Meeting Minutes - February 18, 2020
New, unified syllabus (same for both kids and adults)
7 stripes, 7 core concepts
Yellow- Vocabulary of Motion (how you move, flow)
White- 6 Harmonies (forms) Red- Keystone Principles (have to become progressively better)
Green- Lifestyle & Leadership (if your lifestyle doesn’t support your Kung Fu, you won’t pass your grading, core values, leadership)
Blue- Traditional Tenets (2000 yrs old, still around for a reason, still relevant)
Orange- Dynamic Control (even with changing situation, exemplified with ability to handle a weapon)
Black- Wuxin (no mind, how you should be able to apply your Kung Fu in real time; no syllabus, last to be earned)
If asked, the answer needs to be specific to each student. What they do7 to earn it or what they need to work on. Specific with weapon forms or hand forms. As specific or vague as needed with keystone principles, vocabulary of motion, etc.
The CURRICULUM has never changed. The syllabus has been changed, yes, but adjusted in such a way to make better black belts, to address the weaknesses that have been noted, make the road better for upcoming generations.
Train to learn the curriculum. Teach to teach the curriculum. The syllabus is just a list of tools. Teach what the class needs, do not just teach to serve a piece of paper.
Keep each other on the right path. If you see one of us teaching just to stripe or knock it off a list, bring it up. If students are asking “what do I need for x stripe?”, this is a warning that they are working to be striped, not to learn Kung Fu.
Need to always apply a high level of control and a high level of discipline in all the classes (eg. 3 points of contact on the stick). Free sparing needs to be taught and not just done. Control needs to be taught and maintained.
This is a learning curve. Ask someone who understands if you do not. Do not just regurgitate answers you’ve heard given; understand why that answer was given to that student. Develop your own vocabulary.
Ego based teaching is the problem (this is not equal to arrogance). For ourselves vs. for the student. Teaching what we know instead of teaching what the student needs. Going into detail and taking away their chance to get the reps in. Even if you have something great to say, consider how it will be received or if it will help.
We need to have each other backs. We have some problem students; we need to be watching for disrespectful attitudes. It can’t be up to the individual being disrespected to enforce.
We need to maintain control and recognize when we’re losing control. In this case, we need a reset.
Make sure you are visible to all students. Be mindful of the guys in the back in the center.
Meeting Minutes - November 23, 2019
Trying to win the war not the battle- need to correct at the right time. We do have a problem with discipline but how we crack down is just as important. We tend to jump in when the kids are participating, maybe just a little enthusiastically.
Tiny Tigers on November 14, 2019-
Separate Lindens and Hoffmans & Lars’s in lines.
Keep in mind parents- don’t let the problem kids be front and center in front of the parents.
Make sure we don’t get distracted by the instructions- make sure we notice the kids beside us and not just where we’re looking.
Be aware of the other instructors- don’t interfere if another instructor is working with a student (successfully). Be aware that we’re blocking the students view and being a distraction if we’re just wandering or standing in the rows.
Need to engage. Just holding a target and then walking away is not engaging.
Need to understand and follow the spirit of instructions, not the letter. You need an understanding so make sure you do, ask if you don’t- you can make things worse if you don’t understand.
Less talk- no need to have a conversation with the kids. If you need to explain then it’s a lesson for the group or should be saved for after class, etc.
To deal with Booth and others like him- need to be decisive and act accordingly. Stop him, don’t chase him. Decisive and compassionate- this is a safety concern.
Knudsen- needs a sense of purpose to the sound focus. He’ll be able to handle the repetitive, loud noises if he has a purpose behind it.
Example- correcting kids when they scream too long, to high, etc. We encourage them to scream then complain when they do it wrong- they need to understand the why (if you’re busy screaming and you’re punched in the gut it won’t go well for you).
Need to be mindful about consistency. If we’re at the front we are all the mirror image. When we count, we count first strike second. Consistent with terminology (switch, sound focus vs. just switch). Everyone from now on- command, sound focus. Command- gets them thinking. Sound focus- gets them reacting.
