To intstructors

The atmosphere in the dojo should always be pleasant and friendly. The instructor must be a warm and reassuring presence, yet also detached. Familiarity must always be avoided. The instructor creates a formal tone through their behavior. Training should be well-organized, taught to specific objectives, and rigorous without being harsh.

Students must always feel supported and physically and emotionally safe. The student the instructor must be hardest on is themselves. Therefore, the instructor must be exceedingly patient. No student should be singled out for praise or criticism, nor should any student receive undue attention or be ignored.

Nothing demoralizes a student as powerfully as excessive criticism. Even well-intentioned criticism is damaging and inappropriate when given incessantly. Criticism is a teaching tool to be used judiciously and infrequently.

The instructor must also avoid over-coaching, over-prescribing, or over-guiding. Students must be allowed to feel the work, especially in the novice and intermediate stages. Too much technical instruction with frequent stops and starts, impedes progress. Less analysis is often better. The instructor must be exceptionally cautious when touching a student. Briefly positioning a hand or foot through touch is acceptable, but beyond that, the instructor must never touch a student without asking direct permission. Many students prefer not to be touched by the instructor, and this must be respected. As trust builds, comfort may increase, but the instructor must always honor the student’s personal space. Misunderstandings can easily arise, and feelings can be hurt. A student may feel reluctant to voice concerns due to the power dynamic between instructor and student.

To gain trust, one must give trust. If one desires commitment, one must attend to the feelings of the students with whom they work. Teaching is a sacred responsibility, not a right of rank.

Students should leave the dojo after each session feeling they have learned something, performed well, and enjoyed a positive, meaningful experience.

The dojo’s processes must be transparent, clear, equitable, just, and fair. All must be treated equally. There are no favorites and no special deals.

This is especially important during the examination period. The two inviolate standards are eligibility and readiness.

• Eligibility refers to the time the student has spent training in martial arts overall and the hours they have been under direct instruction since their last examination. Minimum required hours are posted on the bulletin board, website, and in student packets. There is no rush to promote.
• Readiness refers to the material standard of each level, the proficiency of the student, and their attitude. No student should be examined without knowing the required material, nor promoted if their attitude is poor. Proficiency is subjective, and the standard for promotion may vary slightly for each student.

The instructor must strive to reach the student and extend energy and hope. Students come to us for support, and it is misguided to think otherwise in today’s world.

The instructor’s role is to help the student see themselves more clearly—not to see the instructor. Any behavior that shifts focus from the student’s learning to the instructor is inappropriate. The instructor must lead firmly and with excellent organization while being nearly invisible. Without the student, there is no instructor—only a solitary practitioner. The instructor must adopt an attitude of friendly benevolence and be grateful for the student’s trust, willingness, and presence.

If students perceive ego in the instructor, they may allow ego to enter their own training. Conversely, if students perceive stillness and gratitude, they will aspire to those qualities. We must require of students what we require of ourselves. We must embody the change we wish to see in the world.

Instructors must model humble, kind, and controlled behavior. While maintaining self-discipline, the instructor must fully engage in teaching. It is never about the instructor but always about the student’s learning. The best instructors have a generosity of spirit, give time to their students, and give of themselves.

Students must be accepted as they are, where they are—not as the instructor wishes them to be, nor as the instructor imagines themselves to have been at the student’s stage. Budo is not merely a set of activities but a way of life. Instructors must live that life.

An instructor must have technical knowledge, an understanding of their lineage, and awareness of the history and evolution of budo. They must possess technical ability, diligence, and generosity. They must train hard themselves.

The instructor guides without judgment. All are equally welcome. They must not be impatient, frustrated, or act in anger. Above all, the instructor must not view their role as a sign of superiority. The samurai serves and is, in turn, served through their service. The sensei is simply "one who has gone before."

The instructor must maintain good habits, train regularly, and stay in excellent physical condition. Even as age and infirmity arise, the instructor must continue to train, at minimum practicing kata. Teaching by example is always better than issuing commands.

The energies that keep us spiritually well—joy, generosity, compassion, curiosity, truthfulness, serenity, equanimity, wakefulness, single-pointedness, and impeccability—must be conveyed through our presence and behavior. These qualities should be transmitted to students through our teaching.

Written by JT Sensei