PHILOSOPHY
The Martial Arts Instructor's Manual
Philosophy
Visualization
First Aid
Legal Rights
Overtraining Burnout
Steroids
Mental Awareness
Training Hall Etiquette
Instructor's Responsibility
Humility & Respect
PHILOSOPHY
Visualization.
As instructors and students of the martial arts, we realize that
the road to success is one of long, hard work. What many instructors
fail to realize is that the road can be made much shorter if the
hard work is applied not only to physical training, but to mental
training as well.
Visualization is the conscious creation of positive images in
the mind. The use of visualization techniques is becoming more
and more popular in sports today. Many coaches, trainers, and
sports psychologists are using formal positive visualization techniques
to help their athletes improve in their chosen field faster than
would otherwise be possible.
As martial arts instructors, we are concerned about helping our
students improve themselves both physically and mentally. Positive
visualization will not only help them improve their techniques,
but will help instill in them a positive attitude that will improve
their overall well being.
Thinking positive thoughts seems like a simple idea, but to achieve
the desired results the visualization process must be applied
correctly. Negative thoughts are much easier for most people to
relate to. Self-doubt will creep into the thoughts of students
who are not properly taught visualization techniques.
The first step in teaching visualization techniques is positive
reinforcement. This is where the instructor will use praise
to foster an atmosphere of self confidence for the students. Many
students, especially beginners, will look at an experienced martial
artist and think that they will never be able to move that fast,
or kick that high, or hit that hard. It is important to explain
that improvement comes with hard work over time, and that they
are all capable of achieving their goals. As their instructor,
you may be the most skilled martial artist that they know. Explain
to them that you too were once a beginner of average ability.
Convince them that their goals are attainable.
The next step is to teach relaxation. Before positive visualization
techniques can be applied, students must be able to relax with
a clear mind. Many instructors are already familiar with relaxation
techniques through meditation. For those who are not, a relaxed
state can be obtained by the following procedure. Sit in a relaxed
position with the eyes closed. Breath slowly and deeply. Visualize
your breath being drawn in the nose, up to the top of the head,
around and down the spine, and deep into the belly. As you exhale,
visualize the air rising up the front of your chest and out. As
you begin to relax, think about various parts of your body, the
legs, shoulders, arms, hands, face, and try to relax all the muscles.
Concentrate on one area at a time and relax as you exhale. Through
experimentation people find different methods that will help them
to relax. Once the students can reach a relaxed, clear-headed
state, you can move on to step three.
Step three is positive visualization. This is the most
important step. Here students must create vivid positive images
in their minds. If they want to improve their hip throw, they
must envision themselves executing devastating hip throws. The
images must be vivid and detailed, just as if you were watching
a movie. The movie is run over and over in your head while you
sit still and relaxed. Any technique or combination can be visualized.
A tournament win can also be visualized. You can watch yourself
beat opponent after opponent on your way to a first place finish.
The final step is affirmation. This is where the positive
images that you watched over and over in your mind are recalled
while you are performing. As you enter the ring you reaffirm the
positive visualization by thinking about how you have seen yourself
already beat this opponent. As you hear footsteps behind you at
night in an ally, you quickly recall how you have seen yourself
defeat hundreds of muggers. This is the step where the benefits
of visualization are transferred to your performance. Like steps
two and three, it must be practiced until it can be turned on
at will.
Visualization is a powerful training tool. Almost every major
athletic training program uses some form of positive visualization.
The four steps involved can be taught in as little as six weeks
with the benefits becoming apparent almost immediately. The four
steps must be taught in order at first, and then continually reinforced
and practiced. Daily use of positive visualization will help students
rid themselves of the self-doubting, negative thoughts that often
enter the mind.
Within every human being there is an unlimited potential. Visualization
is one way to tap into that potential.
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PHILOSOPHY
First Aid Training.
Throughout history, martial artists have been associated with
the healing arts. This apparent contradiction is not as strange
as it first appears. Experienced martial artists have a thorough
understanding of the workings of the human body. This knowledge
can be used for both devastating effectiveness in technique or,
to promote healing.
