sensei8

Hold the presses!! Did I miss something?? Is Mo gone? Don't let it be so!!

As the title of this topic reads... How often do you practice Kata? One movement at a time; slowly and deliberate so as to analyze its applications each and everyday.

Mr. Dillman use to be considered one of the tops in the Kyusho jitsu field, but, somewhere, he took a left when he should have took a right; his spoken words are less dependable nowadays.

Home study is a difficult pie to enjoy. Why? Home study begs for the individual to be by themselves in every aspect of learning/training; especially effective feedback!! How is the home study student going to know if what they're doing is positive/effective/correct without the instructor being right there live!! Imho...

I would think most parents wouldn't have the knowledge or understanding of the martial arts to really know what their child should and shouldn't be learning. I don't think a parent has the right to tell a martial arts instructor what to teach their child. If they don't like the curriculum at a given school, they can take their child out of the school. Last thing any teacher needs is thirty parents all telling him how to do his job. That's the problem, imho, with parents when they bring their kids to learn the MA. They don't find out as much as they can about everything. Parents become idle in what their kids are a part of, in this case, the MA. The parent has NO right to tell the instructor anything MA related, but the parent(s) will decide for their children what's best for them. Parents need, imho, to be more involved with their children especially when it comes to the MA. Is that instructor the best for their children? Not, is this style of the MA best for their children? That comes only when the parent(s) research everything; being a prepared parent is needed.

Thank you First of all...Solid post!! My answer to your question above....Survival!! Of ourselves as well as our fellow man/woman!

Had been me...he would've been warned firmly once, after that, he would've been expelled immediately!! I don't tolerate this from anyone!!

Oyo Bunkai...can't live without it!! This is where "things" are discovered and re-discovered and changed and birthed and destroyed and understood and forgotten and...on and on and on. Oyo, for me Danielle, is the principle that allows us to inherent 'it' all. I believe that that's been happening for quite along time. Two different ethos can't always agree and/or get along no matter the topic. When you say "splits", are you referring to a separation of a group of practitioners and the like? If so, then...Yes! Why? Because we're unique and we adapt and change. Therefore, the splits do happen. Whether the splits are good or not, well, that's up to the practitioner, imho. Especially! Methodologies and ideologies are opinions, especially in the MA. Is 'it' better than the other? Is 'it' this and that? Practitioners either stand up for themselves or they allow a governing body to tell them which is better....circular or linear?

Solid post!! Wooden dummy training...can't live without it, imho.

Because it would be FUN! And FUN is GOOD!!

What can't be seen, in this case, can't be "grabbed". Speed is an important part of training.

Do we, the instructors, truly have the right to decide what a child should/needs to learn, martial arts wise? After all, I believe that the parent(s) have that right, and only the parent(s) If an instructor refuses to teach something for whatever reason(s), that too is the right of the instructor alone. Both sides have to be respected, imho.

Solid article Alex!! With your permission, can I put this in our upcoming Newsletter?? If not, can I put in up on our big message board??

How do we teach those students who seem to be quite undisciplined, unruly, and/or disrespectful? Many parent(s) will bring your their child(ren) to your school of the MA for learning the MA and all that it offers besides the hopeful ability to learn how to defend themselves. Often times a parent(s) has brought to your their one or two children that are more than a handful for them to discipline. In that, we, the teachers of the MA are given the task, and a difficult task to say the least, of imparting discipline and control and respect onto their child(ren). That's suppose to be the job of the parent(s) solely, imho. Yes, the MA can and does teach these things that the parent(s) are wanting from us, but we give it to them as the side affect of training in the MA; it comes with the territory. If it's an adult student that displays these characters and is set in their ways, well, I'll give it a college try but when the night meets the day, it's time to expunge said student immediately. Can you train the negative behavior out of them? If so, that's when the game of wills begins...not a fun game. Not by forcing your will upon them. That will only compound against you ten-fold. Being consistent, yet equal across the board with discipline, as well as any reward, is the key to reaching through their walls. Don't bully; be firm. You can't beat them into submission. One, it's against the law and two, that not, imho, how to reach our students. CONSISTENCY!! As with every student, make them accountable across the board. Having them take ownership of their actions within and without the school is important. That way 'its' not just a thing that you spout out from frustration. Reward them outwardly whenever they merit it. Albeit, withhold any reward when their actions are unfavorable. Never verbally attack them; attack the problem. Any discipline should be delved out privately and never in front of the student body. Public discipline can cause more damage than one could imagine. Once that occurs, trust, for you, is lost forever!! Be genuine; don't be fake. They'll see through all of the smoke, bells, and whistles!! Your main objective, imho, is to teach the MA, however, instilling some core life skills along the way is a win-win. No, you're not the parent(s), nonetheless, you're a teacher, so, teach!! What if they don't have parent(s)?! Then be that positive role model to them. Every student, adults and kids, clean the school. Give them a very specific task that they can take pride and ownership of. In that, they won't see every task as a punishment, both at the school, and more importantly at home. They'll want to perform them. Before you know it, they'll do the required task/chores without ever being instructed to do so. Find that key to the problem and you'll unlock unbelievable possibilities!!

Solid post and I wholeheartedly concur with you...I'm just love snickers and I've no will power...I hate myself!!

