Student Responsibility - the ten parts of the student's responsibility to
the student - instructor relationship

  1. Never tire of learning. A good student can learn anytime, anywhere. This is the secret
    of knowledge.
  2. A good student must be willing to sacrifice for his art and his instructor. Many
    students feel that their training is a commodity that is bought with monthly dues and
    they are unwilling to take part in demonstrations, teaching, and working around the
    do-jang. An instructor can afford to lose this type of student.
  3. Always set a good example for lower ranking students. It is only natural that they will
    attempt to emulate their seniors.
  4. Always be loyal and never criticize the instructor, the art of Taekwon-Do, or the
    teaching methods.
  5. If an instructor teaches a technique, practice it and attempt to utilize it.
  6. Remember that a student's conduct outside the do-jang reflects on the art and his
  7. If a student adopts a technique from another gym and the instructor disapproves of
    it, the student must discard it immediately or train at the other gym.
  8. Never be disrespectful to the instructor. Though a student is allowed to disagree,
    the student must follow instructions first and discuss the matter later.
  9. A student must always be eager to learn and ask questions.
  10. Never betray a trust.
                                               Know Your Students Weak Spots

                                                                              by Keith Pascal help them improve.

It's easy to spot your students' weaknesses, when you ask yourself one simple question.
As a martial artist, I spend all of my time analyzing how other folks fight. I examine their techniques. I observe and guess at their tactics.
I even ask them questions about what they are practicing (smile).
I spend a lot less time analyzing my own strengths and flaws.
Sure, I practice. You do too, right?
I found a real quick and dirty way to discover my own weak points. All I have to do is ask myself one simple question. And presto,
change-o, I know exactly what I need to emphasize in my workouts.
Are you interested in finding out this ever-so-basic question? (No, that wasn't it.)
Just ask yourself what you have been avoiding practicing?
Do you routinely procrastinate in one area?
I am willing to bet that's the particular area that could use some improvement? Don't you just hate it when I am right? ;-)
We'll apply this to student learning in a minute.
Would you like some slightly embarrassing examples from my own life?
I have a beautifully planned workout routine. It includes a lot of tummy exercises. I spent a lot of time carefully constructing my
abdominal routines.
Do you think I do them?
Think again.
I just avoided doing my exercises for the last two and a half months! It's time to get back on track.
Another example can be found in Bruce Lee's Five Ways of Attack. I know all five ways inside and out. Yet, I definitely could use
improvement in two of the ways. (And no, I am not going to advertise my weaknesses all over the Internet, thank you very much.)
Yet another example can be found in my students. I looked at my more advanced "cookies." These guys have been with me awhile.
So, I asked the same question to myself -- but this time I asked about what my students and I avoided practicing.
Our hand techniques are awesome. Our timing is pretty good too. Rhythm? You betcha.'
But our kicks ... left something to be desired. They sucked.
Can you guess what we are focusing on, this year? : - )
I know this question-asking method works, because as is human nature, we tend to do what pleases us, and avoid what doesn't. Of
course, some folks have masochistic tendencies, but in general, we seek what we enjoy.
It stands to reason that what you have avoided working on needs improvement.
This is not rocket science.
Listen to Your Students' Complaints
Do your students groan about doing certain exercises?
Do they nervously joke when it's time for a particular activity?
Have you ever noticed a lack of enthusiasm during specific drills?
These are all clues as to your students' weak areas.
You have the discipline to work on your own weak spots. Your students don't know how, yet.
It's up to you to add enthusiasm to certain tasks. Teach them discipline. Shape them to tackle and overcome weak areas in their training.
Remember, identifying these weak spots starts with a question.
                                                 How to Teach

This page will give you a brief introduction of how to teach Taekwon-Do. It is not exhaustive, merely a rough guide to start you on your
way. Many of the hints have suggested by students or are observations I have made when watching other Instructors or Students
teaching. In our School we encourage students to teach for at least a short period of time during class and then we give feedback on
their performance. I think they find it useful. I certainly do.

When teaching it is very important to consider WHO you are teaching and WHAT you are trying to teach them. It is very difficult to
explain the Theory of Power to a young child who wants to do sparring all day. If you think we have missed something from the list
below please let me know and I'll add it.