Today, most martial arts instructors are familiar with a few first
aid techniques to treat some of the common injuries that are associated
with training. Unfortunately, many have only a very limited first
aid knowledge, or even worse, they have outdated and often dangerous
first aid practices. How many of us have seen seniors who think
they can "yank" a dislocated shoulder back into place,
or to fix a sprained ankle they recommend that the student "walk
it out". These age-old practices are not only wrong, but
can cause serious additional injury to the student.
It is the responsibility of all martial arts instructors to become
thoroughly knowledgeable in the basic first aid that is required
to treat any of the possible situations that may arise during
training. The easiest way to accomplish this is to take a recognized
first aid course.
Though many martial arts schools teach various first aid techniques
in their curriculum, it is unlikely that they could match the
contents of a recognized first aid course. Many schools require
that all instructors successfully complete a recognized course.
This modern knowledge can then be used in conjunction with the
ancient shiatsu (healing) techniques that have been handed down
throughout the years.
In Canada, the most widely taught system of first aid is the St.
Johns Ambulance First Aid course. In the United States and many
other countries, the Red Cross program is very popular.
A good first aid course will teach the correct procedures for
almost any situation you may find yourself in while also teaching
what not to do. It will probably also include basic knowledge
on anatomy and physiology. This knowledge can then be applied
to improving the effectiveness of your martial arts techniques.
It must be remembered that while the course may cover a comprehensive
list of topics, the depth of study is limited to first aid and
is only meant to teach proper emergency care of a casualty until
professional medical assistance can be obtained. Never the less,
the vast variety of topics covered illustrates the need for responsible
martial arts instructors to obtain professional first aid training
The following section will list the contents of a thorough first
aid course.
Anatomy Study - the study of anatomic terms. The musculoskeletal
system including muscles, tendons, ligaments, joints, the spine,
the skull, and other major and minor bones. The nervous system
including major and minor nerves and the voluntary and automatic
nervous systems. The circulatory system including major veins
and arteries. The respiratory system.
Casualty Assessment - how to asses injuries, how to read vital
signs, how to asses priorities.
Artificial Respiration - signs of respiratory distress, response
and breathing assessment, mouth to mouth AR, indirect methods
of AR.
Cardiopulmonary Resuscitation - assessment and procedures for
adults, children and infants. (this is a vital life saving aspect
of first aid and is often taught as a separate course from basic
fist aid)
Shock - symptoms and procedures. (Shock is present with any injury
whether the injury is minor or major. Shock can lead to unconsciousness
or death. It should be addressed when treating all injuries.)
Dressings and Bandages - methods for all types of injuries including
slings and joint immobilizations.
Wounds and Bleeding - assessment, control, proper tourniquet usage,
internal bleeding.
Fractures - types, assessment, use of traction, splints, immobilization
techniques.
Muscle, Joint, and Ligament Injuries - sprains, strains, dislocations.
Chest Injuries - external and internal injuries.
Head and Spinal Injuries - concussion and compression, cervical
spine injuries, thorax and lumbar spine injuries, immobilization
techniques, methods to move casualties.
Eye Injuries - lacerations and contusions.
Heart Attack, Angina, Stroke
Medical Conditions - diabetes, epilepsy, convulsions, hernia,
allergic reactions.
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PHILOSOPHY
Legal Rights.
Most martial arts that are taught today were developed in a time
when people had few legal rights. Today, we live in a society
that is almost overflowing with legal rights. As martial artists
we must make ourselves aware of our rights and especially the
rights of those who we may end up defending ourselves from.
The legal system of the western world is complex. It is not always
as easy as claiming self defense to free ourselves from legal
trouble. By far the easiest way to avoid legal trouble is to avoid
having to use your martial arts skills on the street. Unfortunately,
this is not always possible. Therefore, it is very important that
your students understand the legal ramifications of becoming involved
in a street fight.
The following contains some of the aspects of the legal system
that martial artists should be aware of. These legal concepts
are common to most U.S. states, Canadian provinces, and other
legal systems of the western world. You should of coarse, check
with a lawyer to see how these sections of the law are interpreted
in your area.
In a street fight, claiming self defense is a viable method of
pleading your innocence but you must be able to prove it. Make
sure that if there are any witnesses you obtain there names and
addresses so that they can testify on your behalf.
