In the dojo, an attack or a response
succeeds or fails. That's it. There is no need, no place, for excuses, no
matter how relevant they may be.
(Dave
Lowry)
Grading
In our school, grading is simply a way
of differentiating the syllabus.
It ensures that each student has
sufficient opportunity to learn each aspect of the curriculum adequately
before moving onto the next topic.
We do not use grading as a way of establishing hierarchy.
Favourites?
We never play favourites with students.
Our syllabus is self-differentiating.
If a student practices and picks up the skill, they move on.
Their own
understanding of the tai chi makes it possible for them to proceed.
But understanding is not verbal. It must be a physical demonstration of
skill.
Without a tangible/real understanding, the curriculum simply does not make
sense.
Unless you can physically 'do' the tai chi, you understand nothing.
The material is incremental. It assumes
physical competence in the preceding topic.
We offer an ever-climbing spiral of difficulty and comprehension.
Without
such a challenge, students would always remain external/beginners.
Progress is entirely relative to the individual.
Advanced
We give black belt status to advanced students. A black belt in our school means that you are a tai chi expert.
Gaining a 'black belt' does not mean that you are ready to teach. Not at all.
Being a teacher is altogether different to being advanced level.
A teacher not only knows how to teach, they also know the syllabus in an
altogether different way.
Reaching the advanced syllabus is undoubtedly an accomplishment, but it is not
the end.
If you really want to take the art further you must explore the advanced-level
considerations and you must learn how to teach.
Teacher
A teacher must know all the permutations. They need to be able to guide a
student through a step-by-step discovery of the art.
'Knowing' the material is quite a different matter to simply going through it a
few times in class.
The teacher needs to see the entire syllabus in perspective. All 100%.
They plant seeds, cultivate nuances, themes, connections and associations.
Their role is to nurture the growth of the student.
Page created 08 August 2000