Before you begin , Rei

Not of rank but of understanding
Teachers should be aware that although there are belts and rank in Karatedo there are also levels of understanding that rank alone may not dictate. Identify the level of the practicioner by knowing the stages of development. Here are some examples.

• Learn to block then learn to strike,
• Watch Kata as much as they learn Kata,
• Try to learn sparring and usually start every sparring session with a kick, not to mention somehow always seem to jam a finger or toe.
• Learn or struggle with basics.

• Execute a block followed by a strike,
• Know some Kata,
• Can spar,
• Know some basics.

• Can block and strike at the same time,
• Knows Kata,
• Does Kumite or can fight and enjoy it or enjoys it when they are stronger than their opponent / training partner however, have the hardest time with the absolute beginners.
• Can apply his or her basics and thrives to learn advanced techniques.

• Their block is the strike,
• Teaches Kata and practices Bunkai,
• Teaches others sparring or Kumite, usually in their own favourite format [ie; Sport Kumite, Jissen Kumite, Jiyu Kumite, Awase Kumite, etc].
• Drills others on basics while he or she prefers to practices advanced techniques.

• Explains to those who want to learn to "defend the important body parts by defending with collateral body parts,"
• Meticulously deciphers Kata with students then however tells those he teaches it "to practice the basics to fully understand," allowing them time to absorb and then he or she explains it again.
• Enjoys Kumite with children, plays very light Kumite in such an advanced manner that opponents are not injured, however will speak his way out of a real fight. Performs Kumite with minimal effort and will end a fight in the shortest amount of time wasting the least amount of energy and the most efficient of technique.
• When training alone and training him or herself, he or she train basics to better understand advanced techniques / knowing that advanced techniques are built upon basics.

Basic Rules of teaching
In the Instructional Process of Karatedo the teacher must remember, communicate and expose many positions and characteristics to a student. The instructor of class should recall to actually instruct (that being to effectively correcting students) and that this is not his or her time to workout for then he is no longer teaching, just demonstrating. Care should be taken as to the many approaches to teaching styles. Care should also be taken to recognize the different types of learning patterns that different students have and adjusting teaching methods as to fulfill the final goal of performing proper technique. There is no such thing as a student who cannot learn however there is such a thing as a student who was or is not taught correctly.

Other basic rules include never courting anyone under any circumstances involved in your class. And any persons the instructor has personal interests in should be turned over to another instructor [yes, there are acceptions]. And yet another is to remember that a beginner cannot be expected to do even the simplest techniques as you do. Even green or brown Belts should be given the space and opportunity to learn a new technique for a new technique is as foreign to him as when he or she was a white Belt. This is hard to remember, especially to a new instructor because he or she is anxious to have their student perform well or learn while unaware that the student is overwhelmed.

• K.I.S.S.

K.I.S.S. the class (Keep It Simple Sensei), even advanced techniques start as basics and of course there are alot of rules.

