From: the_dojang-owner@hpwsrt.cup.hp.com To: the_dojang-digest@hpwsrt.cup.hp.com Subject: The_Dojang-Digest V7 #15 Reply-To: the_dojang@hpwsrt.cup.hp.com Errors-To: the_dojang-owner@hpwsrt.cup.hp.com Precedence: The_Dojang-Digest Sat, 8 Jan 2000 Vol 07 : Num 015 In this issue: the_dojang: Re: The_Dojang-Digest V7 #14 the_dojang: Australian Hapkidoist the_dojang: Re: The_Dojang-Digest V7 #14 the_dojang: Re: The_Dojang-Digest V7 #14 the_dojang: Re: Nunchaku length the_dojang: GM JI Han-jae, seminars the_dojang: Re: The_Dojang-Digest V7 #14 the_dojang: . ========================================================================= The_Dojang, serving the Internet since June 1994. ~745 members strong! Copyright 1994-2000: Ray Terry, CA Taekwondo, and Martial Arts Resource Replying to this message will NOT unsubscribe you. To unsubscribe, send "unsubscribe the_dojang-digest" (no quotes) in the body (top line, left justified) of a plain text e-mail addressed to majordomo@hpwsrt.cup.hp.com. To send e-mail to this list use the_dojang@hpwsrt.cup.hp.com See the Korean Martial Arts (KMA) FAQ and online search the last four years worth of digest issues at http://www.MartialArtsResource.com Pil Seung! ---------------------------------------------------------------------- From: CKCtaekwon@cs.com Date: Fri, 7 Jan 2000 23:51:12 EST Subject: the_dojang: Re: The_Dojang-Digest V7 #14 In a message dated 1/7/00 10:44:30 PM Central Standard Time, the_dojang-owner@hpwsrt.cup.hp.com writes: << Now the question. How would you, as an instructor, handle this situation? >> I would (& have) rearrange the curriculum so that no form is required for the first rank promotion. Make it easy to get the first couple of promotions. That will build confidence and "buy" more time for them to learn the first form. GP Have a Great Day! ------------------------------ From: ABurrese@aol.com Date: Sat, 8 Jan 2000 02:13:18 EST Subject: the_dojang: Australian Hapkidoist In a message dated 1/7/00 12:03:11 AM Mountain Standard Time, the_dojang-owner@hpwsrt.cup.hp.com writes: << As I am going to be in the USA for some 2 weeks this trip I am putting out some feelers to see if anyone would be interested in hosting a seminar with a travelling Australian Hapkidoist. >> Master Booth, Where all will you be traveling? Anywhere close to Montana? ------------------------------ From: "Silke Schulz" Date: Fri, 7 Jan 2000 23:34:29 -0800 Subject: the_dojang: Re: The_Dojang-Digest V7 #14 Ron Bain wrote: >I recently, for the first time, took on two students, ages 10-11, who both have ADD. The started 3 months ago with a group of other students their age. It's now time for promotion for this group, and these two youngsters are having a very difficult time learning their yellow stripe requirements. They can't seem to get Tae Geuk 1 down , or memorize the 1 step and HKD requirements. With TG 1, they can get the first 4-6 moves and can't get beyond that. I've tried breaking the form right down and working 1-2 moves per class...but still no go. They certainly seem to be trying hard enough, but things aren't clicking. I can feel their frustration, and sense that they are getting discouraged, and may drop out. I would certainly like to see them promoted for their "good effort", but I don't know if the other students going for promotion would fully understand... and I question promoting someone who doesn't know the requirements. Now the question. How would you, as an instructor, handle this situation?< Ron, this one is difficult, and although I cannot answer your question directly, I can only relate my experience in hopes that it will help you decide how to deal with your ADD kids. I, too, have taken on a child with what I'm pretty sure is ADD...he has been a white belt for three months, and still fights to get through his form and one-steps. This is actually a huge amount of progress for him. Because ADD kids lack the ability to attend to one thing in the presence of distractions, I suggested to his mother that he come see me for a no charge private lesson, and then politely requested that she also leave so that he would have nothing to distract his attention from what I was teaching him. And do you know what? He's learned the material!!! And not only that, now in class when he's having difficulty remembering, he stops to think! While this may seem to only be a small step for us, it has been a HUGE one for him. Anyway, there's no way I could let him test if he didn't know the material...yet I couldn't let him go until the next testing as a white belt, either--too discouraging. Now, after some individual attention in a quiet setting, he's ready to go. Whether