Lao Gar- kids cannot repeat. However the standard is just shadowing therefore we’re okay. We need to keep this in mind when we’re teaching and helping. Usually teach sequence then technique- when teaching to shadow, need to teach technique before sequence (they don’t need the sequence).
There is no difference between the syllabus for the kids and adults, however there is a difference in requirements. The syllabus is a living document so refinements will be happening as time passes.
Make mistakes, explain if you disagree, tell us your logic, what you’re seeing and why you’re doing.
Guiding Principles
The best way to structure and properly build our curriculum starts with deciding what we want our end product to look like. What type of student (black belt) do we want to produce? This is outlined by our Curriculum Ideals.
Currently, my curricular ideals are not completely defined. While they clearly state what each stripe colour represents, there is not enough guidance provided for developing the intangible internal qualities of the green stripe.
Similarly, the tangible external qualities of my curricular ideals are not concisely defined. They should be able to be reduced to basic principles that are present in every technique and application. These principles should apply to both offence and defence so that you can weaken your opponent by eliminating one or more of the principles from his vocabulary of motion. Perhaps these are the ‘Eighteen Concepts’ I am always referring to.
Requirements for belt testing are not the same as the requirements for striping. Striping should be about building up the character of the student and instilling the foundational values that will help them develop into a solid SRKF black belt. Therefore rank testing should be about the keystone principles and six harmonies to ensure the proper style foundational basics are present along with a constant progression of those same foundational basics.
If we continue with seven stripes (black, red, orange, yellow, green, blue, white), two of the stripes (white and red) would contain the physical foundation upon which a skilled black belt is built. These two stripes would constitute the testing portion of the syllabus because these two ideals contain the information that defines how we move and adapt - our style. The other five stripes would represent supporting ideals that are important but not necessarily tested on.
This approach will only work if instructors are holding the line on striping standards. If we clearly define the standard then the standard must be consistently enforced. If an instructor does not understand the standard, the onus is on them to educate themselves by asking questions and suggesting revisions to help refine our standard definitions.
Jeff Brinker
Striping
My goal was to retain the 7 coloured stripes moving forward but I think we may be best served by adding purple and brown to our striping rainbow. This will allow us to retain all the current curricular values, separate fitness into its own category, and give the students extra striping goals.
Suggested breakdown is as follows:
If we were to retain only 7 stripes, my intent would be to combine the fitness with Keystone Principles again and Applications with Grappling.
All that being said, I still have to resolve my vision of only testing on the important stuff (keystone principles and 6 harmonies). If we have exhaustive striping requirements, the students' focus will be spread pretty thin and they may not spend enough time on the important stuff.
With that in mind, perhaps reducing the stripes is a more appropriate approach. If we go with: 6 Harmonies, Dynamic Control, Fitness, and Keystone Principles, and Leadership and Lifestyle — that would drastically narrow the students' focus. With Leadership and Lifestyle and Fitness being aspects that are developed outside of class time, that will help keep their focus narrowed to forms, weapons, and keystone principles. I would even consider removing weapons from the mix.
IF we were to remove applications and grappling out of the students' syllabus but leave it in the instructors' syllabus, we would have the ability to keep the students' focus narrowed while keeping the instructors' options open. As long as the instructors are able to connect the dots and see how the applications and grappling help produce the overall product, nothing should get lost in the mix. In this case we will have things that we teach that may cover 100 items but we only test and stripe on 20 of those items.
I need to think on this some more. In the meantime, I would appreciate your input and guidance.
Jeff Brinker
Engaging Students Idea
I just wanted to share something that I saw during last Thursday’s Tiny Tiger class. If you recall, the class was doing a basic relay with the focus on the downward foot block and the kids hitting a paddle. The kids were also doing splats on the big shields.
The row that Sifu Brinker had seemed to be having the most fun and I attribute that to the way he was utilizing the paddle. Every time the kids did a splat on the shield, he hit the floor with his paddle making a loud slap. The kids loved it!
