AKS Quarterly Newsletter

"The Punchline Editorial"

September 2013

Having recently officially entered the Fall season, we see this year has flown by like so many others.  Our Spring seminar in Ohio was another success due to the hard work of Sensei Palmer and several of his black belts.  Add to that a wonderfully hosted weekend at the Palmer ranch; overseen by Skip's lovely wife, Deb.  Whether it's being with my AKS family in Ohio, West Virginia, or Michigan, our reunions and training sessions are always beneficial and enjoyable.

At this year's summer camp we had several people test in the black belt ranks.  All did well and received their new ranks at the Saturday morning's opening ceremonies.

We also awarded the Black-Belt-of-the-Year to Mr. Brian Greynolds, 5th Dan.  Brian is Co-Chief Instructor of the Mountaineer Karate Club in Lumberport, West Virginia and Assistant Chief Instructor at the Salem Karate Club in Salem, West Virginia.

Students-of-the-Year honors went to Jared Jablonski, 1st Brown, of the West Toledo YMCA Karate & Self-Defense Program, and Mr. Jim Carroll 1st Dan, Muskegon Karate System.  Jim was just promoted to 1st Dan at this year's summer camp as well.

We are very proud of all our students and instructors who devote their time and skills to furthering the philosophies and ideals as set forth by our founder, Ernest H. Lieb.   As each student progresses to higher levels of knowledge and expertise within the A.K.S., it is important to be conscious of the direction and goals that were instilled by Ernie with regards to humility, respect and attitude.  And be willing to lead/follow in that path as situations and circumstances require.

We have a small but very good organization.  We follow the tenets laid out for us by our Founder, Chief Sensei and friend Mr. Lieb.  Since assuming the mantle of leadership as the AKS Chief Instructor I have always worked to be inclusive of all of our members in the decision making process.  This takes place annually at the summer camp's black belt meeting.  During other times, I council with our two Assistant Chief Instructors in order to entertain differing views about issues under consideration, or problems that may arise.  I regularly ask them to run things by their black belts in order to bring in a broader base of input.  In the end, when it comes time to make a decision about the direction of the AKS, I assume the responsibility of our successes and failures.  Such is the yoke of responsibility those who are placed in leadership positions must assume.  It does not mean we make decisions in an autocratic fashion, but by employing two way communications between and amongst the membership.

The Fall training weekend in West Virginia has been set for the 2nd of November.  Sadly, I will be unable to attend.  The week of 4 through 8 November, I will be attending a week long course for chiefs-of-police at Sam Houston University in Huntsville, Texas.  This is a class I cannot afford to miss.  I know those of you who are able to attend will have an enjoyable weekend of training and fellowship.  I wish all of you who will be traveling to and from the West Virginia training site a safe and blessed journey.  I look forward to the stories and pictures that will be forthcoming at the conclusion of that weekend.

Sincerely yours in Budo,

Making A Difference

As a karate instructor, I frequently take a self-inventory to consider if I am doing my best for my students and fellow instructors.  We all realize that learning martial arts takes time and practice, in fact lots of time and lots of practice.   Nonetheless, I constantly ask myself, "Am I giving my students the training they need to be safe in the streets?"

Recently, I have had several discussions that re-affirmed that what we teach works and the students still grasp some of the self-defense basics even after being away from class for a number of years.

Several weeks ago, my wife and I were having a late dinner when a former student and her husband sat across from us.  She had trained about 10 years ago with her then 10 year old daughter.  After initial pleasantries, I asked how her daughter was doing.

"She is happily married and just had a beautiful baby girl."

"That's great," I answered.

"She still remembers some of the things she learned in your class."

She went on to explain that while her husband was a great husband and father, his brother terrorized the family with violent outbursts.  He would grab family members by the throat and push them up against the wall while he screamed at them.

My former student continued, "He only did it to my daughter once.  When he grabbed her by the throat, she left him lying on the floor, crying! - she smiled, "He hasn't come near her since."

She didn't need to explain what technique her daughter had used or what the prime target was.  It is something we covered in class often.

I try to call Brian Fox every couple weeks, to check-in and see how he is doing.  For those that may not know, Brian has been battling a long-term illness for almost four years.  He asked me if I remembered a girl in our class from 10 to 12 years ago.  She started at about 10 and stayed in class several years, long enough to earn her green belt.  I told him the description sounded familiar, but we have had a lot of children that age who attend class for a while and then move on.

