These guys could have benefitted from some cross-domain application of Cooper’s 4th rule of firearm safety, “identify your target, and what is behind it”. Wait for it…
Julie Loeffler of Mid-Ohio IMB:
Have you ever wondered how we, as instructors, come across to other people who aren’t steeped in the business of personal defense? I mean really, have you scrolled through your newsfeed and looked at how people want to be identified? Take about five minutes of your time (realizing that you’ll never get it back!) and check out profile pictures of people in the biz. After you stop rolling your eyes at all of the clichés, ask yourself who you think their target market is.
And ponder this for a moment: If new and curious people are looking on social media to find a personal defense class (armed or unarmed), what type of impression are they getting from all of these ludicrous photos? I don’t care how awesome you think you are, or how loudly you’re shouting that you want to teach the new shooters, if your first impression via social media looks like someone who just stepped off the movie set of either Apocalypse Now or Full Metal Jacket then you will get nowhere with that crowd. You don’t look knowledgeable, you look unapproachable and unrelatable…
Continue reading at The Trigger Press
This. A thousand times this. Go read the whole thing, it’s worth it.
Hint: if you tell people something is important but fail to give them the tools and the support and the training that they need to do that important thing, you’ve just told them that it’s not actually important…
Continue reading at Seth’s Blog
Related article: No More Lip Service (verified instructors only) on integrating the things we talk about as being important to personal protection but show through our actions that they aren’t.
h/t Greg Ellifritz of Active Response Training
Rory Miller of Chiron Training:
One of my threshold observations was that people who has prevailed in a single violent encounter were consistently the worst teachers. These were the ones that felt there was only one right answer, whether it was rage or fitness or speed or power or… the one thing that had worked was the only thing that could work. And, because all thinking humans know that’s not true, these instructors had a constant cognitive dissonance they needed to resolve…
Continue reading at the Chiron blog
Maija Soderholm, author of The Liar the Cheat and the Thief: Deception and the Art of Sword Play:
I admit it, I talk too much. The pictures and concepts I see in my head want a way out. They want describing, refining, sharing and altering, and words seem to be one of the most accessible ways to do this with others ….. But really, how useful are they when teaching a physical skill set?
Language can explain and inspire, yet it can also confuse and misdirect, it is a true double edged sword – our savior and our downfall
Precision can be hard to convey, especially when personal experience differs to the extent that words mean different things to the speaker and the listener …. and this is assuming that the speaker is explaining clearly, and that the listener is even listening!
Say the word ‘threat’ for instance, and some will not even have a concept of what that might be…
Continue reading at Sword and Circle
Rob Pincus of the I.C.E. Training Company and the Personal Defense Network teams up with the Sonoran Desert Institute School of Firearms Technology on this webinar on developing a firearms training business:
The SDI YouTube channel has some other good-looking stuff, including How To Market Your Firearms Industry Business, Featuring Zeke Stout.
Kathy Jackson of Cornered Cat and the IDJ:
What if we never showed a child what their ability to walk could be used for? Never showed them how to run, or kick, or jump, or climb a tree? Would it help a child’s ultimate independence and ability to do those other things if instead of doing those things with them, we kept the kid in a perpetual state of improving their skill at walking? If we measured and categorized every step they took, telling them all the different ways they could improve their walking performance? “Kiddo, look, your step-to-step times can be improved if we just eliminate a little wasted motion right at the top of that left leg swing…” We might even put together little contests for them with their other friends, where we tightly scripted and carefully measured their walking skills, with stages that emphasized foot flexion, leg extension, stride length, being able to balance on one leg or the other, and so on…
Here’s the way I see it. I will assume 100% responsibility. If I am the teacher it is 100% my responsibility to be understood. And if I am the student, it is 100% my responsibility to understand. These percentages and the concepts of teaching and learning, the relationship of teacher to student are not exact realities. A huge amount of every interaction you have with other people is being created in your head. Humans don’t deal, almost ever, with objective reality. We ascribe meanings from our own histories, and interpretations from our own internal connections to everything we hear and everything we see. You can and do control this process. A fairly large amount of it you can control mindfully, consciously. And some you can only influence…
“Jason Miletsky earned his B.S. degree from Nova Southeastern University in Behavioral Science. Jason is a certified Exceptional Student Education teacher. Currently he is an ESE and Behavior Specialist for the Broward School District. Jason has an extensive background in Applied Behavior Analysis, athletics, fitness, recreation management, martial arts, program development, and implementation of developmentally appropriate programs and curriculum for typical individuals as well as those with special needs of all ages.”
Looks like there are some good resources there.