#130 YOU CAN'T TEACH EVERY BELT THE SAME WAY

I've got kind of a heavy subject today, and it is you don't teach every belt level the same.

You don't teach every student the same.

You know, uh, we should always have kind of the same standards and the same overall expectations for our students in general, right? Uh, we have, you know, core beliefs.

We're teachable.

We're, we strive for excellence.

You know, we're accountable, we're motivated, we're courteous, we're honest, we're inspirational, and we persevere, and we should always hold those consistent.

Or maybe it's the tenets of, you know, like tae kwon do.

You know, we're courtesy, integrity, perseverance, self-control, indomitable spirit, you know, humility.

Those, those things should always stay the same.

But when it comes to teaching the students, students...

I've talked about this some in the past, but students have life cycles, right? Like, you have the brand-new student who's just get- You have the trial.

Then you have the student who's just getting started, that intro level, just brand new.

And then you have the, kind of the, the, the beginner level, and then the intermediate level, advanced level.

So we have our levels kind of broken down into groups.

But as they progress, you just don't particularly teach them the same.

You know, I know, I think a lot of time instructor programs and instructor coaching is, and, and, and, and for probably good reason, is kind of generic, you know? Here's this tactic.

Put this tactic to use, and I think these tactics are amazing.

You know, demonstrate detail, real, uh, d- demonstrate detail and, and, and, and drill.

Uh, the rules of three, uh, you know, uh, s- spotlighting and proximity praising, and there's just all of these things, you know, praise, praise, correct, praise, all these tactics.

They're fantastic, and they're so good.

They're accurate.

But I don't believe that, in my experience in teaching for all these years, that I should have to use the same exact pattern in my teaching for black belts that I do for white belts, or for white belts that I do with kind of the orange to green, the, you know, six to eight, nine-month students, or, you know, those, those blues to reds that are, you know, that 10, 10, 12-month up to, you know, you know, two, three, four years.

Uh, I think we should approach them, you know, differently.

Now, I hope this is making sense.

Our standards should stay consistent.