I would like to see us all (myself included) engage the students more as Sifu Brinker did. When we are more engaged with the drills, the kids get a lot more out of the lessons.
Thanks!
Tania Vantuil
Meeting Minutes - January 8, 2019
Paige Hall- December 2017
Two stripes in the system, four on her belt. Parents are extremely engaged. Paige’s lack of effort and engagement falls onto us. She is motivated, likes more than she dislikes. According to her mom Paige becomes more accountable when she knows her mom is watching. Experiences from instructors differ. Regardless, we do not have the results. Keep an eye on her; we need to know if we have what it takes to motivate her.
Apparently she does not know what she needs to do to get striped or why she isn’t getting striped (as per her mom).
Passports worked great for her- little goals and direction.
2. We need to reverse engineer why the stripes are off & double check when we enter information. Check in workouts & skills on the overview page (shows only for current belt). Striping to be left to Khona for the foreseeable future.
3. Passports on line may become a possibility (through zen). Sifu Brinker wants any suggestions we have regarding this.
4. Progressive syllabus requirements. Any progress? Don’t hesitate to speak up if you are not interested in participating. High priority.
5. Need to stress- need more doers (healthy guys). Many of us cannot demonstrate some of this stuff but students still need to see it and have that motivation. If you’re good at something, show it off. If you’re not, don’t.
6. Banquet- as of next year our venue is changing. Holy Trinity Church already booked this year. 1/3 the price, includes dishes & sound system. Problem is Saturday Mass at 5-6pm (right during lion dance). Possibility of moving starting time half an hour. If you have any concerns please speak up. Booked for January 25, 2020.
7. Need to line up 6 in a row in BBD. Desbiens was not only in the change room but was being blocked by us while we were helping the new guys.
8. Aubriella Balan-Waege- we need to talk to her parents (need void cheque).
9. Depending on Claire the ABD will be getting shut down. Ryder (maybe), Carter Hanson & Blakely Whitehouse-Strong will be moving out after the next grading.
10. Teaching shoulder rolls- kid to go over shoulder opposite you, grab their head & pull it to the opposite shoulder, throw their legs over. Kids don’t have a chance not to do it. Demo’d by Sifu Brinker.
11. New TT. Idol is Bruce Lee. Make it work.
Meeting Minutes - December 4, 2018
Banquet- looking for ideas to better promote the Pandamonium & increase parent engagement
Pandamonium- considering making it part of farmers days. The fundraising should be occurring throughout the year as part of the intelligent curriculum.
Water bottles, AofK, etc- Why? NOT because we're tree hugging environmentalists. Everyone understands that plastic is bad, but not everyone knows recycling is not universal and nota solution. Change starts with you; what can you do? Responsibility & empowerment. These are the best tools at our disposal to teach empathy and compassion. Students want to reuse a disposable water bottle? No- poor leadership. No one else knows its full of tap water & all it does is send the wrong message & undermine our ability to teach the other kids.
Think about the lion dance, altar, items on the walls; everything has a purpose.
Don't expect a child to transfer information, notices or concepts to their parents. Talk to the parents directly.
Assume children that are acting out, not listening, etc. have some sort of mental limitation. Hands off kids you don't know unless there is a safety issue; physical contact can become a trigger. Students that leave for a duration eg. Cohen Johnson need to be eased back into where they were.
Avoidance as a strategy with anxiety is common. If you allow a student to avoid the situation you are reaffirming avoidance as a strategy and you are doing the individual a disservice.
Animal badges- must be on every uniform. Yitzik to send Khona the spreadsheet from the Tiger Challenge so an animal team winner can be determined.
Please feel free to fill in the gaps.
Instructor Teamwork - Part 1
Please review the video below and make any comments below to get the dialog started. I misspoke in the video concerning having 2 instructors for every 1 student. I had meant to say 2 students per 1 instructor. If we took the Csillag girls out of those numbers we still would have had a ratio of 3 to 1.
