Content hereIn order to make a definition about teaching we have to mention teachers differ in their characters and styles. Teacher’s proficiency is certainly linked to his or her character. By describing teaching, we can not ignore this fact.
In our point of view we do not believe that teaching per se is important. Of course, it isn't; what is only important is the experience students get by learning to trust on their self coincidences to develop in judo
Essential for a judo teacher is his ability to transfer the art of judo trough physical skills.
Skill transfer has always been challenges for teachers, each one of us wants learn effective judo-techniques to their students. The way to do this has changed in recent decades for three related reasons.
Teachers have moved away from hierarchical static’s methods of learning skills toward more playfully transfer structure to increase students own involvement (Levine, 1995.). This has resulted in more creativity teaching methods by frontline Judo teachers, playing must facilitate and motivate students to practice skill transfers to enduring skills.
Skill transfer is only valuable when it is integrated into a set of practical advantage for the student. In what follows, we analyze the process of skill transfer and outline steps that teachers can take to increase the learned skills of students.
A skill appears to be an increasing proportion of many movements of total assets.
To increase skills we have to know three things of our students:
The disabilities
The classification
The possibilities
Let’s get back to teaching everyone who got the ambition to teach others want to be a good teacher, but there seem a lot of different opinions about good teaching.
Marshall Brain proclaims that good teaching “focuses on the four essential qualities that distinguish exceptional teachers: knowledge, communication skills, interest, and respect for students”.
Knowledge
in judo can only be translated in the personal skills of the teacher. it must be obvious the longer the teacher practice judo the greater the skills.
90 year old Keiko Fukuda
Communication
good teachers are able to communicate their knowledge and expertise to their students in all ways. You may be the greatest expert ever in judo, but what would happen if your students most copy your performing? How much would your students learn in this trail and error method?
It is a common misconception that knowledge of a subject is all that's required to be a good teacher; that the students should be willing and able to extract the meat from what you say or perform regardless how it is deli-vered. This might be true at main stream level, aldo we doubt this, but for the disabled it is definitely untrue. The teacher's job is to take advanced knowledge and make it accessible to the students. A good teacher allows students to understand the technique, and to understand what it means (because it is one thing to learn how shime waza is done, but quite another to understand what the effects of shime waza involves).
A good teacher can take a skill and help make it crystal clear to the students. A good teacher is willing to expend the effort needed to find innovative and creative ways to make complicated techniques understandable to their students, and to fit new ideas into the context available to the student. A good teacher can explain complicated technique in a way that students can understand and use.
There is a saying, "Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime." This is the philosophy of a good teacher. Give your students an answer and they can solve one problem, but show students the techniques needed to find the answer for themselves and they can become self-sufficient in judo. Students need to be shown how to apply the new techniques you teach to problem solving.
Interest
A good teacher starts with a firm knowledge of judo, and builds on that with a clarity and understanding designed to help students master the art of judo. The best teachers then go one step further. Because good teachers are interested in the progress in skill development of their students, they make techniques interesting and relevant to the students. Knowledge is worthless unless it is delivered to the students in a form they can understand. But the effort expended making the skills understandable is wasted, if the students are not capable to understand or simply are not able performing the offered skills. Good teachers recognize this, and work hard to offer skills that are accessible and relevant. They show students how judo will apply to their lives and their environment. Good teachers make students want to learn judo by making it interesting, If the teacher isn't interested in the possibilities what's can being taught, then why should the students be?
Respect
For some reason it is easy to forget that disabled are people. Perhaps it is because our judoka's are generally willing and polite to do what been told, or because teachers do a majority of the talking while students do a majority of the listening.
Do not forget the most important variable in the education judo is: the audience?
But it is very easy for teachers to forget the basic rules of human treatment and behaviour. By keeping human nature in mind when preparing a lesson, and by remembering a few basic facts about the world around us, it is possible to create far more respectful way of working.
Conclusion
When you strive and work to become a good teacher and to create a good group, the four core qualities are essential: knowledge, the skills to convey that knowledge, the ability to make the material you are teaching interesting and relevant, and a deep-seated respect for the student. Without these four qualities, good teaching will not exist.
BvdE (source Marshall Brain)