Even if self defense obvious, you must use only enough force to
keep yourself safe. You cannot break both arms and both legs of
someone who simply took a swing at you. Of coarse, the amount
of physical damage is related to the size of the threat. If there
is a weapon involved you are justified in using more force. You
must be able to convince the court that you feared for your life
and therefore the amount of force used was justified.
In a fight you are responsible for all the damage caused to your
opponent, even if you didn't mean it. If you throw a kick to the
body to knock your opponent down but instead it breaks a rib which
punctures a lung, you are responsible. Make sure you understand
how much damage you can do to an opponent with your techniques.
Most techniques were developed for life and death combat and can
cause extensive damage when properly delivered.
The laws of most areas state that you must walk away from a confrontation
if possible. If you don't, the fight could be viewed as not being
self defense. If this is the case then both people are liable
for damages which means you may end up in jail or with heavy fines.
Worst of all, you will end up with a police record for a violent
crime.
If you are found liable in a fight you can be sued for medical
expenses, lost earnings, future lost earnings, pain, suffering,
and punitive damages (punishment). This can end up costing many
thousands of dollars.
Coming to the aid of another person is a section of the law that
varies a lot from area to area. Some areas state that it is only
permissible if the other person is a family member, in other words,
mind your own business. Before helping a stranger make sure you
know which person is the aggressor and again, don't use excessive
force.
In cases of defending property such as you home, most laws state
that force can only be used as a last resort. Usually it is required
that you warn the thief before attacking him. Jumping out and
seriously injuring a burglar could possibly result in a messy
legal situation.
Keep in mind that in most areas you only have to show that you
feared bodily injury to justify your actions. This means that
you don't have to wait to be hit before you act. Throwing the
first punch is acceptable if you can prove it to be justified.
Being sued because of injury in a martial arts tournament is also
a concern. You are usually safe in a tournament situation because
by entering the tournament all contestants have given their consent
and are aware of the risk of possible injury. Problems can occur
when an injury is caused by an illegal technique. If the tournament
rules are broken and an injury results, the perpetrator can be
held liable for damages.
In conclusion, it is always best to defend yourself without causing
serious injury to your opponent. Often, it is a detriment in a
courtroom if it is known that you are a martial artist.
Students should never have any trouble with the law if they always
strive to live up to the standards of non-violence that are preached
in the dojo.
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PHILOSOPHY
Overtraining Burnout.
Martial arts classes have a reputation for their high dropout
rate. There are numerous reason for this unfortunate fact. Often
it is the fault of the instructor not being able to respond to
the individual needs of the students. Sometimes it is the fault
of the students having an unrealistic view of what martial arts
classes are all about. But what about those students who are progressing
well, training hard, and then all of a sudden just disappear.
These are the students who are usually victims of "overtraining
burnout".
Overtraining can take many forms. It is most common in the students
who are training extra hard for an upcoming belt exam. It also
affects the students who seem to eat, sleep, and live martial
arts. These types are the prime candidates to suffer from overtraining
burnout.
Constant heavy training such as one may undertake a year prior
to testing for an advanced belt, can stress the mind and the body
to the point of injury, illness, or mental exhaustion. This in
turn, can result in long layoffs and setbacks in training. It
can ultimately result in depression and drop out.
There are two things that an instructor can do to avoid loosing
students to overtraining burnout. The first is to teach students
how to recognize and how to avoid the problem.
Symptoms of overtraining can be physical fatigue, mental fatigue,
recurring muscle strains, weight loss, an increase in blood pressure,
frustration, depression, or a marked lack of progress in spite
of constant, hard training. Often, if a student doesn't recognize
these as symptoms of overtraining they will attempt to step up
their training to reverse the symptoms. This of course, leads
to more serious effects.
To avoid overtraining, students must be taught to allow time for
both physical and mental rebuilding between workouts. Physically,
they must learn to cycle their training. They must learn to read
their bodies so that they can effectively vary their training
intensity, duration, and frequency. Mentally, they must have other
interests to occupy their minds and allow them to rest.
The other aspect of teaching students to avoid overtraining is
to instill in them patience and the idea that training is a life
long pursuit. It is not a means to an end, training is the end.
We've all heard that obtaining a black belt is not the end, but
just the beginning. Those of us who have done so can see the wisdom
of those words, but to drive that idea home to belt crazy students
can be difficult. If students are taught patience and they realize
that the coveted black belt is not the end of the road, they will
be much less likely to fall victim to overtraining.
