Lead by being present.

Professional presence

• Stand up straight and maintain an attentive posture.
• Do not cross your arms, hide in a corner, or look disengaged.
• Generally, smile while speaking and avoid an unintentionally angry or unapproachable expression.
• Stay visibly involved throughout class. A leader should look ready to help.
• Do not swear or make fun of a student.

Building relationships

• Make an effort to learn every student’s name.
• As you gain experience, begin learning parents’ names as well.
• Be friendly without trying to become a student’s friend.
• Be warm and encouraging while maintaining appropriate instructor-student boundaries.

Respecting the leadership structure

• Do not talk over the head instructor.
• When the head instructor begins speaking, stop other conversations and model attentive listening.
• Respond to the head instructor with “Yes, sir” or “Yes, ma’am.”
• Do not answer the school phone. That is the responsibility of Mr. G, Mrs. G, or Mrs. Bendickson.
• Bring problems outside your responsibility to Mr. or Mrs. G.

Stay engaged during drills

• When the head instructor says “go,” walk around the training area.
• Make an effort to interact with every student.
• Watch for students who need encouragement or assistance.
• Spread attention fairly. Do not focus mainly on friends, siblings, favorites, or the strongest students.

Give constructive feedback

Give either a specific compliment or a compliment sandwich: one good thing, one manageable correction, and one encouraging finish.

Give one correction at a time so the student can apply it immediately.

Use age-appropriate language

• Verbal examples should teach without frightening students.
• Do not use scenarios about strangers kidnapping children from playgrounds or similar frightening situations.
• Examples should not be unnecessarily violent, especially for younger or lower-belt students.
• Choose explanations that match the student’s age and experience. Additional context can be introduced gradually at higher ranks.

Correct behavior appropriately

• Never swear at, yell at, mock, or embarrass a student.
• Redirect behavior calmly before it becomes a larger disruption.
• If behavior continues, calmly explain that Mr. or Mrs. G may need to become involved.
• Refer serious, repeated, or uncertain situations to Mr. or Mrs. G.

Anticipate what is needed

As you recognize familiar drills and lectures, learn to be in the right place at the right time.

Be predictive, not disruptive. Support the head instructor’s plan rather than taking over.

During a brief instructor absence

• Remain calm and keep students safely working on the current drill.
• Use a familiar progression only when the next step is reasonably clear and you are authorized to continue.
• Do not introduce unfamiliar, advanced, or risky activities.
• If the established sequence is slow side kicks followed by controlled fast side kicks, finish the slow repetitions and use the familiar next step.
• Supervision and safety come before guessing the lesson plan. Seek Mr. or Mrs. G when uncertain.

Complete routine responsibilities

• Mark student cards when the head instructor has not done so.
• Record attendance when the head instructor has not done so.
• Keep records accurate; never guess when a status is unclear.

Look for useful work

There is rarely nothing to do. When teaching and supervision are covered, put away equipment, straighten the training area, wipe the glass front door, or clean commonly touched surfaces.

Cleaning must never replace student supervision.

Physical and emotional safety

• Never yell at, mock, frighten, or embarrass a student.
• Do not use physical training as an angry punishment.
• Do not introduce an unsafe activity merely to keep the class occupied.
• Stop activity and notify Mr. or Mrs. G when an injury occurs. Do not diagnose it or promise it is harmless.

Professional boundaries

• Be warm and interested without becoming a peer or showing favoritism.
• Avoid inappropriate jokes, gossip, and sharing private student information.
• Use verbal directions or demonstrations when possible. Explain physical adjustments and ask permission when appropriate.
• Refer questions about progress, discipline, tuition, scheduling, or school policy to authorized staff.

Know when to escalate

Contact Mr. or Mrs. G when an issue involves safety, injury, serious behavior, a parent complaint, an unfamiliar situation, or anything outside your authority.

Asking for help is good judgment, not failure.

Communicate professionally

• Keep your voice calm and your language appropriate.
• Do not contradict another instructor publicly. Raise concerns discreetly unless immediate action is needed to prevent injury.
• Keep personal phones put away during class except for emergencies or authorized school tasks.