Brian said he knew her because she was the daughter of a friend from work.  The girl had gone on to college and then medical school at Wayne State University in Detroit.  He said the girl had graduated at the top of her class in neurology and had a choice of Johns Hopkins, Mayo Clinic, or a Houston hospital for her residency.  He said she is very bright and should have a great future for herself.

Brian said that several months before graduation, she was attacked by a lone man near the campus.  The man intended to try to force himself on her.  Brian said that the man was easy for the Detroit police to identify and apprehend due the extent of his injuries!

I will keep taking inventory to make sure today's students learn the same skills as previous students, and I will never tire of hearing how the bad guys get theirs from AKS karatekas.

Dave Thomas
8th Dan AKS

Pathway to Learning

How About a Nice Cup of Tea?

Most martial artists are familiar with the story of the university professor that went to Nan-in, a Japanese (Zen) master inquiring about Zen.  Nan-in offered his visitor a cup of tea.  During the preparation of the tea, the university professor proceeded to inform Nan-in of all his accomplishments and his wealth of knowledge. While the professor continued to proclaim all of his accolades, Nan-in kept pouring tea into his visitor's cup.  When the cup began to overflow, the professor told Nan-in that his cup is full and will not hold anymore.  Nan-in said, "Like this cup, you are full of your own opinions and speculations.  How can I show you Zen unless you first empty your cup?"

I fondly remember the day I received my first Black Belt.  I had reached a goal that at one time was only a dream.  I could do all and knew all.  I didn't realize at the time that my knowledge was just a grain of sand on a vast beach.  I was under the impression that my new Black Belt was a symbol of perfection and complete mastery of my art.  It did not take long for me to discover that my Black Belt was just an invitation to begin to learn, a first step on a journey that never ends.  Upon receiving a Black Belt it is up to the individual whether to except this invitation or take another path.

To empty one's cup is not an easy task for a Black Belt.  I know this from my own experience as well as from observing other Black Belts.  I am sure you have seen it or will experience it also.  Training sessions for self-defense are great places to observe this.  As a participant, there is always this urge to volunteer to demonstrate a different self-defense for an attack other than the one being shown.  If you are instructing, take a few moments to look around while particular techniques are supposed to be practiced and you see will several participants expanding upon what you are teaching or instructing their partner on how they would respond.  And of course there are always a few that must question the effectiveness of the technique or interject with a "What if..."  I know that no one can empty their cup completely, but here are a few suggestions that help me make room in mine:

• Be like Mikey, Mikey will try anything!"  It is difficult to try things that are out of our comfort zone.  I take Aikido from Sensei Bill King.  I am very easy to spot in his class - I'm the one you would say, "Now that's an example of a duck out of water!" However, I have found that it improves my karate skills. Plus, as I have learned, it is a great way to stay humble.
• Do your best to learn the technique or concept being taught.  It is so easy to add our own interpretation on a new technique as we learn it.  There is a time and a place for that, but not until you have practiced and mastered the technique or concept as taught.
• Don't be too quick to judge.  Many times we feel awkward when attempting something new or when we have done something a certain way for a long time.  Take time afterward to practice, and then evaluate and decide on the value of what you learned.
• Save unrelated questions that may interrupt the flow of the class until after the session.
• Don't volunteer your skills or suggestions unless asked.  Remember, as a participant you are there to learn, not to instruct.
• Don't be afraid to make mistakes.  We learn from our mistakes, and everyone makes them.  I taught band for 30 years and would tease the students about me never making a mistake.  I would tell them that I thought I was wrong once but I was mistaken.  One year a student made a mark in his folder for every mistake I made.  He proudly announced to class at the end of the year that I made 137 mistakes in their class alone!  After a good laugh I told him that he must be mistaken because he missed school a couple of days, and I am sure that he missed a few.
• Don't let pride get in the way of learning.  I can learn something from anyone, including white belts, many times from the "What if..." questions they would ask.
• Think of yourself as a white belt, open and willing to learn with a clear mind.  I keep a white belt in my bag and am willing to wear it when allowed.  Even if I don't wear it, I see it when I get my gear and I remind myself that to learn and improve, I must be willing.

