AKS Quarterly Newsletter

"The Punchline"

Editorial - March 2012

I’ve just returned from working my fourth Spring Break on South Padre Island as a member of the Island’s police department. After nine straight days and a total of 144 hours I’ll probably need the whole week of sleeping late to recharge. During each of these seasonal events students from a variety of colleges and universities from several states travel to south Texas to party on Coca Cola Beach. This is a part of the beach where Coke sets up a large stage and plays music and conducts games for the entertainment of those in attendance. Sadly the level of drunkenness, drug use and sexually explicit dancing and other such conduct was over the top. There were also the occasional fights and some stabbings that occurred towards the end of the week, mostly the result of the lower element of the Rio Grande Valley being in attendance.

Being part of the baby-boomer generation I was raised with a different understanding of what was appropriate and what wasn’t. I’m fortunate my parents raised my brother and my sisters and I in an appropriately structured home environment. It seems since the era of the sixties where the idea of communal living, free sex with whom ever, and rampant drug use has resulted in our society that has continually evolved to the point where just about any kind of conduct or language is now tolerated.

You may ask what this has to do with karate. As an instructor of several decades I’ve become more aware of the importance what I teach and how I teach it has on my students. This is true not only in the dojo, but in my academic classes at the community college where I’ve taught for ten years. As teachers we have a huge responsibility to our students and the parents who entrust them to us. We teach students of all ages and both sexes to block and punch so they will be able to defend themselves and their loved ones if they are attacked. But what do we teach them about knowing where and where not to go in order to avoid placing themselves in a situation where they will have to use those martial skills? What do we teach them about avoidance of areas or situations where they will be more likely to run into problems? What do we teach them about making common sense judgments and choices?

The above questions should start many of you thinking, which is the point of this editorial. The choices we make in life lead us towards success or failure. They can result in rewards or troubles. One misstep can ruin a person’s life. An example is the guy who attempted to prevent me from pursuing an assault suspect during a fight on the beach by stepping into my path as I was running and intentionally hitting me with a body block. The result of his actions was his arrest for assaulting a police officer, a felony. I later found out this young man is from Canada and a baseball player in college. What did that spontaneous action do for him? It’s given him a felony arrest record that will be with him for the rest of his life.

As teacher we have a great deal of influence on those we instruct. We are not only their teachers for a particular subject, but also their mentors. They will seek guidance from us on a variety of subjects over the months and years they train under us. The more we get to know them the better we’ll understand their specific needs. How we guide them both in our teachings in the dojo and in providing advice about life issues may well make the difference in the choices they make someday down the road.

I can’t speak for you as members of the AKS, and especially you who teach others, but for me the awareness of the enormity of this responsibility is ever present in my mind and how I conduct myself in my daily activities. The one phrase that best sums up what I’m talking about is leading by example.

Mike Sullenger, 9th Dan
AKS Chief Instructor

The Recalcitrant Student

As I began preparing my thoughts for this article, I struggled with the best way to title it. The word recalcitrant can describe a student in different ways. Clearly when we teach younger children they can be disobedient and fail to pay attention. However, the focus of this article is not on the younger students, but those who are teenagers to adults. I would like to state at the beginning the majority of our students don’t meet the focus of this article.

Over the past couple of days, I’ve been involved in discussions with fellow martial artists about a variety of subjects. A senior black belt friend of mine recounted a situation he had had with some former students whose reaction to a black belt level testing they’d observed didn’t meet with their idea of what should have been appropriate. It reminded me of situations I’ve encountered in years gone by with students who felt they were smarter and more experienced than their teacher. They failed to understand the importance of patience in developing one’s skills and knowledge. Key among these skills is control.

My senior student, Dr. Rob Debelak, pointed out a cultural aspect to the discussion involving a lack of respect on the part of many of today’s students, coupled with a “me first” attitude. He reminded me of the patience and discipline we were required to have when we first started our training those many years ago. He also provided a couple of examples: Think back to the 1970’s movie, Kung Fu, where the young boy stood outside the training hall for days on end waiting to be invited in to learn. At one point, the boy was invited in along with several others and provided food. The other boys eat at once, while the younger one did not. The other boys were excused, but the younger boy was kept behind. When the teacher asked him why he hadn’t eaten, the boy replied it wouldn’t have been proper to do so until the teacher had been served and given them permission to start.