or not it will work in your case, I certainly can't say for sure, but I would say that it's worth a try. Respectfully, Silke Schulz ------------------------------ From: TkdBPerry@aol.com Date: Sat, 8 Jan 2000 04:28:44 EST Subject: the_dojang: Re: The_Dojang-Digest V7 #14 Dear Ron: Remember our first Taekwondo rule; Kiss- keep it simple s----- Copy the following insert your name, your assistant instructor's name, the students names and print out two copies. One for your assistant and one for the Mom who is nervously and rightfully concerned. ______ You may print this out and respectfully submit this to Joey's Mom. A student needs to feel that our school is friendly to them. When special needs exist we are sensitive to accommodating them and must be user friendly. Joey's Mom has been told on several occasions that Joey has ADD. This simply means he has a special challenge. He has special rights given to him in recent legislation. Many of these rights are limited and at best undefined. But, he has one big right and that is the right to be loved by his instructor. I know you well and that you have a big heart. In one of those chambers is a special place for Joey. Also, I have grown to a point in my personal relationship with him, Jennifer and also their mother. Who is very concerned about the outcome of her son. I am sure you will agree that we will create and accommodate his needs or to put it simply. Love his differences and support his achievements. Bob Perry (see below) What are his special needs and how can we fit successfully in accommodating them? a. Transitioning ADD children have a difficult time adjusting to changes (see item c) whether they be immediate requests or longer term ones. The use of warning children of upcoming changes (i.e., we are leaving in 5 minutes) can lessen the impact of the change. b. Rules-rewards/consequences The simple act of outlining house rules complete with punishments is the first step in defining behaviors. c. Time-outs These are probably the most widely used form of punishments. These have two benefits: removal of the child from the situation and time for contemplation/learning. d. removal of privileges These should be defined by the parents and identified to the child. e. Physical violence (washing mouth with soap, spankings, etc.) Any form of physical violence against children is extremely discouraged and generally only reinforces negative behaviors. f. Structure/consistency ADD children seem to be more effective in highly structured environments. Consistency is also a form of structure. g. Deflection/redirection Sometimes rather than facing a situation/behavior directly it may be more useful/timely to refocus the child on to something else. h. Planned ignoring The act of ignoring (but letting the child know that you are deliberately doing it) a child's wants/behaviors when they are inappropriate. This probably should not be used too regularly as it may adversely affect the child's self-esteem. I. Advocacy - education The parent must become an advocate on behalf of their children. Parents must ensure relatives, teachers and peers understand the issues of the child. This may include teaching people about ADD. j. Praise This is a very simple but effective method of highlighting things that the child is doing correctly and may include rewards/prizes. k. Medication I get the impression that a lot of uninformed/uneducated people assume that medicating a child is wrong/bad. This may come from the thought that children are being given tranquilizers to slow them down, when, in fact, in most cases the children are being given stimulants. I personally believe that every parent *must* try anything that may help the child (providing, of course, it doesn't harm them). A simple analogy is to that of a child with diabetes. Should the child be denied a chemical that allows is system to function correctly? Joey is a good kid and enjoys Taekwondo. He has a lot of friends! I intend to test (Joey is now a green belt) him for black belt in a short term. Not promising, but maybe in as little as three years. This will depend upon you Marty as well as Joey. You are his instructor and how you feel about his readiness to test is very important. I find it a special Joy to work with Joey and I did all summer. Sincerely, Bob Perry WTF Fifth Dan In a message dated 1/7/00 11:44:19 PM Eastern Standard Time, the_dojang-owner@hpwsrt.cup.hp.com writes: > Hi Everyone, > > A plea for some good advice on this one. > > I recently, for the first time, took on two students, ages 10-11, who both > have ADD. The started 3 months ago with a group of other students their age. > It's