Chapter 2 - Introduction to ‘Instructional Standards’
Teaching and coaching skills are not inherited, they are learned. Just as instructors assess their student’s performance, the instructor’s performance can also be assessed. A scientific approach can be taken to measure the teaching-learning environment so that improvements can be made to the environment for better learning to occur. Easy to learn and use assessments use subjective and anecdotal methods. Eyeballing, anecdotal evidence, check lists and rating scales are examples of such assessments. Unfortunately, these types of assessments lack objectivity and reliability.
When there is a confirmed process to observe, record and analyze the interactions in the classroom, studio or dojo, then more objective and reliable data is provided to the instructor. Such systematic observation provides instructional behaviors to be more effective. One example of a systematic observation is a duration recording that reports the length of time a behavior occurs. Another example is an event recording where a count is taken of the rate of occurrence of specified actions.
Independent of personal qualities and idiosyncrasies, each instructor has an instructional style. In fact, an individual class might be structured around one style while another class employs a different style. You might refer to instructional style as a method, an approach or a behavior. The point is that an instructor selects decision patterns so that a specific set of objectives are met. Many of the desired objectives are stated in an associations training manual or derived from state content standards. This chapter includes the following styles as they can be directly applied to teaching self defense: Direct Instruction/Command, Task, Peer/Reciprocal, Self-Check, Inquiry and Personalized System of Instruction (PSI).
It was during my pursuit of my Master’s in Education – Health and Kinesiology when I used the ABC model to refine W.O.W.’s Fundamentals of Self Defense Curriculum. I am fortunate to have studied under Dr. Patricia Sherblom, Associate Professor of Kinesiology and Chairperson, Department of Kinesiology from the University of Texas of the Permian Basin. I am thankful to her and the guidance she provided.
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