The contemporary dilemma (my black belt friend, with the family who didn’t feel the training was realistic enough) brings to light this lack of respect. It seems one member of the family in his class, having read a particular author’s view about realistic training, didn’t feel the test challenged the knowledge and skill level of those being reviewed for promotion. They felt the parties were already aware of what was to take place (e.g. they had rehearsed their movements and responses). Their Sensei explained the necessity for those preparing to test for a specific rank must work with the person or persons who would be assisting them during the test. This would result in less chance of injury to either party during the test when their adrenalin would be at its peak.

It appears the interpretation of this author who had such an influence on this student (and family) espoused a philosophy of not holding back during training in order to ensure the training was as realistic as possible. The student, seeing the merit of this, felt the way she and her family were being trained lacked in the necessary level of realism; albeit failing to understand the increased risks of injury that would surely result because they lacked any real ability to control their techniques.

To put this story into an even clearer picture, the student and her family were all below the rank of green belt. That’s right - a student with less than a year of training was attempting to correct her teacher who has several decades of training and experience.

Back in the late Seventies, early Eighties, while enjoying my first assignment in Germany, and having already conducted classes on the German economy for several months, I was approached by some of my young German students who felt my style of training was too militaristic. They felt coming to attention and bowing was too subservient among other things they were required to do during our training sessions. Needless to say, I was somewhat taken back by this affront. Their lack of respect for my years of experience, and for me in general, being at least twenty years older than they were, was truly amazing. In the end, those students were not invited back to train under me.

How should we deal with students who demonstrate such levels of disrespect by criticizing our teaching style? What is the best way to explain our particular teaching methodology? This will vary depending on how insulted we may feel when it happens, and how much patience we’ve learned over the years. Clearly those of us who are older and have many years of experience as sensei will handle the situation(s) differently than our younger, less experienced counterparts. I’d be lying if I told you I didn’t have a strong urge to put them on their collective butts.

The key point though, that seems to have been lost by the students in the above examples, (besides the obvious lack of respect in their upbringing,) is a trust in the skill level and knowledge of their teachers. Those of us who are parents with grown children can recall when they (then kids) thought they had all the answers, only to find out mom and dad were a lot smarter than they had given them credit for; once they had moved out and were on their own. That’s when the parents receive that phone call indicating the light has finally come on for the budding young adults.

Teaching realism requires students to first develop basic skills and knowledge of blocking and striking techniques. Coupled with this is the simultaneous development of their character, which was the key point in Dr. Debelak’s recall of the movie. As the student’s skill and abilities improve, they are able to practice with other students in a paced manner that allows them to continue growing in their use of these maneuvers without causing harm to their fellow practitioners, or being injured in return. They also grow in respect and appreciation for their training partners and instructors. At some point down the road, when they’ve become a good brown belt, they have a better ability to control their techniques. It’s at this point we begin to expect them to execute their techniques with greater speed, power and control when using them against an opponent. Additionally, as senior under black belt students, they serve as good examples for the newer members of the school.

When I competed in my first tournament in May of 1966 in the National Guard Armory in Washington DC, we didn’t have hand and foot pads. About the only protection we wore was a nut cup. Some did have shin protectors but the majority didn’t. Sure there were injuries: people got teeth loosened or knocked out, or a bloodied or broken nose. However, the vast majority of us had a clear understanding of the importance of control and worked hard to develop it. We also demonstrated the respect we’d been taught by our sensei, which further enhanced the teachings and expectations of our parents.

I feel many of today’s students have become focused on their own personal desires and goals. They have no real understanding or appreciation for basic respect and courtesy. They also lack the understanding of the importance of control because they’re all padded up when they spar and the need for control is less important and seldom emphasized. Like the student who felt the training was not as realistic as it should have been failed to comprehend, without the ability to control our techniques one moment and not another is what differentiates the true martial arts practitioner from the street thug. These skills are developed over time while practicing control with fellow students one moment, yet going all out on the heavy bag during training to develop our power.

There is a key difference that sets true martial artists apart. The development of humility and self-control results from the process of training over the many months and years leading to becoming a true black belt. If one’s focus is only on fulfilling his or her immediate goals of self-satisfaction and aggrandizement, there is little to no concern or respect for others; a sad fact witnessed in a variety of venues.