Instructor Team Focus
So we're a couple of weeks into the new season with a bunch of new students. I've heard a couple of instructors wonder if we should cut off enrolment as the classes are getting big. These comments have me concerned that some of you may be feeling overwhelmed and if so, you may revert back to your comfort zone and wipe out all the progress we have made in the past few months.
I want everyone focused on engaging the students on a meaningful level and to keep your focus on the students' learning, NOT your teaching. There is a difference.
Please watch the short video below and add your comments and/or questions.
Meeting Minutes - August 7, 2018
No one is grading on Saturday.
Very short handed in kids classes lately, but classes are going well regardless
Jeff had to go on deck last week.
Jeff spent almost a week with the UBBT team
Need to refocus
2 prong approach- take care of parents needs (justify why they should keep taking their kids to classes)
Take care of students needs. Learning the concepts
Concern with how we approach, some of us are broken, there needs to be instructors that can actually demonstrate what we are trying to teach (eg. Flying kicks)
When a student or parent of student asks us why the martial arts are important and what the benefits are, we need to answer with confidence.
The first answer needs to be the same answer from one instructor to the next. Then individual reasons can be stated if done so with competancy.
Can we prove our answer with our own actions?
The evidence of the benefits need to be present on deck to reinforce what the students are working towards
CONCEPT FROM TOM CALLOS: Money coming in is always varing, money going out is always constant. What is each student worth? How many students do you need to pay the bills? Treat each student like they are your last. They are needed for the school to continue to operate. The buck stops with each one of them. They are all equally vital to our operation. Priceless.
QUESTION: What have we normalized that is harming us?
Low hanging fruit (too many games, too much running around) they are happy, but not benefiting from what the martial arts can offer
Whenever the class is getting dry we panic and go to what we know pleases the students
We forget that there is ONE leader and five instructors. The leader should be able to continue teaching the class and instructors should correct. The leader should not have to stop the class to correct
The other instructors should not just be pylons
A conversation about the plan for class has to happen. This has been happening to a point, but if circumstances change, it is difficult to communicate the new intentions for the class.
CONCEPTS FOR IMPROVEMENT: Reduce everyone's roles. One person leading, everyone else focus on teaching.
Have a single backup for the leader. No more than one in order to limit confusion.
With a consistant leadership, it will be easier to predict where the leader is going and what the instructors are correcting.
Immediate feedback is critical. It will have the most impact and facilitate the most change.
Weekly meetings? At end of each night of classes? Quick 5 minute recap of good/bad.
Striping system. We are struggling with concept of teaching curriculum and sylabus. We used to have a single colour of stripes. (Yellow x6) which were given when the concepts were covered, not necessarily when a student was proficient. One white stripe was given, showing proficiency and ready for grading.
Looking at a rotating curriculum. Work on one concept at a time, once the section is done, the stripe will be given.
One concept is the MAIN concept. With one or two additional concepts to prevent student boredom and skill atrophy. It is important to not get hung up on the core concept and continue to touch on others as well.
Attempt to stop doing warmups? This may mitigate students attitude towards the first part of class (slow saunter back after getting water.) . Give them a break when they need a break. Make the "warmup" pertinent to the lesson for the day.
It must still be a reasonable time. 10-15 mins (for legal issues).
RECAP: Where are our students going? What do they see in us, how are they inspired to continue training?
Let me know if I have missed or mis-interpreted something.
Meeting Minutes - July 3, 2018
- Mr Olsen, Mr. Kover, Mr. Ewart grading on Saturday
- Olsen and Ewart recent stripes were not put in Zen Planner.
- None of these three are actually registered in Zen Planner to grade.
- We need to get on top of entering stripes into the system. Have a buddy system. Always ask each other if they gave a stripe and if they entered it into Zen.
- Our deadline is July 12 9:00am to fix all the database problems.
- Melanie is being added as an instructor in Zen Planner and Mighty Networks
- Taking a different approach in teaching black dragons. Having multiple instructors teach classes and keeping the energy up. Different approaches to the same general concepts.