The physical effects of overtraining can be treated and will heal.
The mental effects such as frustration, depression, loss of desire
and dropping out are more serious. Once students are gone they
seldom return. In this respect, overtraining is a serious problem
that should be addressed.
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PHILOSOPHY
Steroids.
If your have 15 teenage, male students in your class right now,
chances are that at least one of them is on steroids. A study
on steroid use among American grade 12 students found that 1 in
15 or 6.6% used or had used steroids. Another American study in
Chicago found that 2.5% or 1 in 40 females in high school were
steroid users.
When the Ben Johnson scandal hit during the 1988 Summer Olympics,
it had a mixed effect on steroid use. The increased media attention
on steroids did help to publicize their negative medical side
effects, but unfortunately it also demonstrated to the public
the incredible physical gains that can be achieved through steroid
use. After all, heavily muscled Ben Johnson is the fastest man
alive. Soon after the Johnson scandal broke, medical and sports
authorities were swamped with calls from people wanting to know
where to get steroids.
Obtaining steroids is relatively easy. Most users buy their supply
from dealers at local health clubs or gyms. Local weight lifters
estimate that 25% of the regular clients at area weight rooms
are on "the juice". The cost for a two week supply on
the black market is about $50.00. The R.C.M.P. estimate that over
$10 million worth of illegal steroids are purchased annually in
Canada.
Dr. Andrew Pipe of the Sports Medicine Council of Canada states
that the primary reason for steroid use among males is "a
pathological preoccupation with body size and body image that
manifests itself in the desire to have a certain look, a certain
build. It's not unlike a pathological preoccupation with body
image, body size that certain young women manifest, only that
takes the form of anorexia."
Steroid use is fast becoming an epidemic among teenage males.
As instructors, we must become knowledgeable on the serious, detrimental
side effects of steroid use so that our students will be able
to make the intelligent decision to avoid using them.
Anabolic steroids are a synthetically manufactured drug with the
chemical form of the male hormone testosterone. They are capable
of converting protein into muscle fiber at an astonishing rate.
They can be taken orally or can be injected. There are a number
of different types of steroids available, each with a slightly
different effect on the body. Though steroids do serve a legitimate
purpose in the treatment of certain medical conditions, black
market users take 10 to 20 times the recommended safe dosage.
Many steroids that are available on the black market are veterinary
drugs not intended for use by humans. When steroids are bought
illegally, it is almost impossible to know exactly what has been
purchased.
The side effects of steroid use range from minor ones such as
acne, baldness, increased body hair, and jaundice, to major life
threatening conditions. Heart disease, hepatitis, kidney and liver
tumors, blockage of the gall bladder, prostrate cancer and leukemia
have all been linked to steroid use. Steroid use by adolescence
can cause early closure of bones resulting in stunted growth.
Steroid use by women can cause gender problems. Most of these
side effects are believed to be irreversible.
One of the most noticeable side effects is increased aggression,
known as "roids rage". This psychological effect is
found in over 90% of users. There have even been a number of cases
of psychoses reported while using steroids.
If you suspect one of your students is on steroids, talk to them.
Express your concern for their health. Use your position as a
role model to influence their decision. A short lecture to the
whole class on the long term damage that steroids can cause is
a good way to get the information across to all of the students.
Education is the key to an informed decision. Drugs have no place
in the ways of budo.
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PHILOSOPHY
Mental Awareness.
To teach your students to successfully defend themselves you must
train them both physically and mentally.
There are two areas of mental training that must be addressed.
The first is the mind set of the student during a violent
confrontation. The importance of developing an aggressive and
decisive response to an attack is usually addressed by instructors.
The second aspect of mental training is the one that is most often
overlooked and that is "mental awareness". Mental awareness
is the level of awareness that one has for his surroundings. Many
violent encounters could be avoided if students were fully aware
of their surroundings at all times. Proper awareness allows you
to see a problem developing, giving you the chance to avoid it.
The chances of falling victim to a surprise attack can be greatly
reduced if you are prepared to defend yourself at any time.
Many martial arts schools, self defense courses, and police academies
teach the Cooper Color Code of mental awareness. This is
a simple way to describe people's level of mental awareness.
