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[whitewolf]

No load- good thoughts there- our thoughts are on the same wave length-its our job as instructors to bring the student along-it might take a little more but we keep helping them
R/S WW

[Keith Miller]

Some of you may recall a certain young man used to have a DVD for sale all about fighting off the wall.

hint hint. 

[Joe Hubbard]

Hi Dawg

It hard to comment without sitting in on one of your sessions, but the approach that should be used with this sort of student is a series of progressive resistance drills that lead up to a scenario class.  You see, the scenario has to be done at "real time" in order for it to be effective training. It is similar to any kind of performance- you cannot stop to correct mistakes until the scenario is over, but isolation drills done at varying rates of resistance can be clipped at the beginning and end point of where the student is having difficulty.   In other words- the corrections are made "out of time" allowing the student to actually learn how to survive.  I'm not saying you are doing this, but many classes that run "scenario" nights take students who have covered A,B,C & D but not all the letters in the alphabet that are required to participate in full speed combat scenarios where there is a lot of chaos going on.  With that in mind, all full scale scenario training should be designed for the student to survive- they can't do that without the skills required; it's like expecting a musician to perform with world class musicians when they don't know their arppegios and scales- plenty try to do it, but they suck.

WW
I've already stated in another thread that denying any one of your senses when trying to learn new material is a big mistake and a rookie's error.  It's one thing if you can already fight well, but if you haven't aquired the proper skills yet, then it will hold the leaner back. 

Joe

[Dawg]

Joe,
I agree with you 100%. This particular student had all the skills necessary to successfully defeat the scenario; he just kept stopping here and there when things didn't go exactly as they should have, instead of continuing to fight on and finish his assailant. Several times when I was his partner, he would stop and apologize when he thought he had struck me too hard or hadn't performed certain techniques exactly as I had demonstrated them.

So, we had an extensive debrief after that training session and have continued discussions since. Long story made short:
Last night, while we were working a rather enthusiastic skill development drill, he popped me pretty good. He stopped, backed off and apologized. I told him that, from now on, everytime he stopped in the middle of a drill or exercise to apologize or ask questions (I love to answer questions...just not in the middle of an exercise!) I was going to kick him in the groin.

Sure enough, it wasn't long before he did it again and I made good on my promise. Everybody got a good laugh out of it (I didn't kick him hard; just a love tap!) and we were able to continue the exercise with a minimum of interruptions.

I know you can't do that with everybody, but he's trained with me for a couple of years now and he really knows better. I am going to break the scenario down into more easily digested portions next week before we go all out.

I greatly appreciate all the great input that everybody has provided in this thread; it has really made me analyze the skills and methods I've used to teach folks how to successfully survive these type of scenarios.

Thanks!

[whitewolf]

Dawg-funny but that is exactly what is done where I teach-we always have the student contine and not stop in the iddle of a technique-even if he does it wrong he/she has to continue-after its completed we corrrect- (and they have to do pushups)
WW

[Dawg]

I thought I'd post a little update on this one:

Last night we performed the "Wall Drill" again. The majority of students present were beginners, so I REALLY broke down the scenario into small chunks and progressed S-L-O-W-L-Y to the complete scenario. I also made sure that my more experienced guys were partnered up with the less experienced, as much as possible.

Had a very successful class; the new folks seemed to enjoy the material (including a guest who was observing) and the more experienced folks were able to really play with all the various tools they could use to successfully complete the scenario.

My favorite "Wait, wait, wait a minute" student didn't interrupt or apologize a single time!

So, as I thought, the problem the last time we ran this drill was with me. I want to give my students all I can, but I've got to remember to do it at their pace and at their level. Actually, it's not that I need to remember to do it; I just need to make it a priority instead of an afterthought.

Just thought I'd share.

[whitewolf]

Hey Dawg-the problem is you are too dam  fast- - WW

[Dawg]

Thanks...I DO have my moments!

Just need to slow down when I'm teaching. There's a time and a place for everything, including speed.

But honestly, sometimes I just can't seem to help myself!

[Jace]

You know Dawg, if this post would have been a few years old, I would have thought you were talking about me... lol...  and damn i don't like your "love taps" or ricks. It's ok though, I used to get rick back by pointing directions to him while he was driving, from the passenger seat...  and you know why that is mean of me... but then again, rick is a sneaky lil snake that will always get his revenge, bad for me, but fun overall.   

[Dawg]

You know Dawg, if this post would have been a few years old, I would have thought you were talking about me... lol...  and damn i don't like your "love taps" or ricks.

If you liked my "love taps", they would cease to be an effective training tool.

Big Dawg's ALL about the love.