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Thoughts for USJA Jujitsu Clinicians
USJA Jujitsu is an eclectic selection from various strains of ancient Japanese jujitsu. Many variations exist though the principles essentially are the same. Just as subsequent generations have improved upon judo techniques, so have jujitsuka found ways to improve our art.
Sometimes this simply is a different interpretation of principles. Some ryu emphasize entirely different principles from others, with variations ranging from the jujitsu’s softest styles to the hardest strains of Combat Jujitsu. All offer something good with none better than another.
Clearly, since there are so many strains of jujitsu, you will teach your style as you learned and adapted from your masters. Hopefully this does not diverge much from the basics in the USJA manual, but rather improves upon them. If your style differs radically, recognize that you may teach something different but not necessarily better. Attendees at your clinics will judge.
Have a lesson plan! Few teachers can extemporize and retain their students’ interest. Follow a structure that logically blends and flows. Have a theme to your lesson plan whereby students will remember your lessons. They are there to learn from your expertise, not simply to endure another jujitsu session. If they come away having learned or improved but one new principle, you have been successful.
Respect techniques others have taught. After all, the technique that someone has practiced and perfected may be far better for that person than your “better” technique is for you. Do not assume that you know it all. Sometimes your knowledge can improve through a beginner in the arts.
If you are a senior dan holder compared to the one who is teaching, don’t step in to correct what you perceive as an incorrect action. Quietly meet with that teacher afterwards to discuss your perceptions. You may be proven wrong and have avoided embarrassing yourself or that teacher.
Have sufficient humility to understand that among your students may be your superior in many ways. Learn from your students as they learn from you. Enjoy the experience of passing on what took a lifetime to learn, but be prepared to question your own beliefs as you meet new situations or conditions.
Humility does not equate to weakness, nor does arrogance make you a better teacher. Keep the same open mind that you would like your students to have, cognizant that when we empty our cup to receive new knowledge, it’s difficult to come in with a completely dry cup.
2006-10-14
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