- However, we need to make sure it all builds on one another, instead of being four individual segments.
- Take inspiration from the Spanish soccer team. The coach explains what they want from the players and dynamically corrects them when they are doing it wrong with out halting activity.
- Simply having them active is not enough, they need to be dynamically corrected. Correct them consistantly to achieve progress. Don't necessarily stop them all the time, this will kill momentum, but ensure they are working on proper technique.
- 80/20 rule. Forms are the most influential in your training. They work on several different aspects of your training. 20 percent of the total training that provides 80 percent the results.
- Find the 20 percent that works with the classes. (Forms)
- Encoding success, give the students steps to achieve the end goal. Give small amounts at a time to promote success and encourage further practice.
- We need to ensure student transitions from one class to another are more smooth. We need to support them more and make sure they are comfortable and still feel safe.
- Moving classes changes their entire perspective. They were just the top of their class and are now back on the bottom, this can be overwhelming.
Meeting Minutes - May 1, 2018
Possible new student with autism (8yrs) signing up. Was in MMA classes in BC, managed to integrate into the main class then the family moved. Will have to gauge whether TT or BBD is most suitable- one-on-one with an instructor for the first few classes best bet. Triggers- loud noises and crowds.
Grading Saturdat- Robbie Percy & Kyle Rempel. The Intent to Promote letters need to be handled properly; had an incident where we could not find Robbie's letter, it had been folded and left on the filing cabinet without anyone's knowledge. Needs to be handed directly to main instructor, signed with grading date and scanned onto their file before they are placed in the Intent to Promote file (in the top wall file inside the door of the office.).
Kids talking during class & instruction- needs to handled, the instructors need to be setting the example.
Too much noise from the penalty boxes, the front desk and from instructors meeting on deck. There should be zero. We can't reign in the parents in the instructors are setting a bad example.
Talking about the classes during the classes is too late- this is why we need meetings before the class. If things go off course, wing it and adapt.
There will be some exceptions (learning zen) however conversations and sign ups are to be moved into the office.
Number 1 reason people quit- The perceived indifference of the instructors.
Instructors are letting their guards down during the IBD, having conversations or doing their own thing. Keep busy, keep engaged with the class and don't stand still.
Deal with sign-ups & parent conversations in the office, therefore no conversations on deck or at the desk.
Deal with Chiasson, Kover & Tomie- expectations should be higher for established families as they set the example. Kids and parents both need to be reigned in, kids can't be coming and going as they please.
Try to handle purchases and payments between classes as much as possible Class notes & skills entries done at the front desk.
Front desk is becoming a disaster- papers and belts everywhere, paperwork being misplaced. Needs to be cleaned up, things handled or put away as they come up. The printer will be moved into the office & the office will be changing.
Need to integrate concept of boundaries more into the classes. Kids are pulling on each other, etc. Teach them how to be aware of body language & use the word "boundary".
Respect must be in classes. Kids need to learn these skills, not just be told to show respect. They need a reason, taught reasons and shown how instead of blindly doing. We need to set the example, we need to be showing them how and we need to be doing instead of saying. We need to be teaching with words other than "respect".
Bowing should be a personal message, not mindless. If it's a bark out during a drill it is not personal. If the class isn't stopped it is not personal. The students need to be thinking of the when and why instead of mindlessly bowing or bowing "just in case"; this isn't showing respect and isn't making them mindful.
Need to get the kids on board with the acts of kindness and fundraising before we focus on the Pandamonium. We can launch Color Your Kwoon in a week or so once the excitement recedes, and use the kids demos in the same way.
Meeting Minutes - February 27, 2018
Adult instructors @ the meetings- if we do follow through and change the meetings to a general instructor meeting we'll need to stop discussing particular kids and anecdotal information unless it pertains to an issue across the board. These types of things should be discussed online anyways as waiting until meetings is too long to address them appropriately and efficiently.
We should be reading these notes after they're posted and referring back to them over and over again. A lot of repetition in the meetings- some of which could be stemmed if we referred back, refocused and refreshed ourselves to the issues.