Awareness is divided into four categories:
White: This is total relaxation. You are unconcerned with
your surrounding environment. For example, you may be in your
own home, relaxing, and engrossed in a TV program.
Yellow: At this level you are aware of your surrounding
environment. You are conscious of what is happening around you
and are able to detect potential trouble. For example, you may
enter an elevator with a stranger. You are aware of a potential
problem though there is no actual problem yet.
Orange: This is the ready state. At this level you are
prepared to defend yourself. There is an obvious cause for alarm
such as someone yelling verbal abuse at you.
Red: This is the fighting mode. You must act now
with a decisive and aggressive attack or counter attack.
Once these four levels of mental awareness are understood, it
is easy to gauge your own state of awareness at any given time.
As martial artists, we must strive to avoid the white level under
most circumstances. Many people are within the white level even
when they are faced with unfamiliar surroundings. Staying somewhere
in the yellow level , even in familiar surroundings, is a good
self defense strategy.
It should be stressed that the change from the yellow level to
the orange should be a common, easy, and undetectable occurrence.
There are many situations in which people find themselves in the
course of a week that call for the orange level of awareness.
It should also be explained that being prepared to defend yourself
and being paranoid are two distinctly different outlooks. Remaining
constantly within the yellow level and moving easily into and
out of the orange level is simply a state of mental awareness
that must be practiced. Like fighting skills, this too will become
second nature in a short time. You must develop this awareness
without becoming nervous, paranoid, and without allowing it to
affect your outward appearance or actions.
Being a martial artist is not something that should be limited
to a few hours of training per week. Rather, it should be a complete
outlook that prepares you to defend yourself at all times.
Two old sayings come to mind when I teach mental awareness to
my students. The first is the motto of the Boy Scouts, "Be
Prepared". The second is a more sobering thought, "better
safe than sorry".
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PHILOSOPHY
Training Hall Etiquette.
Most martial arts maintain some specific form of training hall
etiquette. Usually, the more formal the etiquette, the more traditional
the school. Etiquette can include such practices as bowing, addressing
instructors by a title, addressing students by an honorific and
their surname, defining status by rank, or imposing strict courtesies
to be observed during training. In some "modern" schools,
particularly in the United States, formal training hall etiquette
is viewed as an unnecessary vestige of outdated eastern behavior.
In reality, formal etiquette very ably serves a number of important
purposes.
Above all else, formal etiquette is a practice of awareness. In
the school, we are training to live our lives to the fullest by
becoming totally involved. When we impose upon ourselves the requirements
of formal etiquette, we demand of ourselves greater awareness
to comply with an unfamiliar structure of existence.
Formal etiquette is also a practice of safety. At any school worthy
of its name, there is an element of controlled danger, Etiquette
provides the control. In a kenjutsu dojo for instance, students
are practicing with live (sharpened) swords. Strict adherence
to etiquette provides a framework within which potentially lethal
techniques can be practiced with the necessary assurance of survival.
Etiquette is just a practice. Fraternal organizations often make
use of "secret" ceremonies, handshakes and the like
to build a sense of group identity. For the martial artist, training
hall etiquette helps create a feeling of "this is how we
do it in our school". Formal etiquette contributes
to the appreciation of our practice, and reminds us that our membership
in the martial arts is something special.
The benefits of formal training hall etiquette are real. Increasing
the amount of training hall etiquette that is practiced in your
school is something that should not be dismissed without careful
consideration.
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PHILOSOPHY
Instructor's Responsibility.
Think back to your youth, when life was simple and your inexperience
freed you from being held ultimately responsible for your actions.
Then we grew up and found that everything comes with responsibility.
Being a martial arts instructor is certainly no exception.
Teaching a martial art can be a complex undertaking. Responsibilities
lie in the past, the present, and the future. Looking to the past,
we find that we owe our teachers and our art an unending debt
for what they have contributed to our lives. Many students have
realized that the best way to begin to repay that debt is to offer
their skills to others so that they too can be enriched by the
experience. This is certainly the most noble reason for becoming
an instructor.
In the present we have a responsibility to our students to help
them learn and grow to the best of their ability.
