Monday, February 15, 2016 by C. Michial Jones
Being a Sensei is not as easy as earning a black belt and having the capital to lease a storefront or secure a room at a YMCA. There is a profound difference between a technician and a teacher.
Many people start dojos with little to no training on the art of instruction. They rely on the “do as I say” model, which works—until it doesn’t. What happens when a student asks a question the instructor cannot answer? What happens when a student’s progress plateaus? This is where the difference between a “Black Belt” and a “Sensei” is revealed.
The Apprenticeship of the Teacher
My education as a teacher began with a traditional apprenticeship under my father. I spent years assisting him before I was ever allowed to lead a class on my own. Eventually, I was appointed Chief Instructor, and later, I founded the Yushikan.
However, my professional life as a law enforcement officer provided a different kind of “Hojo Undo” for my teaching skills. I attended formal Instructor Development courses, teacher-trainer certifications, and “Master Instructor” programs. These courses, combined with the feedback from my wife and children, taught me that how you say something is often more important than what you are saying.
The Language of the Dojo
As a Sensei, you are the architect of your students’ mindsets. When you hear the language of defeat on your mat, you must be prepared to rewire it instantly. If a student says, “This is too hard,” or “I’ll never be that good,” they are essentially setting a ceiling on their own potential.
To change the outcome, you must change the vocabulary.
| Instead of saying… | Change it to… |
| “This is too hard.” | “This will take time and effort.” |
| “I can’t do this.” | “I can always improve; I’ll keep trying.” |
| “I am not good at this.” | “What am I missing?” |
| “I made a mistake.” | “This mistake is showing me how to improve.” |
| “It’s good enough.” | “Is this really my best work?” |
The Power of Modeling
I often hear students say, “I will never be as good as [Name].” This is a trap of comparison. I encourage them to pivot: “I am going to figure out what they are doing and try it.” By shifting from envy to analysis, the student moves from a fixed mindset to a growth mindset. As an instructor, your job is to show them that “mastery” is just a series of small, corrected mistakes repeated over decades.
The Limitless Student
When a student settles for “good enough,” they are effectively retiring from the path while still wearing the gi. By asking, “Is this my best?” they take responsibility for their own training.
You would be amazed at the latent potential locked inside a person. Often, the only thing holding them back is a collection of poorly chosen words. Change the words, and you change the mindset. Change the mindset, and you change the life.
No responses yet