I remember my teacher and friend Sensei Ernie Lieb would kick a cigarette out of a student’s mouth during demos for audiences with little to no knowledge of the martial arts. His abilities were illustrative of years of discipline, dedication to his training, and respect for the instruction of his teachers. Spectacular – yes! The foundation though, was one of respect – a quality much needed in students of our day and age.

So how do you see it? What examples do you have of a similar nature? How would you handle a student who feels you’re not providing them the kind of training they felt they should be getting? Perhaps your response here might be a window to your own views on respect (or the lack thereof).

PS – A special thanks to Dr. Robert Debelak for his assistance in helping me word-smith this article into one of focus and meaning.

Still Winning

[A few months ago] Brian Fox came back to class.  Brian is an AKS 4th Dan whose training goes back to the early 1970's; working with Mr. Lieb at Muskegon Community College.  He is a veteran competitor and an excellent Instructor.

One of the most important aspects that Brian brought to teaching was real world experience in self defense from his job.  Brian was a Registered Nurse at Hackley Hospital, and daily saw people who had been attacked or injured by others.  He saw what we train for, and hopefully, never have to use.  Gun shot wounds, knife attacks, club attacks, and physical assaults; his job was to help repair what others had harmed.

I remember one class when I asked if anyone had a question about how to deal with a self defense situation.  He raised his hand and said, "Mr. Thomas, what if someone picked you up off the ground by your hair?"

I am sure I looked surprised when I said, "Did that happen?"

He nodded yes.   "It happened to one of our female nurses at work today.  A patient that the police brought in picked her up by her hair with one arm and was slamming her between the gurney and the wall.  All she could do is clamp her hands to her head to keep him from pulling her hair out."

I took a minute to visualize the scene and then offered some kicking options.  I asked him, "What happened?"

Brain laughed and said, "The patient developed a breathing obstruction and had to let go."

I smiled and said, "I don't want to know the details."

Almost two years ago, Brian was trying to restrain a young man who was high on meth.  In the course of taking him to the floor, Brian wound up under the patient and several security guards.  The fall and pressure caused damage to his neck which would require surgery.  When Brian was having his pre-op check-up, the doctors found a malignant tumor on his stomach.  As a result, Brian had two major surgeries and has been on chemo-therapy for the last eighteen months.   His recovery has been slow and arduous.  He has lost weight and mobility, but never his hope and drive to keep active.

When I would stop by or call Brian, he would tell me that he was still doing his katas everyday; "not as fast or as strong as I used to, but I'm doing them."   Karate has become as important a part of his daily routine as his other medications.

Brian Fox came to class in his uniform to train and teach as best he could.  We were so happy to see him, everyone had words of encouragement and offered to help him go through his forms.  Brian Fox came to class to show us all that he was still winning, and he was managing his cancer.  It will never manage him.

God Bless you Brian Fox.

Do You Have a Question?

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If you don't want your name published, please let us know and we will be happy to withhold that information from print. However, please be respectful when submitting your queries or suggestions to us by including your name so that we may understand your questions and/or circumstances.

Please send your questions to Laura Werner, and I will forward them to the person who can provide the appropriate response.

We look forward to hearing from you!

PROMOTIONS!!

Muskegon Community College Karate Club
Muskegon, Michigan 49442

American Karate Club
Ross Park Elementary - Muskegon, Michigan

Salem Karate Club
Salem Park Barn - Moore Street - Salem, West Virginia

West Toledo YMCA Karate & Self Defense Program
Toledo, Ohio

Tri-Cities Family YMCA AKS Karate Club
Grand Haven, Michigan 49417

All-Star Karate Club
Livonia, Michigan

Mustang, Oklahoma A.K.S.
Mustang, Oklahoma

This is the 5th in a series of articles by Sensei George Kirby. Sensei Kirby is a 10th dan in Budoshin Ju-Jitsu Yudanshakai and has become friends with Sensei Mike Sullenger. Mr. Sullenger has had an article that he wrote published on the Budoshin website. Feel free to browse  this site  to become more familiar with who George Kirby is and his style.

