The Silk Thread of Gorindo Magazine

Magazine • the Silk Thread of Gorindo

Sunny shuto<br />©2013 Photo by Claudio Iedwab

The Silk Thread of Gorindo - Ottawa - Canada

Issue 28

- The Process of Teaching (Part 3)

- Kihon - Basic Level Practice

- Pearls of Gorindo...

The Process of Teaching (Part 3)

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Roxanne sensei - mawashi-geri focus glove

Discovery

• Solution of problems through experimentation or discovery.

• The students receive key points as hints but the final solution is not indicated or demonstrated to them.

• With practice, the students discuss and observe.

• Emphasis on the questions or pre-established elements.

• This method will depend on the foundations previously acquired.

• Useful during the search and/or improvement of an intermediate technique or in states of transition.

Shaping

• Modification of the discovery method.

• A more directed method: it introduces the problem to solve, followed by a period of practice. General corrections and suggestions are presented with a demonstration before more practice and more detailed correction.

• It is built upon the abilities previously acquired.

Transference

• Works from existing abilities.

• Transfers parts or principles which are then modified or added to.

Progressive/Part

• It begins with one component and adds parts one by one .

• It is used when in certain occasions the whole skill cannot be performed if one part is not working.

• Form of making corrections of the parts:

1. Physical assistance with the manoeuvring of the body.

2. Demonstration and/or exaggerated execution.

3. Change in the progression of the presented parts.

4. Modification in form (not in content) of the instructions.

5. Avoid giving up - try everything (backwards and upside down)

Discussion/Socratic Method

• It stimulates the formation of questions and opens the possibilities of study in matters that, at first impression, may be less evident.

• Due to linguistic and idiomatic difficulties this method did not prosper during the initial diffusion of the Martial Arts, and mistakenly such position was perpetuated under the false belief that martial arts “tradition” did not allow such methodology.

• When using this method maintain the discussion brief in duration, because the martial arts are a physical activity. As far as possible avoid muscular “cooling down” during teaching.

Demonstration

• Part of every method at some stage. Begin slowly then increase speed to show flow not to impress.

• Be careful of discouraging beginners when the technical demonstrations appear too difficult, dangerous and/or painful.

• Emphasize one or two specific points to avoid excess of information. It may lead to distraction and divergence of the focus.

Conclusion:

Introduce new skills with the discovery or shaping approach. Develop the skill with the progressive/part method. Start with the basic body position and add more parts.

Each one of the methods may be considered like the strings of a guitar, with their individual properties but sharing with each other complementary qualities and tonalities.

The instructor will have to experience and practice each method as singularities until with time they become naturally integrated. A good teacher passes from one method to the other in a fluid way, and will combine them to generate another level of presentation for the students.

In practice these methods will evolve and adapt to the particular teaching situation and the characteristics of the students themselves leading to the phrase: “my best teachers are my own students”.

Excerpt from the Course "Teaching Martial Arts - The Gorindo Way" by Claudio Iedwab & Roxanne Standefer