I went to the intro class last night.  To my surprise, it was a full class, consisting of both new beginners and white belts (those who have completed the intro series).   It was good to see new blood in the dojo.  As I trained with the beginners, I’m reminded of what one of our blue belts told me the other day. 

This blue belt is gearing up for her nikyu test.  I’ve been helping her here and there.  It’s been a long road for her - she’s had to overcome a lot of physical and mental obstacles.  I think in terms of years, she has trained nearly as long as I have.  That she continues to train vigorously is a testament to her fortitude.

Anyways, the other day, she told me that she really appreciates my patience with her.  This was after showing her repeatedly how to do a yonkyo pin.  She said she knows she’s a slow learner.  For her, learning begins with her intellectualizing what she sees.  She’s definitely not one of those people who can learn by simply watching.  It’s actually not surprising given that she’s a very well respected clinical psychotherapist, a rather intellectual profession if there ever was one. 

The comment made me think about how people learn.  For this blue belt, it all starts in the head.  For me, I learn by doing.  I also learn by watching but I get a lot more from actually doing whatever it is I’m learning.  At first, I thought this only applied to physical activities like aikido.  But in hindsight, I realize that’s how I am in general.  For example, I’m very technically savvy.  It’s not because I’ve read every book there is about technology (actually, I don’t read any).  It’s not because I surf YouTube for techie videos (I don’t).  All of my technical skills comes from actually working on computers.  It might be programming or it might be upgrading my computer with a new video card. Put me in a classroom and lecture me for hours on end and I’ll be bored out of my mind.  Put me in a classroom and give me a project to work on and I’ll be as happy as can be.

Perhaps that’s why I get bored with teachers who lecture on and on about aikido.  Just show me the technique and let me try it.  But for someone like the blue belt, the lecture is what’s needed to spark the learning process.

Last night, my friend who was the Sensei for the intro class asked me if there was anything he could have done to improve the class.  First, given that I haven’t taught a single aikido class, I felt a bit unqualified to answer.  But after some thought, I said no - at least in as far as how he demonstrated the technique.  The truth is that the demonstration you do up front as Sensei is only a small part of the teaching process.  You can only say and show so much when you’re up there.  Each student will get different amount of information depending on how he or she learns.  The majority of the teaching process, in my humble opinion (and as someone who has taught tae kwon do back in the day), is done while the students are practicing what you have just shown as you go around instructing individually.  It is during these one-on-one that an instructor can custom tailor their teachings according to each student’s learning ability.

The challenge is recognizing what that ability is for a particular student.  Not everyone is like the blue belt - you can’t expect him or her to tell you.  Often times, they don’t know it themselves.  I suppose that is something that comes with teaching experience. 

There is a rule in most dojos that one should refrain from talking while practicing aikido.  You should learn by watching Sensei.  You should steal Sensei’s technique by observing.  You should then practice in silence, learning as much as you can by doing.   That rule works for me given how I learn.  And I think it’s a good rule in general.  But now, I can’t help but think it may not necessarily work for everyone.  Some people need to ask questions.  They need things explained to them in words.  Strict adherence of the rule may turn these students away from aikido.

But we don’t want the mat to be filled with conversations.  That is certainly not acceptable - in aikido or in any classroom.  So I think there needs to be a balance of some sort.  I think this is where etiquette comes into play.  Our dojo actually does this very well.  We encourage students to ask questions.  But like a classroom, there’s a time and place for those questions.  For example, questions are not allowed when Sensei is demonstrating up front.  Questions are allowed when the instructor is working with you individually.  Even then, there’s a limit.  You certainly don’t want to carry out a conversation with Sensei.  Ask your question, get an answer, then continue practice.  If you have more questions, ask Sensei after class or if she comes around again to work with you. 

The approach has worked very well for our dojo.  I don’t think anyone has ever left because they couldn’t learn what was being taught.  It is, I’m sure, one reason why the blue belt is still training.  Anywhere else, she might have already quit. 

And when you think about it, adapting to a student’s learning ability is no different from listening to uke.  Imposing one learning method is like forcing uke to move when he or she clearly doesn’t want to move.  Of course, each teacher has his or her own favorite teaching style but a successful teacher, I suspect, will adapt as needed.  Our Sensei certainly does - she’s adept at teaching visually through her demonstrations and through words.  She switches between the two seeminglessly throughout a demo, maximizing the amount of information coming out of her. 

I hope to teach aikido one day.  It’ll be awhile I think.  Helping my kohais is a good start.  And understanding how everyone learns differently will definitely help.