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Instructor ProgramAssistant Instructor:After helping one's own instructor and demonstrating ability and interest in teaching independently, a student can request to learn the Level 1 Instructor Program. Geared toward the rote teaching of details, this program helps a potential instructor develop the ability to convey basic Wing Chun theory and skills, and to evaluate a student's progress in order to tailor learning approaches.
Junior Instructor:After having taught beginning students for at least a year (about the time it takes to learn Biu Jee), an Assistant Instructor can request to learn the Level 2 Instructor Program. This program focuses not only on the ability to teach fundamental Wing Chun application skills, the Biu Jee form, and varying approaches to chi sao; but also an understanding and appreciation of other fighting systems. The Associate Instructor should also demonstrate creativity in explaining the Wing Chun style, as well as the ability to interpret core principles and innovate upon teaching methods. At this level, evaluation of the Instructor's capabilities will be based not only on his own performance, but on that of his best student as well.
Senior Instructor:After an Associate Instructor teaches for at least one year (the time it takes to learn the Wooden Dummy Form), his Instructor can decide whether or not to allow him to take the Level 3 Instructor Program. This Program shows how to teach the Wooden Dummy Form, develops critical thinking and creative ability. It demonstrates how to integrate outside martial skills into Wing Chun. To qualify for evaluation, the Associate Instructor must be nominated by his own Instructor and further submit a petition signed by 10 of his own classmates. He will be evaluated by a panel of at least three Instructors, and two-thirds of them must approve in order for him to pass.
All levels of Instructors should meet annually to discuss what we have learned in the teaching process. Share drills, approaches, and new discoveries. Reveal problems encountered. |
© 2002-2005 |
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