Lessons from a Taekwondo Master
- Cameron Castaneda
- Dec 4, 2018
- 3 min read
In a ceremonial way, each practice begins with a mediation. Students sit cross legged on the rubber mat, eyes closed; hands and body relaxed. The music is paused, signalling them to stand. Like an exclamation point, they solute with hands firmly at their side. Next is the warm up. Students shake out their wrists and count to ten. They proceed to stretch each part in a methodical, repetition. Last is the base routine. Each movement is in short, punctuated steps and counted. "One, Sir. Two, Sir," they punch with their tight fists. But before the group practices this, the Master models the step and then calls on a higher level belt to demonstrate for the class and then he call on other volunteers. At the least, students see three examples. All the while, the Master provides correction and feedback. Then the group takes a water break.
Belts are organized by color and there is a hierarchy when they are reorganized, based on level. Students work with a Master or Junior Master in different parts of the room to work on their individual routine. All they while, they chant- counting the steps. The Master works on isolating skills like power- punching and form, blocks, and kicks. It's individualized, personalized. The physicality requires constant engagement. The water breaks are natural and frequent.
There is a whole etiquette, respect factor and postures for each part of the lesson. The Master is greeted in Korean with a courtesy bow. No shoes allowed on the mat. These aren't posted anywhere and are expected even on your first day of white belt. Respect is built in to their responses and chants.
Last is the ending. Students line up by belt color on tiny pieces of tape . It ends the way it begins--meditative. Students recite a mantra about mind, body, and friendship and turn to thank the parents. They are rewarded with a small applause. They eagerly line up and shake the Master's hand, again by belt ranking. And as I sit in awe, I wonder how many of these techniques could be applied to a traditional classroom?
Here are some insights...
1. Practice - Repetition-Repeat- In the video "Practice is Permanent," they suggest we are able to free up our creativity when we make daily tasks a habit. Think about how deftly you brush your teeth, drive to work, or shower. What else can be automated? Also in order to be great, we must practice even if we are good at something.
Stephen Curry is a testament to this. If you have not watched his intense practice, you should. Students will be amazed by his dedication and discipline. Check out his goggle routine. Even the greatest basketball players practice.
Think of how adept your writers, readers, learners will be if we made certain tasks routine.
2. Call Out- There is something to be said for unifying a class. For starters it signals and refocuses the group. It energizes a teams before games.
It could look something like this:
"When I say _________________, you say _____________.
T: Empower!
St: Students!
Even more, there's no room for anything else but to maintain engagement.
I find it fascinating how each practice begins and ends the same in each way with teacher modeling and student modeling and wonder what they would like in a 42 minute period.
3. Participation is key and Movement is necessary- There have been recent studies on sitting for long periods of time. There is something to be said for standing, moving. And it's what they do when they move. They are receiving immediate, instant feedback.If they aren't shouting loud enough, they do it again. If the kick did not have the right form, the Master demonstrates. We are in the Fortnight generation. Students are receiving feedback all. the. time....from their video game. What would this look like in a classroom?
4. Differentiation- This is another component. Students break out into their respective levels and work with either the Master, Junior Master, or with their peers. This is where individual skills are honed. And surprisingly they rotate. It's not always a single group meeting with the same teacher.
My six-year-old son is moving to an Orange belt and it was a struggle. He has difficulty with attention and Taekwondo has really been a consistent after school activity for him. Between the discipline and physicality (not to mention memorization), he has improved so much. He doesn't always love to go but in watching him, I am in sheer awe of how he memorized a 20 step routine with movements.
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