• An efficient teacher knows his material well.
• A popular or successful instructor is innovative.
• Do not be to busy practicing to teach. Do not be to busy teaching to correct. Do not be to busy correcting to praise.
• Do not teach students to fear you. Do not teach students to be fearful.
• Proactively teach, heading off various tangents that would otherwise interfere with class Teach with enthusiasm however discipline.
• Many mistakes with beginning students may not necessarily be devastating.They probably will not remember the next week anyway.
• Use proper judgment in separating boundaries and relationships. Crossing your own boundaries can lead to students questioning your integrity.
• Keep lectures focused and on the primary subject.
• Never correct another instructor while on the Dojo floor or while they are teaching, doing so can severely undermine the credibility of said instructor and makes your integrity questionable. Instead wait and offer an alternative point of view!
• Even an assistant instructor or student being used for demonstration is teaching, give this person motivation by allowing them to receive respect.
• Demonstrate in dimension of 2 Angles (3 dimensional space, front and side).
• Demonstrate by performance and by application.
• Utilize your upper Belts as teaching mechanisms [assistants] and demonstration.
• Traditional Dojo answer Hai (Yes), however not everyone knows how to speak Japanese. It’s the duty of the instructor to teach (properly) and translate as you go along.
• Students are forgivable and unforgivable depending on the situation as in all human nature.
• Remember that in a students mind everything his instructor does appears correct and you must be attentive to your action because of so including items outside of Karatedo.
• As a teacher you have made a commitment to being available to your students to train their body and their mental health because Karatedo develops us both mentally and physically.
• Avoid politics in your class at all times and costs.
• Standardize movements in your memory, so when you teach from week to week, month to month, year to year it remains the same.
• What or how you tell and explain items to a student is one thing. How they perceive and perform it is another.
• Remember the small mistakes that may have been taught to you and be conscious not to teach them or over teach their correction.
• Basic body mechanics and balance should be achieved after one year or about 7th Kyu.
• When teaching Children spend shorter amounts of time on individual techniques or items because of their attention span. This makes it easier to keep them interested.
• Segment classes by; Rank; Age; and items if the program.
• Segment class time, spend 15-20 minutes on warm-ups, 15-20 minutes on Kihon, etc.
• Break down Kata, teaching them in parts (i.e. first five moves, first five then 2nd four, then 5-4 & next, and etc.).
• When teaching a class by yourself you may have to break up the class. As an alternative, have the upper Belts perform advanced versions of the same technique lower Belts perform.
• Do pay attention to detail even with the beginning student.
• Students come to learn from you, you do not have anything to prove to them (avoid the demigod complex).
• Remember that ‘Authority’ is not the power to control and change the mind of others but the power to make decisions and be their leader.
• Do not slow down for the slowest person in class. Do not speed up for the fastest person in class. Work at a level that keeps everyone motivated and humble.
• Counting is like chanting, it must be rhythmic, however breaking their rhythm will make them respond to your count not their movement.
• Change your cadence for Kiai (…hutchi, kyu, JU), tension, strength and speed.
• Pads and excessive safety gear create a false sense of security.
• Because the Kata list is short in Gojuryu Karatedo you should have an extensive, well arranged, memorized and preset full syllabus before starting a Dojo or a class. [ [ Beginning instructors are commonly in error of boring their classes with four preset exercises and the only eight Kata they know.
• Spoon feed your students / class / Dojo small amounts of information enough to pique their interest and keep them coming back.
• Be fully knowledgeable of your Ryuha and Kaiha.

Speaking in class
Commendation is an excellent teaching tool. By commending a student before making corrections, you are bringing a positive attitude into the class and the notion that the student is doing well in class making them give a constructive attitude toward learning new and correct applications. It should be used before making corrections and again after making corrections. (PCP, Praise, Correct & Praise again). Yelling and getting angry or to aggressive with any student will simply turn off their will to learn, and may will cause the loss of respect towards the teacher, his Dojo or Karatedo altogether, no matter how long either that student or instructor have been training. Punishment for unruly behavior should be saved for the parents of students and/or the head instructor of such Dojo. Commendation also comes in other forms. Using a student to demonstrate distinct items in class causes that student to become enthusiastic towards Karate. His loyalty and attitude in class improving because he feels as if he is a part and belongs to the Dojo, his family.

At the opening of class, think of how you would like to be awakened in the morning [not jerked out of bed] but in a way that you would feel welcomed into the world. Ask your students and yourself;

• Are there any injuries or circumstances that should be addressed before the start of class.

Remember to begin and end every exercise with respect - Rei. When you end an exercise, give students the opportunity to ask without reprimand:

• Are there any questions?
• Are there any recommendations or comments?
• Are there any praises?
• Are there any theories or philosophies?

End the physical portion of class with a cool down exercise - Tensho or Yoga.

Before you close class, ask your students and yourself from both a student and a teachers point of view]:

• Are there any injuries or demands?
• Did we teach or learn something new either about Karatedo or yourself?
• Did we improve on something we thought we already knew?
• Did we have a good workout? Did the blood flow?
• Did we have fun and was the training enjoyable, can we leave with a smile?

And ... end class without animosity, closing in an enjoyable manner as when opened.