| Have you ever felt like you are teaching the | | | | not begin by using forms training as a |
| same thing repeatedly? Have you been | | | | warm-up, then move to partner work drills and |
| frustrated by using the same old practice | | | | finish with basic techniques. |
| drills every week? Do you sometimes sense | | | | |
| that your students are getting bored or are | | | | There are several ways that you can change |
| losing interest? Often one of the biggest | | | | the order of your content and thus make each |
| challenges for a martial arts instructor is | | | | lesson appear to be different despite |
| coming up with different ways to present the | | | | teaching essentially the same material. |
| same material and create varied lessons each | | | | |
| week. | | | | 4. Adjust the pace and focus of the lesson. |
| | | | Another easy way to make your lessons |
| Finding a balance between teaching the | | | | different while covering the same content is |
| required content and making classes fun and | | | | to first change the pace of your lesson and |
| different is not always easy. | | | | then adjust the focus. For example if you |
| | | | want to teach punches in two separate |
| Rest assured that you are not alone. All | | | | classes, the first class could focus on a |
| instructors at some point in their | | | | detailed explanation and practice class on |
| development feel the need to take their | | | | the fine points of each punch and the second |
| classes to the next level and change things | | | | class could be a fast-paced workout with |
| up a little bit. | | | | multiple repetitions of each punch. |
| | | | |
| Therefore, if you are at this point but are | | | | To adjust the focus you might want to use |
| unsure how to inject some fun and excitement | | | | line drills in your first class and pads and |
| into your classes, then start today by | | | | targets in your second class. There many |
| implementing these five simple tips for | | | | other ways to adjust the pace and focus of |
| making each lesson different. | | | | your lessons. |
| | | | |
| 1. Brainstorm all of the different training | | | | 5. Alter the context in which you teach your |
| drills and teaching methods that you | | | | content. A simple change in the context of |
| currently use in class and write them all | | | | your lessons can very easily make two lessons |
| down. Now you have a starting point for | | | | that appear similar have a very different |
| organizing your content and your delivery | | | | theme. Let's take forms training as an |
| methods. Next, organize these drills and | | | | example. |
| methods into similar categories such as basic | | | | |
| training, forms training, sparring drills and | | | | In the first lesson, your context could be to |
| additional content. | | | | teach Form #3 of your style, focus on the |
| | | | performance of the movements, and relate this |
| From here, you now know what your base | | | | to tournament participation and |
| content and methods are and you can gradually | | | | demonstration. In the second lesson on Form |
| begin to build your teaching repertoire and | | | | #3 of your style, your context could be to |
| incorporate new drills. | | | | look at the sets of movements within the form |
| | | | and apply the different sets to self-defense |
| 2. Make a monthly schedule of what needs to | | | | situations. |
| be taught each class and then plug your | | | | |
| training drills into each lesson. By making a | | | | So as you can see, these five simple tips can |
| monthly teaching schedule of which content | | | | dramatically help you design multiple lesson |
| you will cover in which lesson, you commit | | | | plans for your students that focus on similar |
| yourself to focusing on different content for | | | | content but which are delivered in different |
| each class and you will not allow yourself to | | | | ways with interesting and varied approaches. |
| fall back into the trap of teaching what is | | | | These types of adjustments in your overall |
| most comfortable for you. | | | | teaching methods can also lead to increased |
| | | | student retention and improved skill levels |
| This method still gives your students what | | | | for all of your students. |
| they need and it forces you to stretch your | | | | |
| content knowledge and overall teaching | | | | If you would like to learn more about |
| skills. | | | | different teaching methods, then please check |
| | | | out my FREE Report on "Instructor Mastery: |
| 3. Change the order of presenting lesson | | | | How to Become a Great Instructor Right from |
| components. If you have done steps one and | | | | the very First Lesson". You can download it |
| two and you still find that you have several | | | | at |
| lessons that cover the same content, a simple | | | | |
| way of making the lesson different is to | | | | If you have any questions on how to become a |
| change the order in which you present the | | | | better instructor then contact me today at |
| content. For example if you are used to | | | | and I will be happy to help. |
| beginning with a warm-up, then doing basic | | | | |
| techniques, then going to forms training and | | | | Good luck and best wishes on your journey in |
| finishing with some partner work drills, why | | | | karate. |