understandable expectations for mastery? About once a month I publish a list of literature as well as scales that are of immediate notice and those that they can look ahead to

How about a progression of skills? You can probably put one over on some of your administrators, but… Would any other teacher be able to look at what you’ve been working on and see a larger instructional arrow beyond preparing for the next performance? Do your arrows extend further than the next performance or even the end of the year?

Do they have reference materials? online at phnbands.org archive of newsletters, calendars and theory materials through google docs and links in my twitter feed my dojang tends to be very protective of reference materials and while I understand it, it makes it difficult to work outside of the classes

Do you allow retests? Would you want the opportunity to “make it right”?

Now for something truly useful

32:00 - 37:00

Teach them metacarpal takedown or a joint lock

We have a great insurance, but as you know, in the current climate, we’ve all been moved to very high deductibles.

Quickly, pair up - take it easy. Teach them the hip slap. “dive to the floor”

This may not work in the charlotte danielson model, but charlotte danielson will not be standing there when you walk down the hall and see a fight between two people who haven’t had the settling influence of a performing arts education,or it might help you in your personal life.

Be running a self-defense class for band students and parents

37:00

Final thoughtsAre your short- and long-term goals very clear?

Posted on walls/board Available online Regular reminders

Are you utilizing your talented student leaders not just in your marching band but in your concert bands.

You willing? Class warm-ups Teaching each other fingerings (seat-buddies) Modeling for each other Will you take time to train them?

Are your short- and long-term goals very clear? Posted on walls/board Available onlineRegular remindersAre you utilizing your talented student leaders not just in your marching band but in your concert bands You willing? Class warm-ups if you’re helping a student Teaching each other fingerings (seat-buddies) Modeling for each other Will you take the time to train them?

Leadership ResponsibilitiesDrum Major, Field Commander

Your attendance and participation in all events is criticalAttends Drum Major Camp (usually MSU)Attends leadership training at PHNConducting the band in performancesHelping to set spots and positions on the field (“Field assistant”)Stretching, warming up the band physicallyPrepared to run music rehearsalPrepared to run marching rehearsalDemonstrates marching styleHelps with music distributionMust keep accurate attendance at every rehearsal

Some of this *should* be referred to the section leadersKeeps accurate future attendance of conflictsNotifies band director when a person misses 2 or more rehearsals in 5

Acts as “whip” for special performances by finding performers/balanced instrumentationBand-o-grams, Civic performances, School visits

Assists with field setup and tear-down, includingPodium, Megaphone (charged), Yard markers, “Wagon”

Keeps their own charts and music well-marked and up-to-dateAssist with issues of both motivation and behaviorPrimarily responsible for “look” of band: posture, horn angle, uniform

Horn Captain, Guard Captain, Percussion CaptainYour attendance and participation in all events is criticalAssists with music rehearsalsAttends leadership training at PHNRuns music warm-ups, section warmups, “family” warm upsShared responsibility for “look” of band: posture, horn angle, uniformActs as “whip” for special performances by finding performers/balanced instrumentationResponsible for running intonation exercises, technique development, other pre-rehearsal, pre-performance routinesKeeps a set of scores that are well-marked and up-to-dateIf necessary, can conduct bandIf necessary, can give commands in Drum Majors’ absence (parades, awards, etc.)

Section leaderRuns sectionalsAttends leadership training at PHNYour attendance and participation in all events is criticalResponsible for making sure all members have correct music at all rehearsals and performancesTakes section attendance at every rehearsalNotifies drum major if rehearsal or sectional attendance becomes an issue with an individualKeeps their own charts and music well-marked and up-to-dateMakes sure people in their section have music marked and up-to-dateAssist section with field positioning

Experiential rankingLeadership titles aside, in general, people with more experience should be expected to have more knowledge than those that don’t

