How to Be a 3-Dimensional Instructor Presented by Melody Shuman
Here’s a step-by-step overview to being a 3-Dimensional Instructor: <ul><li>Identify who is having difficulty. </li></ul><...
Who is struggling? <ul><li>The entire class? </li></ul><ul><li>A particular group of ranks or ages? </li></ul><ul><li>An i...
What are they struggling with? <ul><li>Not listening? Distracting other students?  Interrupting others?  </li></ul><ul><li...
When are they struggling? <ul><li>During the warm-ups? </li></ul><ul><li>During the mat chats? </li></ul><ul><li>In betwee...
Where is the best place to correct the problem? <ul><li>During class? </li></ul><ul><li>During a parent conference? </li><...
Why is it important to correct the problem? <ul><li>It is limiting the student’s progress? </li></ul><ul><li>It is distrac...
How do you correct the problem? <ul><li>Identify if it is a social, emotional, intellectual or physical challenge.  </li><...
Identify if it is a social, emotional, intellectual or physical challenge.  <ul><ul><li>Not listening? Distracting other s...
Set a goal for the student to achieve.  <ul><ul><li>Not listening? Distracting other students? Interrupting others?  </li>...
Set a goal for the student to achieve.  <ul><ul><li>Having trouble retaining information?  </li></ul></ul><ul><ul><ul><li>...
Create a form of recognition once the problem has been corrected.  <ul><ul><li>Play an extra game at the end of class. </l...
Have more questions? <ul><li>Email me at:  [email_address] </li></ul><ul><li>Or call: 866-202-9560 </li></ul><ul><li>(727)...
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How to be a 3 Dimensional Instructor - Master Melody Shuman

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Master Melody Shuman's presentation from The CWAY Anaheim 2011 - How to be a 3 Dimensional Instructor

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How to be a 3 Dimensional Instructor - Master Melody Shuman

  1. 1. How to Be a 3-Dimensional Instructor Presented by Melody Shuman
  2. 2. Here’s a step-by-step overview to being a 3-Dimensional Instructor: <ul><li>Identify who is having difficulty. </li></ul><ul><li>Determine what they are struggling with. </li></ul><ul><li>Determine when they are struggling. </li></ul><ul><li>Figure out where the best place is to correct the problem. </li></ul><ul><li>Understand why it is important to correct the problem. </li></ul><ul><li>Conclude how you will correct the problem. </li></ul>
  3. 3. Who is struggling? <ul><li>The entire class? </li></ul><ul><li>A particular group of ranks or ages? </li></ul><ul><li>An individual student? </li></ul>
  4. 4. What are they struggling with? <ul><li>Not listening? Distracting other students? Interrupting others? </li></ul><ul><li>Not putting in enough effort? Getting frustrated when they don’t win? </li></ul><ul><li>Having trouble retaining information? </li></ul><ul><li>Uncoordinated? Weak moves? Unbalanced? </li></ul>
  5. 5. When are they struggling? <ul><li>During the warm-ups? </li></ul><ul><li>During the mat chats? </li></ul><ul><li>In between activities? </li></ul><ul><li>During the drills? </li></ul><ul><li>During the curriculum review? </li></ul><ul><li>During the game? </li></ul>
  6. 6. Where is the best place to correct the problem? <ul><li>During class? </li></ul><ul><li>During a parent conference? </li></ul><ul><li>During private lessons? </li></ul>
  7. 7. Why is it important to correct the problem? <ul><li>It is limiting the student’s progress? </li></ul><ul><li>It is distracting the other students? </li></ul><ul><li>Is it taking away too much of the instructor’s attention? </li></ul>
  8. 8. How do you correct the problem? <ul><li>Identify if it is a social, emotional, intellectual or physical challenge. </li></ul><ul><li>Set a goal for the student to achieve. </li></ul><ul><li>Create a form of recognition once the problem has been corrected. </li></ul>
  9. 9. Identify if it is a social, emotional, intellectual or physical challenge. <ul><ul><li>Not listening? Distracting other students? Interrupting others? (social) </li></ul></ul><ul><ul><li>Not putting in enough effort? Getting frustrated when they don’t win? (emotional) </li></ul></ul><ul><ul><li>Having trouble retaining information? (intellectual) </li></ul></ul><ul><ul><li>Uncoordinated? Weak moves? Unbalanced? (physical) </li></ul></ul>
  10. 10. Set a goal for the student to achieve. <ul><ul><li>Not listening? Distracting other students? Interrupting others? </li></ul></ul><ul><ul><ul><li>Have a sit down meeting with the student about making better choices. </li></ul></ul></ul><ul><ul><li>Not putting in enough effort? Getting frustrated when they don’t win? </li></ul></ul><ul><ul><ul><li>Have a sit down meeting and talk about the student’s strengths and areas where they can improve. Also, possibly consider conducting private lessons to work on drills that build the student’s confidence and perseverance. </li></ul></ul></ul>
  11. 11. Set a goal for the student to achieve. <ul><ul><li>Having trouble retaining information? </li></ul></ul><ul><ul><ul><li>Conduct private lessons to cover the material in smaller portions, and also work on memory procession drills. </li></ul></ul></ul><ul><ul><li>Uncoordinated? Weak moves? Unbalanced? </li></ul></ul><ul><ul><ul><li>Conduct private lessons to help improve his or her physical limitations. </li></ul></ul></ul>
  12. 12. Create a form of recognition once the problem has been corrected. <ul><ul><li>Play an extra game at the end of class. </li></ul></ul><ul><ul><li>Wear your Black Belt for the day. </li></ul></ul><ul><ul><li>Have lunch with them at their school. </li></ul></ul>
  13. 13. Have more questions? <ul><li>Email me at: [email_address] </li></ul><ul><li>Or call: 866-202-9560 </li></ul><ul><li>(727) 548-5426 for International callers </li></ul><ul><li>Check out www.shumanconcepts.com </li></ul><ul><li>Check out www.conceptsforkids.com </li></ul>

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