Student Engagement Pt.2

By Erik Hofmeister

This is the second of a short two-part series.

 

One of the greatest obstacles to improving student engagement is that instructors don’t know how to engage their students.  Most of us have learned from the apprenticeship of observation- we teach how our instructors teach. Maybe that is a good model for some, but it leaves out the important component of WHY our instructors do certain things.  This post presents some strategies you can implement to improve student engagement. While they work for all ranks, this set is focused on color belt students.

 

Ask questions according to Bloom’s taxonomy.

If you don’t know about it, Google it.  All students can handle questions aimed at all levels of the taxonomy.  Even simple questions like “What part of the hand do we punch with?” are valuable.  They promote engagement, they allow you to check student knowledge to make sure they are learning what you want them to, and they help the students learn what is most important.  More complex questions like “Why do we punch with the first two knuckles?” helps students reflect on their knowledge. Even more complex questions like “Is the ridge hand or knife hand a stronger strike?” allow students to begin to evaluate their knowledge.  Now, this is martial arts class, not a discussion seminar, so don’t go overboard. Try adding two questions to your classes for the next month and see what happens.

 

Have students interact with each other.

Students can learn from each other, help hold each other accountable, and increase engagement by interacting.  This can be stimulated by a question- “You three discuss what you think the best response to this attack is and be prepared to show us.”  It can be stimulated by a reflective discourse- “You three talk to each other about the hardest part of this kata for you and what you are doing to overcome it.”  It can be stimulated by a creative exercise- “You two come up with a short self defense routine that you can show the class.” The key is to get students talking and working with each other, not just following your explicit commands at every turn.  Try at least one cooperative learning exercise and see what the students think of it.

 

Have students demonstrate and describe/explain to the class.

One of my favorite tools is to call out a student who is doing a technique exceptionally well and show them off to the class.  “Everyone pause and look at Sensei Dawkins’ angle- that is how it should be.” This not only makes the student proud- rightfully so- but can be a springboard for a new way to learn something.  “Sensei Dawkins, briefly tell us what you are doing to accomplish that.” This causes the student to reflect- and engage- and they may provide some tidbit that will help the other students. Each time you run a kata or a drill, try to identify one student who is doing particularly well, have them show off, and ask them to share how they are able to be successful.

 

There are three simple but effective strategies to improve student engagement and enhance learning.  Try them next time you teach martial arts students!

Student Engagement Pt.1

By Erik Hofmeister

This is the first of a short two-part series.

 

Tell me – I forget.

Show me – I remember.

Involve me – I understand.

 

Students pursue martial arts for a variety of reasons.  One thing is consistent: if they aren’t engaged, they probably aren’t learning, and they probably won’t stay long.  Engagement means a student orienting to a task, having some interest in it, being challenged by it, and ultimately being involved in learning.  Disengagement is usually easy to get- just stand in front of a class and drone monotonously for about an hour without asking any questions, changing your pacing, or changing your style of presentation.  Many college classes are like this, and are terrible at getting student engagement.

Encouraging engagement is complicated, but it’s not complex.  Give students something to do. Ask them intriguing questions.  Make them active learners and not passive learners. Have them interact with each other.  There are dozens of strategies, some of which we will go over in the next few posts.

Besides this short blog post series, how do you learn about exercises, or drills, or questions to ask to engage students?  Talk to your peers- everyone has different exercises! Books can be good resources- almost every martial arts book has its own set of exercises and drills.  Of course, the internet if filled to bursting- “martial arts exercises” is a fine place to start. Be careful about making everything new all the time.

When Sensei Blumreich and I were first getting to work out together, he showed me many binders filled with elaborate and detailed warmup plans.  This contrasts with my warmups, which are pretty routine and similar from class to class. He initially felt he would be bored by my warmups. After doing them for a while, though, he said he actually liked having a similar routine.  It allowed him to zone out and just focus on his workout and pushing himself, instead of trying to figure out all these different exercises. So change it up a little bit, or on occasion, but realize there may be value in regularity and consistency, too.

 

What are arguments against increasing student engagement?

Complaint: You have to learn new skills.

Solution: Learning new skills is GOOD for you.

Complaint: You have to practice something different.

Solution: You practice your karate- why not your teaching?

Complaint: It takes too much time.

Solution: If you spend 30 minutes teaching a technique but the students are disengaged, you didn’t teach them anything.  I would rather spend 40 minutes teaching them a technique with engagement, so they will actually learn.

 

Many instructors don’t understand engagement or know enough about it.  Let’s fix that.