TEACHABLE MOMENT |   [BJJY KOKORO 9/12]

Note: A couple of sensei have asked me to start a series on how to improve teaching skills and student learning—as it applies to the dojo. So I’ve decided to launch this idea, with the hope of seeing it become a regular item in future issues of Kokoro.

IT STOPS AT THE DOJO DOOR!   In my 43 years of teaching Ju-Jitsu, I have had four black belts who have taken a different path.   By this I mean they left me for another ryu of ju-jitsu.   If you've never had this experience, there is no way that you can feel the loss of a well-trained black belt you had great hopes for. It can be devastating.

In every case, I've given the black belt a choice.  Although, they may have seen it as an ultimatum.  I could whine about the specifics, but I don't think that would accomplish anything positive.   So instead, I'll deal with what I've learned from the four experiences to help you if you're a sensei and this type of event occurs.

First and foremost you must stand your ground because you are their sensei and their role/obligation is to continue your teachings.  If they have learned something somewhere else, they need to "leave it at the door," as Seki, and many other sensei, have said.   You can't prevent a student from learning another martial art, but the knowledge gained from that experience stops at your dojo door; unless you give them specific permission to do otherwise on each occasion they want to do something from another dojo.

Ideally this can be done discreetly.  What you have to stop is a black belt [or lower rank] who wants to teach stuff differently because it's done differently in another dojo.   In fact, unless you give specific permission, they shouldn't even be allowed to practice a technique in that way in your dojo.   I'm not talking about you being paranoid about preserving your ryu, but it is simply rude for a student, of any rank, do anything in your dojo that is not part of your training.  The worst case scenario, which has also happened, is when one of your top belts starts proselytizing another ryu or dojo to your students outside of class.  This requires immediate action [verbal] to stop the practice.

A couple of my black belts were at least diplomatic in their departure.   Although, it never is a good situation, and I felt badly about their decision. Their action was inevitable because of the choices they had made.   In all cases, verbal communication and discussion was followed by written communication in which I had to state my concerns, rationale, and expectations.   At some point, you must be definitive so everyone knows where they stand.  As a sensei, you should always give them choices.  However, they have to make the decisions and it may not always be the right one [for you or for them].  I do believe that a couple of them took a lot more knowledge to their new sensei than they ever got from them in return.

Second, in the future I will contact their other sensei and hopefully be able to discuss the problem in a professional manner.  No sensei likes their art, ryu, or teaching style trashed by a student who's changing schools.   I don't believe any professional sensei would allow his students to do that to another sensei.   It's simply rude and inappropriate.  It's also an insult to the sensei who allows it because what goes around comes around.  If both sensei tell the student that this type of behavior is unacceptable, then hopefully the behavior will stop.  The student's new sensei may also gain some insight into his new student as well.

I spent quite a number of years as a student of Jack Seki.  However, for a couple of those years, I was also a student of Harold Brosious.  It is challenging to study two different arts or ryu at the same time, and one may have to walk on the rice paper very carefully.  I did make it a point of letting both sensei know what I was doing, and I did accept the simple unspoken rule that anything learned in one dojo stops at the door of the other.  That meant I didn't practice any Ketsugo techniques in Seki's dojo and vice-versa.   It meant that I didn't discuss one art with students of the other or talk about strengths or weaknesses of one sytem compared to the other.  I took the --It stops at the dojo door-- quite literally because I respected both sensei highly.

So where does all of this leave you.  All martial arts, ryu, sensei, and even you have strengths and weaknesses.  There is nothing I can really do to prevent a student from leaving my dojo to study another art or work under a different sensei.   Ideally I'd like to have a chance to talk with them about what's going on, hopefully to persuade them to remain.  I have had students who have left to learn another art, and they have been completely up-front about it.  However, because they acted in a mature and responsible manner they also know that, as Seki said, "The door is always open."  Some of them have returned.  That always makes me feel good.

If a student wants to leave your dojo there is nothing you can do about it, and hopefully, the parting will be on good terms; the friendship preserved.  However, any actions by the student to undermine your dojo simply cannot be tolerated.  Period!  Talk with them and talk to their new sensei.  The student needs to know that their behavior is unacceptable — hopefully to both sensei.

You can learn whatever you want from whomever you want.  But remember, any good sensei will tell you the same thing: Whatever you've learned, and however you feel —- IT STOPS AT THE DOJO DOOR.

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