| If you want to become a successful and | | | | "Johnny, your kicks are really good today, |
| influential instructor, you will have to | | | | you must have been practicing at home. When |
| become a master of not only the martial arts | | | | you go home today practice the same kicks |
| but also of interpersonal skills with your | | | | from a deeper stance and your karate will |
| students. The Art of Effective Feedback will | | | | look fantastic next time you come back to |
| become a cornerstone of your relationships | | | | class"; or, "Mary, your punches have a lot of |
| with your students and of the ultimate | | | | power, if you can deliver them on target |
| success of your students within your program. | | | | every time you're going to be extremely |
| Practice this advice and reap the benefits, | | | | strong"; or, "James, it looks like you're |
| ignore it at your peril! | | | | having a bad day and that's OK but do you |
| | | | remember that time you came to class and you |
| Be sure to give feedback to students in the | | | | were doing an awesome job and trying your |
| class on a regular basis. Try to make all | | | | best. I was impressed. I'd love to see that |
| feedback either positive or constructive, and | | | | strong spirit again." |
| avoid any negative feedback if possible. | | | | |
| Negative feedback should only be used as a | | | | These kinds of comments are not going to work |
| last resort when there are behavioral issues, | | | | every time but they certainly have more of a |
| rather than issues of poor technique; and | | | | chance of encouraging a change in the |
| even then, there are steps you should take | | | | student's output in terms of effort and |
| before resorting to negative feedback. | | | | technical competence than a short |
| | | | one-sentence put down. |
| Positive feedback is obvious. Comments such | | | | |
| as "that was a great kick," "nice stance," | | | | These approaches are very simple ways to |
| "that's the best I've seen you do that kata | | | | break the ice between you and your students |
| (form)," "you really looked like you were | | | | and show them not only that you are serious |
| trying hard in sparring today" go a long way | | | | about helping them progress in the martial |
| towards creating a positive atmosphere and a | | | | arts, but more importantly that you care |
| comfortable environment in which to learn. | | | | about them as a person and as a valued member |
| | | | of your club. |
| When you add the student's name to any of the | | | | |
| above types of encouragement then your | | | | Gone are the days of the Prima Donna |
| relationship to that particular student will | | | | instructor who plays the role of an |
| improve almost immediately. The importance of | | | | indifferent and unaffected demi-God. |
| using your students' names when giving | | | | Here-to-stay, are the days of realistic and |
| feedback cannot be understated. If you get | | | | honest feedback from an expert in the arts to |
| nothing else from this article, please | | | | his or her esteemed and paying members. |
| remember that personalization of your | | | | |
| feedback is often more valuable than the | | | | Your ability to relate to your students will |
| feedback itself! | | | | make or break you in creating a successful |
| | | | and sustainable school. If you would like |
| Constructive feedback should always have the | | | | some more valuable advice on becoming a great |
| objective of giving the student some new | | | | instructor, then read my FREE Report, |
| information from which they can learn. | | | | "Instructor Mastery: How to Become a Great |
| Comments such as "your stance is terrible," | | | | Instructor Right from the very First Lesson." |
| "your punches are way off target," and "why | | | | You can download it at |
| do you even bother coming to class?" are | | | | |
| inappropriate and should be avoided, even if | | | | Good luck and best wishes to you on your |
| they are true. | | | | honorable and noble quest. Feel free to write |
| | | | to me at with any questions you have on your |
| It would be better to say things like | | | | practice or your feedback. |