Outside the Dojo

My first Black Belt was awarded to me by my instructor Sensei John Folsom along with specific instructions and advice.  I was told that it was just my first step in a long journey.  He said that now that I had been taught basic skills and concepts, it was my responsibility as a Black Belt to venture out, expand my knowledge, and bring back new ideas and skills to share with the class.  I did not understand his purpose at the time; after all he was my instructor, why do I need to explore outside of class?  However, I agreed.  The first summer break was approaching and I decided to do as I was instructed.  I knew of a gentleman in a nearby city that was, and still is, an excellent martial artist and instructor, Sensei Bill King.  I reluctantly asked Sensei Folsom if it would be alright to study with him over the break, expecting him to say no.  To my surprise, he encouraged me to do so knowing of Sensei King's reputation.  Mr. King teaches Chong Shin Kwan Tae Kwon Do, Aikido, and Iaido along with techniques of Judo and Jujitsu.  Sensei King actually started his martial arts career under one of Sensei Folsom's students.  He graciously agreed to allow me to study with him whenever time allowed.  That summer was filled with new techniques and skills, as well as my introduction to Iaido and Aikido.

I was excited when classes started up again in the fall and was eager to show Sensei Folsom the things I had learned.  I wanted to show him something about Iaido and drawing the sword.  Upon the completion of my demonstration to Sensei Folsom, he smiled, picked up the Katana and proceeded to demonstrate and expand with additional techniques and katas; he educated me on the different parts of the sword, the history of the Samurai, and how Katanas and Iaitos are made.  Wow, was I one surprised puppy!  I then began to understand what he had meant.  Receiving my Black Belt was not a "means to an end" but a "means to a beginning."  To be a true Black Belt I must have a desire to continuously learn, improve, and practice.  Not everything is going to be handed to me on a platter, but as a Black Belt I must search and seek out new knowledge.

Here are some suggestions for learning outside of the Dojo:

• Visit other schools and clubs, regardless of style.
• Attend workshops and seminars.
• Read quality periodicals.  I found two quarterly magazines that contain a wealth of information: Classical Fighting Arts and Masters Magazine.  Masters Magazine also comes with a DVD that contains a variety interesting ideas and information.
• Start a library.  Here are just a few of the books that I believe all Black Belts should read (not listed in any specific order):
  
  
  1. The Way of Kata by Lawrence A. Kane and Kris Wilder
  2. Living the Martial Way by Forrest E. Morgan, Maj USAF
  3. The Art Of War by Sun Tzu
  4. Zen and The Martial Arts by Joe Hyams
  5. Any and all of Funakoshi's books
  
  
  
• Once you have received your Black Belt, study another martial art in addition when possible (Aikido, Judo, Jujitsu, Iaido, Tai Chi, Kung Fu, etc.).  Afterall, our system takes an "eclectic approach to his or her studies."
• Utilize the internet.  YouTube has a great deal of knowledge available to you.  However, a "Note of Caution,"  Anyone can post a video to YouTube.  Just check out the "WV Ninja" for example.  You must choose wisely!  All of the Iain Abernathy Bunkai videos are definitely worth watching.  On our website, mkc-aks.com, we have started posting a recommended video of the week.  We then discuss it in class covering the pros and cons.

Choosing to Learn

Charles C. Goodin, an instructor of Kishaba Juku Shorin-Ryu, stated that "A teacher cannot teach everything."  He goes on to explain that in the beginning, martial arts students are like open mouthed baby birds chirping for food, but as they advance they must be taught how to learn on their own.  He states that what a student learns from his teacher he might remember, but what he learns on his own he will never forget.  Fumio Demura stated in an interview, "It's important the student realizes that not everything will be handed to him, that knowledge must be earned.  I will give you the core 10% of information you need to master karate; the other 90% is up to you!"  The meaning of becoming a Black Belt is clear; you must seek to improve yourself each and every day through hard work, critical thinking, the desire to learn, and an open mind.

My instructors have instilled in me the desire to continue to train and learn.  I have found that the more I learn, the more I realize how little I know compared to how much there is to learn.  I am a student and will be a student forever.  When asked, I am always willing to share.  However, if given a choice between instructing and participating, I will always grab my white belt, empty my cup and choose to learn.