When you are talking try not make unnecessary movements (e.g. flapping arms) as this is distracting the Student from the words of
wisdom emanating from that gaping hole in the middle of your face! Explain what you are going to do, demonstrate, explain what it is
for. Ask if they understand. Very often you will see blank faces, nobody wants to put their hand up and say "I don't understand". As the
Instructor you have to look out for the signs E.g. Tilting of theirs head, blank expressions, looking around at other (senior) grades etc.
Do take command of the class. Students are not sheep but sometimes they act like it. When you begin call the class to attention so that
they know that you are instructing them. It is not unusual for an Instructor to break a class into smaller groups and have other Black
Belts teaching at the same time. Once you have their attention (and make sure you do) use LOUD and CLEAR COMMANDS. Rather than
"Could you please try Saju Jirugi if don't mind when you have a minute" say "Saju Jirugi, Junbi, Si Jak". This way everyone knows what
is expected of them and when. If you are not authoritative then the Student can become confused.
If you don't know the answer to a question then say so. Students will respect you far more if you say that rather trying to fudge it.
Remember you are Instructing and weather you are a Black Belt or a White Belt you are still human and you still make mistakes. Do not
be afraid of showing this. Indeed, many students will feel a whole lot better when they realise that the psychopath at the front is just a
normal guy rather than some alien from the planet Taekwon-Do. (note: there are some Instructors who are actually from that planet - do
NOT confuse the two!
Be careful that you do not end up teaching individuals rather than the class (something I do a lot of). If you see someone making a
mistake then rather than just correcting them, tell everyone. E.g. "Many of you have to lengthen your Walking Stances as they are too
short, especially John, Michael, Clare" rather than "John, lengthen your stance as it is too short". This requires a conscious effort. If
the Students are concentrating then they will all learn something from that statement, even if it is just a mental note that those
Students make that mistake (so if they are teaching them they can check to see if they have corrected it).
Remember that teaching is two way - both the Student and the Instructor should learn something every night. If you are not learning
then you are not paying attention. Even if the Instructor/Student are very bad you should be able to learn from their mistakes, if they
are very good then you should be able to spot those things that they do well. Make sure that your students know that you are willing to
listen to their suggestions/criticism with regards teaching. Maybe they can't hear you, but if they can't tell you that then you'll never
Teaching is NOT easy. Telling other people that they are wrong is by no means easy especially if you are not sure as to the correct way.
If in doubt explain to them what they are doing or demonstrate (always exaggerate when you demonstrate something) so that they will
see what it is. They might know better than you.
The best way for people to learn is to actually try to do things themselves, rather than watching you do them. So, once you have
demonstrated the technique make sure the Students are given the opportunity to practice them.
Interesting classes are usually very productive. This is because you are maintaining their interest and accordingly their concentration.
Thus they are more likely to learn. How do you make classes interesting? Well, variation is a start, or keeping the pace going so that
they do not get a chance to think "this is dull" as they are too busy. If that fails, give them push ups and think about it.
Use Taekwon-Do terminology. This does not always mean Korean. We have a specific language in Taekwon-Do, make sure when you are
teaching you use it. Jumping and Flying are different things. Don't confuse terms otherwise you will confuse the student.
Use other students to help when teaching. This can be either to demonstrate how and when you would use a technique (and the
students attacks you), or it can be that you ask the student to perform while you mention specific points as they perform. Sometimes it
can be useful when teaching a new pattern to put an inexperienced student between two that know what they are doing, so that when
they turn they can always see someone to copy.
Special Thanks to all who have donated their time,
recommendations and material to help
make this site the best website source on the Chang Huhn Patterns.
Instructor Resources
One thing I learned about people in general is that we all learn differently from
one another. Some of us are "doers", some of us are "listeners", some of us are
"readers", and some of us are "watchers". This means as instructors we must
be diligent while teaching class for the signs.

For example when teaching patterns we can use those 4 ways of teaching
during class. Of course "doing" a pattern is obvious, but we can also do a
pattern without even moving by verbally saying each move through the pattern.
We can also "do" a pattern by writing them down (we have mirrors in our school
and I use a dry erase marker).

We can "listen" to the pattern by having the instructor say the moves as the
student performs the pattern or by standing still and just imagine one's self
performing the pattern (as if floating above your body and visualizing). Also
performing the pattern as a class while each student says the stance, and
technique of each movement.
We can be "readers" by of course seeing the pattern in writing.

We can be "watchers" by having a trusted instructor who does the pattern well
perform in front of the class or by watching videos (by certified instructors)

Sabumnim Mike Louie
5th DAN Black Belt
Head Instructor/Owner of Mike Louie's TaeKwon-Do Schools

Michael Munyon
Munyon's Korean Martial Arts Academy

You ever notice how students learn differently inside the dojang? Ever wonder why?

Individual Differences
The idea of individual differences is one of the most important ideas to consider when teaching. No two people have the same background or
personality. What do we mean by individual differences, and how do these relate to the learning process? Individual differences are variations that
distinguish one individual from another.
Students do not learn at the same rate because of differences in intelligence, aptitude, background, interest, and motivation. Let us consider each
of the differences and see how we can provide for these in our instruction.

. For practical purposes, we might define intelligence as the ability to learn and aptitude as the ability to learn with relative ease. A person with high
mechanical aptitude can learn mechanical things easily. Although intelligence and aptitude are considered largely a result of hereditary factors,
there is much evidence that environmental factors greatly affect these characteristics. You must recognize differences in intelligence and aptitude,
and plan your instruction accordingly.

. Obviously, students have different educational, social, and religious backgrounds and see things differently. This is sometimes difficult to realize.
You sometimes assume what is clear to you should be clear to your students. You should choose examples for teaching that relate to your
students' background and experiences, otherwise they will have difficulty forming clear ideas of the material being taught.

Interest refers to the initial stages of motivation. When you have your students' interest, you have their attention. Motivation is the key to learning. If
your students are highly motivated, they will teach themselves largely, which makes your job easier. The effectiveness of the instruction can be
determined by noting the degree of motivation in your students. When a class is inattentive and unmotivated, check your methods and techniques.