
4 minute read
MATE and KARATE KSN Renso Perez
STIMULI... Addition Philosophy: Each student has the right and the obligation to be evaluated by her instructor in each class, in order to monitor and chart growth. Attitude both inside and outside the dojang will be taken into account, eg (behavior at home, school performance and conduct, extracurricular activities). The note will be divided into 5 points to consider: #1) ATTENDANCE: The simple fact of prioritizing training before another activity, is merit of value and therefore the student ADDS 1 POINT. #2) ATTITUDE: From greeting correctly, paying attention, performance in class, technical application and commitment to discipline, the student ACCESSES 1 POINT. #3) CONDUCT: Behavior inside and outside the dojang will be taken into account, for this a direct connection with the student's tutor is required; in case of presenting a positive behavior, the student ADDS 1 POINT. #4) APPLICATION: Unlike #2, here the technical development of the student is directly taken into account, from the ability to remember and/or recognize a command to the correct execution and application. The student will be judged according to her abilities or disabilities (if any) ... If the student does NOT present impairments, ADD 1 POINT. #5) SUM: As an extra bonus, if the student manages to meet the 4 previous conditions, SUM 1 POINT that is awarded for merit. In this way it is possible to keep the student motivated and focused on doing a good job both inside and outside the Dojang. The philosophy of the addition consists in that the student ONLY ADD POINTS to his grade, that is: If the student DOES NOT MEET any of the requirements mentioned above, he simply WILL NOT ADD said point to his final grade, but MAY CLAIM HIMSELF by striving even harder for the next class (both inside and outside the Dojang). The purpose of this philosophy is to give the student POSITIVE INSENTIVES to be able to improve as a student and as an individual, and in this way help them discover THEIR BEST VERSION.
Whoever obtains the highest score at the end of the month will receive the award and recognition of THE STUDENT OF THE MONTH, and in this way encouragement is maintained and selfimprovement is promoted, as well as a healthy silent competition among students. Stimuli (visual/verbal): Thanks to my teachers I have learned that NOT ALL OF US REACT TO THE SAME STIMULI, regardless of whether they are positive or negative, there are as many stimuli as there are students. In this way, what is favorable for one student may be counterproductive for another, and vice versa. Many times we meet people who test our patience, knowledge and make us exhaust every last resource; They are the ones who bring out the best in us as an instructor, by demanding various ways of executing a task or exercise. Negative stimulus: A very common example in Parents (understood, father, mother or guardian) is to tell their children "you can't do that", "you're not going to achieve it", in order to appeal to the student's pride and that he strives to prove the opposite "YES I CAN"... But as the title expresses it, WE DON'T ALL REACT TO THE SAME STIMULUS. It is even more likely that this student feels minimized by the negative stimulus he finds on the part of who is supposed to be his emotional support (father, mother, tutor), so it would be better to avoid this "you can't" as a stimulus. . Appellative stimulus: If we find a student with a rebellious and stubborn nature, we could appeal to exactly that, stimulating his pride and stubbornness with phrases such as "let's see if you can" (give him a challenge) and let his pride take care of wanting clear that doubt, and regardless of the result, our response should have positive overtones, eg: (very good sir, although you should improve such aspect) In this way we make sure that the student gets a positive stimulus even if his work has not been excellent, and we mark points to correct to prevent him from continuing to execute with errors and it can also serve to keep his own EGO on the sidelines.
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Positive encouragement: A clear example of positive encouragement is telling the student "calm down, you can" accompanied by a harmonious, friendly, reliable but forceful tone of voice, with a slight nod of the head and/or a THUMBS UP sign; In this way, the student associates said phrase with positivism and can feel supported by his instructor. (If the objective is not achieved on the first attempt, "don't worry, it will come out, let's try again" and so on as many times as necessary, but bearing in mind NOT TO SUFFOCATE THE STUDENT WITH THE PRESSURE of having to achieve the objective quickly. obligatory).
Stimulant variability: Study the student to see which stimulus goes best with their own way of learning; That also helps us find all the resources, even invent new methods if necessary. (the Montessori method) the complex