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We invite you to send in your questions regarding karate and the A.K.S. so that we may respond here in our newsletter. If you have a concern, question or suggestion, please let us know and we will address it here in the Punchline.

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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!!

This is the 10th 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.

ALL TESTING IS SUBJECTIVE |  [BJJY KOKORO 11/10]

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.

I have known [and had teachers] who base their final grades entirely on tests.  Multiple choice, true/false and matching of course, because we all know that those tests are - objective, and thus it's possible to give an - objective score and an - objective grade.

How many holes do you want me to put into this piece of swiss cheese?   [No insult to the Swiss intended.]  There is no such thing as an objective test unless you present only information that will be on the test and then test only the material you have presented with questions and answers using the same verbage as you used during instruction.   This also assumes that the student is there every day, is paying attention, has a proper study/learning environment, etc.  You can probably see where I'm going with this.

Then there are teachers who will follow this - objective - teaching; have a 1, 2, or 3 day lesson plan with an objective test at the end.  Have they have done their job...?   No way!

All testing is subjective.  It all starts with what material we are going to [or we are told to] teach.  It ends up with a test that is supposed to be - comprehensive, and phrased so that no student will misunderstand or misinterpret the questions or possible answers.  Rote memorization helps here.  But that's another story.

Other teachers, myself included, used a variety of activities to cover our - objectives, and different kinds of evaluation, such as open-ended questions [oral discussions and written responses] with no wrong answers, to find out what students really learned.  We use simulations or projects designed to help students achieve a certain level of subject matter understanding.  This takes a lot more time to grade, but you really find out where your students are.  And yes, grading is subjective as well, even though you may have certain criteria.  The trick is, if you really want to evaluate what a student has learned, you must use a variety of evaluative techniques.

Students have different strengths.  Once you find out what they are, build their confidence, and encourage them to take reasonable risks in their areas of weakness.  More of your students will have a chance of doing well in your class/dojo.  Their level of real self-confidence will also increase as well.

So, how does this apply to the dojo?  There are different ways to measure a student's progress to determine if they're ready for the next belt.  Objective testing, which most of us use [even myself] is the most common.  Develop a certain level of proficiency in a certain number of techniques and, combined with a proper attitude, you get the promotion.  Sounds simple, but it isn't.

Do I give a certain amount of slack based upon the person's physical coordination or lack thereof?  How about age or physical limitations?  What if it's a smaller student who really doesn't have a good workout partner, but has the right movements and can get their own body in the right places at the right time?   What if the person being tested is really apprehensive, or totally gung ho?  What if the student has a learning disability that you're also working on?

There are all of these - what ifs and conditions - that affect objective testing and scoring - AND YOU NEED TO LOOK LIKE YOU'RE BEING FAIR TO EVERYONE.

This is why all testing is subjective.  You can have your criteria for how students will do on specific techniques, but you have to have a performance range to accommodate all of these variables.  You have to know your students' strengths and limitations so you can - grade - them accordingly.

I do believe you can have minimal criteria on what is necessary to pass any exam to earn any belt.  The higher a person goes in any martial art, the stiffer those criteria must be.  There is no way around it.  You cannot have belt rank requirements, and then exceptions for 100% of your students.  You need to have some consistent standard that ALL of your students can meet - with occasional exceptions, particularly at the higher levels.

Perhaps the - trick - is allowing more exceptions at the lower level in order to build student confidence.  However, you also need to let your students know [and help them get to] what your expectation levels are for future promotions.   Surprisingly, if they see you will work with them, they will try harder to meet your goals for them.  I have seen this happen so many times, in the classroom as well as the dojo, that I know the students will ultimately come through most of the time.  It's a matter of patience and trust on everyone's part - and that's subjective too.

Ultimately, you have to be objective to be fair to the standards and the letter grade or belt rank criteria, because it's your and your students' credibility that's at stake.  However, if you take the time to be subjective in the process of being objective, more of your students will come up to your standards.  And that's what you want, right?

A.K.S. Web Address(es)

Our "Official" web address is now:  www.aks-usa.com

We also own:   www.aks-usa.org  and  www.aks-usa.net  which will direct you to our website as well.

Our original:   www.americankaratesystem.org  is no longer in service.

You can also type in    www.aks-usa.info   and you will be taken directly to our "About Us" web page.   Please check us out!!