Our responsibility to the future is to continue the lineage. This
involves taking the time to develop a stable school and to develop
students who can one day become instructors themselves.
Let's look at these philosophical statements in a more practical
light. To meet these responsibilities we must work towards developing
specific skills. The most basic skill to be developed and maintained
is our physical skill. Many instructors tend to neglect their
own training after they have been teaching for a few years. This
can lead to a slow but steady decay of their skills. This will
not go unnoticed by the students over the years and eventually
the school will suffer. It is important for instructors to maintain
their roots as a student, even if only for a few weekends a year.
We've all heard that learning a martial art is a life long undertaking.
This should be taught to students not just by word, but by example.
Another area of responsibility, one that is often overlooked,
is business skills. Many instructors think that their martial
arts skill and teaching ability will produce a successful school.
In today's highly competitive business world, this is unfortunately
not the case. Many excellent instructors have been forced to close
their schools due to poor cash flow. Instructors owe it to their
students and themselves to provide a school that will continue
to be there for them.
The two business skills that are most lacking in martial arts
operations are bookkeeping and promotion. Poor cash flow is the
number one reason for small business failures in North America
and proper bookkeeping can keep the owner on top of the situation
at all times. One of the best ways to increase cash flow is by
applying cost effective promotional skills, whether its demos,
flyers, newspaper ads, or a yellow pages ad. Unless you are teaching
out of a garage, it is irresponsible not to work towards improving
your business skills just as you work to improve your martial
arts skills.
Management skills are also important. If there are other instructors
in your school, it is important to learn how to successfully deal
with them. Egos are easily damaged and many schools have failed
due to a split in the instructors' relationship. Never confuse
being "senior instructor" with being the "boss".
While rank may command respect in the training area, being a boss
requires patience, understanding, compromise, and a clear view
of what is best for the school.
Lastly, and possibly most important, is the responsibility to
the students to continually strive to be a better teacher. Remember
that being a great martial artist does not necessarily mean that
you will be a great teacher. It is important to consciously strive
to improve. There are many factors that differentiate a "good"
teacher from one who is just going through the motions. First
and foremost is leadership. Most martial arts instructors are
natural leaders. They command respect. Not through rigid control
of their students, but by setting an example. This leadership
comes easier to some than to others.
A good teacher must always strive to be sensitive to the varying
needs of their students. One size does not fit all. Students train
for a variety of reasons but they all look to the instructor for
guidance. It is the instructor's responsibility to work towards
understanding the different needs and wants of the individual
students. All types of people deserve to reap the rewards of martial
arts training.
An instructor's personality is the dominant force that shapes
the school's overall environment.
There is not one perfect type of instructor or perfect approach
to running a school, just as there is not one perfect martial
art. But with your position comes a responsibility to care for
your school, your students, and your art, to the best of your
ability. Don't take any of it for granted.
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PHILOSOPHY
Humility and Respect.
High ranking martial artists, especially those without the benefit
of an oriental upbringing, often face a dilemma in their schools.
On one hand, students are required to show great respect to their
instructors. On the other hand, the instructors are expected to
teach and discipline the students while demonstrating great humility
and lack of ego.
To earn the respect of your students while remaining humble sounds
like a difficult undertaking. Unenlightened instructors will often
attempt to gain respect in a number of inappropriate ways, some
through fear, some through claims of greatness, others through
blind devotion.
In oriental society, respect for seniors, whether it is child
to parent, employee to boss, or student to teacher, is a way of
life. In Japan this is known as oyabun-kobun (the parent-child
relationship). This respect is natural and earning it is not necessary.
The respect is based on experience, not on abilities. For example,
older people are revered because they have amassed more "life
experience" than the young. Therefore, in the martial arts,
a high ranking individual is respected for their rank (their experience),
not for their physical abilities. This is often contrary to the
western way of thinking where respect must usually be earned.
In oriental society, with respect comes responsibility. Just as
the students are expected to respect the instructor, the instructor
is expected to unselfishly help the students. It is through the
senior's dedication to helping the junior that both sides of the
equation equal out. As western thinking instructors we must remember
this balance. With respect comes the obligation to give of yourself
and to teach to the best of your ability. With true dedication
to your art and your students, humility and a lack of ego becomes
an asset, not a liability, in maintaining the students' respect.
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