now time for promotion for this group, and these two youngsters are > having a very difficult time learning their yellow stripe requirements. They > can't seem to get Tae Geuk 1 down , or memorize the 1 step and HKD > requirements. With TG 1, they can get the first 4-6 moves and can't get > beyond that. I've tried breaking the form right down and working 1-2 moves > per class...but still no go. They certainly seem to be trying hard enough, > but things aren't clicking. I can feel their frustration, and sense that > they are getting discouraged, and may drop out. > > I would certainly like to see them promoted for their "good effort", but I > don't know if the other students going for promotion would fully > understand... and I question promoting someone who doesn't know the > requirements. > > Now the question. How would you, as an instructor, handle this situation? > > Thanks in advance, > > Ron Bain ------------------------------ From: CBAUGHN@aol.com Date: Sat, 8 Jan 2000 06:28:27 EST Subject: the_dojang: Re: Nunchaku length << Are there companies out there that make custom sized nunchakus? >> I've known two people who made and sold nunchaku (neither of whom is available to me anymore). They held their info about where they got supplies VERY close. I don't know about companies that make complete sets; but Asian World of Martial Arts used to sell a kit that would allow you to re-string those with cords. It would seem logical that if you could find someone who does woodworking to make the sticks, you could string your own. Sally Baughn cbaughn@aol.com ------------------------------ From: Ray Terry Date: Sat, 8 Jan 2000 09:59:30 -0800 (PST) Subject: the_dojang: GM JI Han-jae, seminars I don't believe that GM JI Han-jae has returned from Korea yet, but he should be back soon. Before leaving he asked if I would help him set up his seminar tour schedule for this year. I don't have all the details yet, e.g. pricing, but if you're potentially interested in hosting a seminar for the Founder of Modern Hapkido please let me know (or contact him yourself in a week or so if you already have the contact info). I know that he generally prefers coming in for a two or three day, all day, seminar. Ray Terry raymail@hpwsrt.cup.hp.com ------------------------------ From: Chuck Sears Date: Sat, 08 Jan 2000 12:23:11 -0600 Subject: the_dojang: Re: The_Dojang-Digest V7 #14 > From: "Ron Bain" > Date: Fri, 7 Jan 2000 17:50:45 -0500 > Subject: the_dojang: ADD Students > > Hi Everyone, > > A plea for some good advice on this one. > > I recently, for the first time, took on two students, ages 10-11, who both > have ADD. The started 3 months ago with a group of other students their age. > It's now time for promotion for this group, and these two youngsters are > having a very difficult time learning their yellow stripe requirements. They > can't seem to get Tae Geuk 1 down , or memorize the 1 step and HKD > requirements. With TG 1, they can get the first 4-6 moves and can't get > beyond that. I've tried breaking the form right down and working 1-2 moves > per class...but still no go. They certainly seem to be trying hard enough, > but things aren't clicking. I can feel their frustration, and sense that > they are getting discouraged, and may drop out. > > I would certainly like to see them promoted for their "good effort", but I > don't know if the other students going for promotion would fully > understand... and I question promoting someone who doesn't know the > requirements. > > Now the question. How would you, as an instructor, handle this situation? Been there, done that, got the t-shirt. My severe ADD students I treated as "special needs" students. When it came time for them to test, I put them out on the floor and stationed a Black Belt with each one as a guide. They did the forms and one-steps, following the guide where necessary, and were judged on quality of technique, attitude, etc. It has worked very nicely. ------------------------------ From: Ray Terry Date: Sat, 8 Jan 2000 10:40:50 -0800 (PST) Subject: the_dojang: . ------------------------------ End of The_Dojang-Digest V7 #15 ******************************* It's a great day for Taekwondo! Support the USTU by joining today. US Taekwondo Union, 1 Olympic Plaza, Ste 405, Colorado Spgs, CO 80909 719-578-4632 FAX 719-578-4642 ustutkd1@aol.com http://www.ustu.com To unsubscribe from the_dojang-digest send the command: unsubscribe the_dojang-digest -or- unsubscribe the_dojang-digest your.old@address in the BODY of an email (top line, left justified) addressed to majordomo@hpwsrt.cup.hp.com. 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