Differences of opinion should be settled politely as close to the matter as possible. The farther up the chain the dispute is settled, the more likely it is to have an unsatisfactory solution for all parties. I seek the input of those working most closely with students, including instructors and student leaders, but the responsibility for final decisions (including deadlines and ultimatums) lies entirely with the director. You have the ability to make recommendations to help determine placement, cuts, who does and does not perform, and in what capacity somebody will perform. You may not threaten or imply to other students that you have the authority to make these decisions. You may not imply or directly or indirectly threaten the status of any individual

phnbands.org revised November, 2015

Final thoughts

Benefits as a conductor New/enhanced gestures

force, speed, motion New enhanced language Kids will be kinda curious You’ll be in class with some of your students Even non-karate students will share the journey Are you encouraging the “what’s next” feeling?

Benefits as a conductor New/enhanced gestures force speed motionNew enhanced language of motionKids will be kinda curiousYou’ll be in class with some of your studentsEven non-karate students will share the journeyAre you encouraging the “what’s next” feeling?

If all you do is look 6-8 weeks down the road for each performance, the terrain is going to get very familiar very quickly.

Final, final thoughts

Your thoughts on feedback will change empty criticisms and empty compliments sarcasm Performing in front of others

It’s really tough to work hard and see others “get by” Does your system reward differences in achievement …and still provide those struggling a “path forward”?

Your thoughts on feedback will change* you recognize, firsthand, the futility of empty criticisms and empty compliments* you realize, firsthand, just how specific and limited the use of sarcasm should be* What does it feel like for *you* to do something in front of people when you are not feeling secure* I’ll bet you’ll have good reasons why you’re not feeling great about it.

It’s really tough to work hard and see others “get by” are the successes worth anything?Does your system reward differences in achievement and still provide those struggling a “path forward”?

Final, final, final thoughts

You see when your teachers are having a bad day confess it—pleasantly

If you TRULY value your curriculum and subject matter, make your tests cumulative

Scale tests, theory tests, progressive and logical “Merely competent”

Will you allow that in your own students? You probably already know this but…

Final, final, final thoughtsYou see when your teachers are having a bad dayconfess it—pleasantly, then sincerely do your best to show them how to work through a bad day. What does it feel like to be on the receiving end of somebody having a bad day? What does it feel like to watch somebody “power through?”

If you TRULY value your curriculum and subject matter, make your tests cumulativeScale tests, theory tests, progressive and logical

In your new endeavor, you will probably be happy to be “Merely competent”Will you allow that in your own students?You probably already know this but…

Being a student again reinforces for me that goals—not rules—are

much better motivators for correct behavior and for progress

Goals—not rules—are much better motivators for correct behavior and for progress

When you are on the other end of it, you’ll find that rules stink. You probably don’t need them. You just need to be convinced that the skill/art is worth your time

Incentivize desirable behaviors

pep bands - Required? I require 1 per semester, then use additional pep bands to waive the semester exam. We offer extra credit for themes at pep bands: Crazy Hat, Animal, Neon, Pajamas, Toga.

Personal BenefitsI’m stronger

Not enough time? It carves out time that I *must* spend with my family

Makes you more aware of your surroundings. You see the world differently.

I get to feel that "what's next?” feeling

I’m stronger

Not enough time? It carves out time that I *must* spend with my family

Makes you more aware of your surroundings. You see the world differently.

I get to feel that "what's next?” feeling

Thoughts from Steven Fox, Marine City {Tall guy in back}

Student leadership in concert band setting, warmup, tuning

Many different instructors each week to assess, model, and compare yourself to and reflect upon

Better consideration of practical application of the drills, fundamentals and warm-ups

Gives me a break from the music world

Thank Chodan Keller

Thank Chodan Keller Denise HedlundJennifer Senkmajer

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erick.s@mac.com Twitter: @esenkmajer

Facebook: erick.senkmajer LinkedIn: /senkmajer

phnbands.org

The presentation along with presenter notes is online in my twitter feed and on my LinkedIn Page

Thank Chodan Keller Get Cord to 650