Make your own notes during these meetings so that everything is in your own language and you're not relying on another's interpretation.
If you don't understand or agree with a direction thats being set bring it up to Sifu Brinker, challenge him. We need to be on the same page and if not we need to be discussing these things.
Chronic tartiness- we need time for pre class meetings before the doors open. Need to be here, changed and on the deck at least 10 minutes before the doors open.
We need to have a set, systemized approach before June (when you loose me). The parents aren't seeing the value of the extracurricular stuff (passports, projects, pandemonium) and if it continues these projects are doomed. This needs to be addressed in the next 8 weeks.
Sifu Brinker needs better access to the instructors.
All instructors need to understand the direction the classes are being taken and the vision for the classes as it stands. This is different than agreeing- first understand and move forward with it, then challenge if you see fit.
Think about the level of commitment you can give to this approach, i.e. being here early enough for a 10 minute meeting prior. Let Sifu Brinker know if this is going to be an issue. If so, we need to find an alternative that will accomplish the same things (more meetings, most likely).
July- I'll be gone (Khona) along with Dan (gone for 2 weeks). The remaining instructors are going to have to take on a major role. Having a system in place will be vital. Note that the Csillag's will be gone on several days during the summer, including July.
The curtain on the store room MUST be closed at all times. Zero tolerance. The image of this school has been built up over decades and something like leaving the curtain open wipes out all that work. It has been shown that people associate clutter with lack of safety.
As noted by me (Khona) even when we're engaged with a child we need to stay aware of the class in general. If you're working with one kid and another is lighting a fuse elsewhere and no-one notices it creates huge problems.
All conversations at the front desk (incl. between Lisa & myself) need to be quieter. Conversations with parents should be moved into the office. Eventually signups should be moved into the office as well. No conversations on the deck during classes (this doesn't include instructions, just two way conversations that require conversing back and forth, back and forth). If a conversation is needed, pull the instructor into the office.
Meeting Minutes - January 30, 2018
Grading Saturday- Willoughby & Chiasson
Willoughby- tartiness is getting better but we need to have a zero tolerance approach; talk to his mom if it continues.
Last for a student is defined by arrival after we bow in. We need to have a conversation with the kid first followed by a conversation with the parents. This should become part of a stripe (probably green); if a kid is late they loose the stripe. ***Tartiness is part of the lessons but not a factor in the stripe until it becomes an issue*** This can't be binary; if it doesn't serve a purpose then theres no reason to do it.
Involve Sifu Brinker if it becomes an issue.
Bullying- is a perceived imbalance of power. Chronic conflict isn't necessarily bullying unless there is a power imbalance. We should be teaching these concepts every day in classes as life lessons and organically, never sitting down and lecturing. The green stripe needs to reflect this (the life lessons & the curriculum, not memorization of facts & presentation of them).
Banquet- Sifu Brinker wants to have a kids demo using the kids that will be there and determined by their strengths so that rehearsal is unnecessary. Need to look at the list to determine what students we have and where we can go from there. Need to be done by this weekend.
Need to clarify with students that people without tickets won't get in like in previous years. Also clarify there will be assigned seating & schedule; doors @ 5, program @ 5:30, dinner to follow
Mightybell- keep note and bring up any notifications you don't get. Having some issues with notifications in certain groups, want to make sure the system is working. If you post something and receive no comments or acknowledgement reach out to find out why.
Meeting Minutes - January 9, 2018
Coen Johnson- refusing to participate in classes on occasion. He has gotten better but has regressed since taking time off over Christmas. Instructors need to be consistent when dealing with him and he gets no warnings anymore; he knows the rules.
Jessica Johnson- showing defiance towards instructors (Lisa)
Mediocrity seeping into the school; Fodor (intermediate adults) is close to being thrown out because of his attitude and disregard for fellow student and instructors. If he's been allowed to act this way in his class it goes to say there is mediocrity in other classes as well.
Need to become binary on discipline.
