NB: The following article was commissioned for specific intent on the question; "Explain and Discuss different techniques to build enthusiasm and excitement in the class."
As in all aspects of life, a dojang must be a balanced experience. There is place for both tradition and for modernity, times of calm and times of formative chaos, moments of success and growth alongside tests and challenges. Through it all, the student must be kept engaged and encouraged in order to ensure they keep turning up and keep giving their very best day after day.
A supported and comfortable learner is an effective and progressive learner. The provision of an inclusive, safe and comfortable learning experience, utilising teaching techniques that accommodate all learning styles builds a positive environment full of engagement and enthusiasm.
Understanding the learning needs of individual students is imperative to creating this environment. Although broad strokes can be made which cover typical learning styles, it is important to recognise that this would not necessarily accommodate specific needs, such as those relating to neurodiversity. Identifying and supporting any neurodiversity needs should be high on the agenda of any educational environment to avoid unintentional exclusion and isolation of individuals.
Students participate and engage more when they have clear structure in the learning environment and feel the benefits of exercises; whether that be intellectually, emotionally or even hormonally through endorphin release. One of the ways to reinforce the positive impacts of training is therefore through the stimulation of controlled, high energy, physical activity. But high energy classes on their own are not enough to engage all the learner types and if poorly executed, may in fact alienate some students.
In 1986 Alan Mumford and Peter Honey created a structured model of identifying and categorising learning styles (Honey & Mumford). This is a good basis for programming lesson structure; ensuring inclusivity of learners needs and ensuring that the basic pillars of teaching structure are utilised. The ‘VAK’ learning style model identifies that some students are visually orientated, others are auditory learners or kinesthetic (those who learn through doing). These models demonstrate the necessity to include a wide variety of instruction styles to keep group enthusiasm and engagement high.
I am particularly interested in the Honey and Mumford model because of its clear structure and scope of interconnectedness beyond the learning environment. It identifies four distinct learning styles, but rather than neatly categorising individuals, it recognises that we may be influenced by a variety of characteristics and could therefore sit between two or more of these styles. This only emphasises the necessity to ensure all styles are catered for in the dojang, where you might wrongly assume the ‘Activist’ style dominates (see previous essay which actually identified ‘Theorist’ disproportionately represented in the black belt community).
The ‘Theorist’ needs to understand the ‘why’ of any exercise, technique, theory or concept. You can keep them engaged by giving them structure and purpose, whilst always being prepared to entertain their endless questions and challenges. They are goal orientated and in the dojang; are often suited to grade-oriented work. They will also work hard and enthusiastically for other tasks; demonstrations, sparring competitions, anything with a set objective. They use theory, concept and models as the framework for all that they do, and benefit most of all from organisation and structure in the class. Set out your lesson’s aim and give them time to understand it.
The ‘Pragmatist’ likes to try new things, test if they have value and to solve problems. In the dojang, exposing them to increasingly complex techniques and ideas will build their enthusiasm. They will benefit from seeing the material beyond their next grade; a ‘sneak-peak’ at what’s to come in order to excite and encourage them to progress and stick with it. This is the group of students you need to give a reason to for everything you do; explain why the exercise is of benefit to them and they will dive right in.
The ‘Reflector’ is a visual learner and prefers time to consider the lesson before actually practicing it. They are the style most suited to the traditional ‘EDIP’ style of teaching (Explain, Demonstrate, Imitate, Practice). In the dojang, they can be enthused through steady, structured and systematic evolution of techniques and principals. Give them time to grow and learn for themselves, to reflect on their own performance whilst providing positive feedback to get the most engagement from them.
The ‘Activist’ is excited by immediate experiences. They involve themselves fully with new experiences, problems and opportunities. In the dojang; games, challenges and scenario work will enthuse this group most of all. Activists may also be an instructor’s ‘trump card’ for ramping up group excitement, since they are typically natural leaders. They carry an excess of energy about them which they are able to impart upon others in the right circumstances. By careful utilisation of activists in the class environment, an instructor can harness their energy to build excitement and engage quieter students. By splitting up groups of quieter or more reserved learners and placing an activist with them, either as leader or participant, the group dynamics are likely to be vastly altered.
There is huge benefit to giving each of the learning styles bespoke environments to thrive in. There is benefit to in taking students outside of their natural environments and comfort zones so that they can learn to accommodate and work with others. If your goal in that moment is to dynamically inject energy, activity, excitement and enthusiasm into a class, then I recommend placing an activist or two amongst the other learners in break out groups or for competitive activities. They will naturally bring the class up.
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