You may not be the Chief Instructor or the Sensei or a black belt, BUT irregardless, you're Sempai (Senior) to someone. There is a fine line that must never be crossed with our reports: Students and instructors. On one side of this line sits our criticism, and on the other side sits our over criticism; it's a very delicate balance for sure. Our evaluations of our reports must be critical without being overly critical because former is meant to nourish while the latter is meant to, and will, destroy the betterment. Whether the effects of either will be felt/seen immediately or in time will depend on how the criticism was delivered and/or received. Is your criticism designed to attack the problem or the report? I better understand and know before being critical. As Kaicho, I'm always evaluating either the student body or those who aren't part of the student body; both receive it whether they ask for it or not. Therefore, I must set the tone in a very positive light in both actions and inaction's. Why? Because I don't know everything! I better remember that there was a time that I wasn't as knowledgeable/experienced at "that", whatever "that" might be, as I am now. Even then, I'm still learning about everything in and out of the MA. I'm not perfect and I make mistakes from time to time. I'm not all that and a bag of chip and before I offer my 2-cents of critical evaluation, I had better remember that I don't walk on water and I put my pants on one leg at a time. Humble myself!! There's constructive criticism and there's destructive criticism. Which one will help your reports? My job is to teach without being overly critical!! Be accountable!! edits: sometimes I just can't spell

Oh...Solid post!!

If you could see my big smile right now...meanwhile, this will have to do What you've posted is what I've been missing all of these years; that experience of a tourny and the ability to meet and make new friends. Yes the learning is there, it must be, it has to be, but on the other side of the coin, improving ones betterment, not just martial, but personal. You had a great outcome because 4th or 5th out of 11 teams is nothing to sneeze about. Be proud of your efforts, as proud as I am of you all. Thank you for sharing it.

"Give them a fish; feed them for a day. Teach them how to fish; feed them for life!" That small idiom delivers a BIG message. One that can't be denied nor can it be taken granted of. Do I give the student body what they want or do I teach the student body? I choose to teach without circumventing the curriculum and the like. Giving the student body what they want, i.e. rank, provide them temporary substance; they'll eventually starve. On the other hand, teaching the student body what they need, overall effectiveness, will abundantly sustain and nourish their MA betterment. Whichever we/you choose to do for our student body, know this, your actions and inaction's will affect your student body yesterday, today, and forever. We've a responsibility to our student body, and in that, it starts with US. Cherish them for they deserve that. Imho.

Ours are 17x11

Many schools of the MA keep you so busy that you don't think about the quality, or the lack or importance, of what you're learning. You're doing this and that, up and down, forward and backward, in and out, over here and over there, nonetheless, you're not doing anything that's MA related; albeit, nothing substantial, hence ineffective. What's, imho, drastically missing is the context and intent and understanding of the word..."school"!! Webster defines "school" to be..."an organization that provides instruction". Schools of the MA that don't met the definition in both content/context are exasperating their students for the good of the "school" only and not for their students betterment. Schools of the MA are there for BOTH the students AND the school, not just for the school. Imho.

Define: noun/adjective 1> Promising success 2> Fortunate 3> Opportune 4> Favorable: An auspicious occasion 5> Prosperous Is it its lineage or its rank structure or its celebrations or its effectiveness or its... When all has been said and done, and the dust has finally settled around whichever style(s) you train in, I'd suspect that the auspiciousness is due to its student body in which they carry the solid believe, and with undeniable reasons, that they owe to the styles effectiveness. "If you can't do it better, then why do it"~Herbert Dow Your thoughts please.

A) A hypothesis is a proposed explanation for a phenomenon. For a hypothesis to be scientific hypothesis, the scientific method requires that on can test it. B) Proposition set forth as an explanation of something, often as the basis fo further investigation. For our conversation here, I'd like to propose a hypothesis. The MA is a voluntary process or act, if you will, because we're, the human body, not born to do the MA. At best, we've adapted the MA and everything that it is to our frame. Therefore, 'I' do not hit; 'it' hits all by itself.~Bruce Lee. Still, the process of the MA remains a voluntary act, no matter howmuch training birthed the automatically honed reactions; the off-spring of an untold amount of training. It took, and it takes, countless years to "master" the MA, both in context as well as in content. And while we will never truly "master" the MA, with proper training in the methodologies and ideologies of the MA, we construct an amazingly effective weapon. We learn to harness it, nourish it, control it, express it, mold it, and when the time and moment demands of us, we unleash it. If "I" do it, then the process/act must be voluntary. Inasmuch, if "It" happens of its own volition, then the process/act must be involuntary. However, if the process/act doesn't occur because of my premeditated intents, the subconscious triggered by the summations of "why" and "because" could be a simple case of muscle memory. It's possible. Stranger things have happened. Whatever the hypothesis final rulings might or might not reveal, I believe this...If it works; leave it alone! If it's not broken; don't fix it! Imho. Your thoughts please.

I have found martial artists in general become a bit abrasive when they are of different styles and high in rank. They have so much time invested their style becomes like a religion, and people are trying to convert one another, sometimes not so pleasantly. Musicians are the opposite (I am a musician), they are fast friends, and want to join forces. Many other hobbies are the same, not as abrasive. This is unfortunate, but it is the nature of the game. I let the material speak for itself, and be as nice as possible. G Proof is on the floor!!

Ever notice how organizations will want your send in every Dan cert including your latest? I usually snicker at this because, if someone's a, for example, Godan, then they only send in their Godan cert... Shouldn't that be enough? After all, they'd have to have been Shodan then Nidan then Sandan then Yondan then finally, Godan. How could and why would it matter if said organization wants EVERY Dan cert?