**No one will make the class wait. If they do they're done for the day.**
Look at these instances as missed opportunities; we have a chance for a great life lesson but if we let the kids get away with these things not only are we missing the chance we are also harming them and the rest of the class.
Riley Coombs & Jacob Johnston grading. Hayden Chiasson being held back by parents of the second month. We need to talk to Katy to ensure he is not going to fall into a slump.
Remind the parents that they have the ability to override the teachers if they feel the need to when we talk to them about grading and the intent to promote.
Leigh Willoughby- perpetually late; need to take action on this and talk to his parents. Sifu Brinker has talked to his dad (note in front desk) so we need to wait and see if anything changes.
Instructors Pay and Subs
Only paid for classes we attend. No more coverage UNLESS it's proper coverage approved by Sifu Brinker and the heads of the programs (Lisa, Tania or Khona depending on program). We will in the future have an approval process. At the same time we need to be encouraging and training other individuals so that they can become approved. One if us needs to be specifically assigned to the trainees
*We need to pay our subs. We are responsible for this, it won't be deducted from our pay.
**We cannot be late! It causes damage to the school. If you're walking in when the doors are open and students are arriving you are late. We'll be deducted for arriving late.
Meeting Minutes - November 28, 2017
Hayden Chiasson- will not be grading this Saturday due to some issues at school.
Sam Percy- has tactile issues; need to start poking him a bit (not literally) to try to get him used to touch and ready for more contact
Sam Tomie- we need to be consistent in our approach with her- when she starts getting anxious we need to get her to calm down and focus without resorting to injury. Let her get a drink and take a minute away from the class to collect herself. Nichole is on board with this approach and will be working on coping mechanisms at home with her.
Capacity of TT- 32-38, but is dependent on the student we have and what we can handle at the time. Ratio is 7:1, but if we have a few kids who need a bit more attention then we'll decrease our enrollment
Bows- need to sort it out. If they need to be amped up then don't let the bows disrupt that. Use when .appropriate. When it is used the students need to be mindful. We also need to have very clear, loud instruction. Don't set the kids up for failure.
Fixing the bows will start with us- we need to be 100% mindful.
We have turned the corner and reached equilibrium. Well done guys.
TT- wean off relays & ossicle sources. They can be used but should be exception and not the norm.
Don't beat a good idea to death.
Don't leave everything to one individual; think and fill in the gaps.
Kids demos- move to Pandamonium. Possibly do a demo at the banquet with just the top students.
Need to start thinking about the kids awards. I'll post separately for that.
Meeting Minutes - November 7, 2017
Sparring- Brenda was told that Mackenzie McGregor quit because she was getting hurt while sparring. We need to change the students expectations; this has a risk and there will be times that kids get hurt. We need to make sure the kids feel safe and are safe but at the same time they need to toughen up.
Sam Tomie- seems to be using injuries to deal with anxieties. We need to be very sensitive to this, talk to her parents and develop a strategy to help her.
We will never have a systemized approach; our approach will always be dependent on the individual and the individual situation. This is how we are consistent- we always consider the individuals and circumstances.
Kids moving to adult classes- try to catch on 7 stripes, but it'll be dependent of the kid and situation. If we catch them on 7 they will move before they grade and we will try to catch them up before they grade and are promoted. Use it as a shock and try to improve motivation. It's safer to move them at 7 because they won't be specifically focused on something. Kids are usually moved due to lack of motivation therefore we do not grade them before and resultantly reward mediocrity. We move. motivate, get some improvement and then reward.
Minimum standard for que belts- as much as we can get from them before we move them up. This means more will be expected from Bruce Lee than Peewee Herman.
Tiny Tigers- still needs some work as demonstrated but Pruden, McLean & Johnson. Need an 'explosion' every 30 sec - 1 min to refocus them and regain their attention. Also need to vary drills for right and left brain, imagination vs. goals & math.
Bowing needs to be addressed in all classes. As per the Tiger Challenge the kids do not know how to bow. We cannot let substandard effort slip by anymore.