Become the leader of the class

Let’s face it—when we’re passionate about teaching, it’s hard to stop talking. We want our students to get it. We want to explain every detail, fix every angle, and guide them step-by-step through the learning process. But here’s the catch: sometimes all that talking actually gets in the way.

Once a technique has been demonstrated and explained, it’s time to let the students feel it. Movement-based skills—like strikes, stances, or combinations—are learned with the body, not just the brain. And when we talk over their practice time, we’re splitting their focus. We might be giving gold-level advice, but if their body is in motion and their brain is still processing, most of it just flies right by.

The truth? Sometimes the most powerful thing we can do as instructors… is say less.

Let the repetition do the teaching. Let your example speak louder than your words. Walk the floor, guide with gestures, give short and simple corrections—and reserve the talking for when they’re actually ready to hear it.

In the sections ahead, we’ll explore how silence, consistency, tone, and expectations can shape not just technique, but the entire learning environment. Whether it’s knowing when to stop talking, how to redirect misbehavior respectfully, or why yelling rarely works long-term, this is all about teaching smarter—not louder.

Let’s dive in.

“Shhh… We’re Practicing Now”

It’s tempting to keep talking while students are practicing, but too much instruction while they’re moving can actually be counterproductive. Once you've demonstrated a technique and explained its purpose, let them focus on doing.

Talking over practice time splits their attention. Instead, walk around, make gentle corrections, or simply perform the technique alongside them. Let the movement do the teaching. If they’re struggling? No problem—pause the class briefly, clarify what needs to be fixed, and let them try again.

Sometimes less talk = more learning.

Silence + Demonstration + Repetition = Gold

You don’t need to break everything down with words every time. Many students learn better by watching and doing rather than listening. That’s why a “follow the leader” approach can be incredibly effective—especially for complex movements.

Show it. Do it with them. Repeat it.

Keep verbal instructions short and simple:

“Step left. Now turn. Good.”

That rhythm of visual demo + quiet action can lock things in better than a 5-minute lecture ever could.

Don’t Be the Instructor Who’s Always Yelling

We’ve all been there—class is getting rowdy, kids aren’t listening, and you raise your voice just to be heard. That’s fine occasionally, but if yelling becomes your go-to, it loses its power fast.

Yelling constantly:

• Kills the positive energy in the room
• Creates emotional distance between you and your students
• Desensitizes kids so they just ignore it

Instead, try this:

• Raise your voice briefly to get attention, then drop to a calm tone once you have it
• Use commands like “Eyes on me like a lazer beam” to regain focus
• Address individuals privately when possible
• If attention spans are slipping, switch things up—new drill, new energy

Calm, confident leadership beats constant volume every time.

Follow Through on Warnings—Every Time

Here’s a trap many parents and instructors fall into: giving warnings without action.

“If you do that again, I’ll…” and then… nothing happens.

The result? Kids learn to ignore warnings—and they often get labeled as “problem students” for behavior adults have accidentally trained into them.

Here’s how to keep it clean:

• One warning, then follow through
• Stay calm, be fair, and stay in control
• Don’t threaten anything you’re not prepared to enforce

You’re not being “mean” by following through—you’re being consistent, and that builds trust.

Expect Success—Not Failure

Some students are harder to manage, sure. But as instructors, we have to believe in them anyway.

Research shows that when a teacher expects a student to succeed, that student is more likely to rise to the occasion. On the flip side, if we quietly expect them to fail, our body language and tone will reflect it—and they’ll sense that too.

Every child deserves a clean slate every time they walk through the door.

Focus on What You Want to See

What we focus on, grows. So instead of saying,

“Tony, stop messing around,”

Try:

“Tony, show me your strong stance.”

Or even better:

“Tony, as soon as you're still and quiet, we’ll start the exercise.”

It’s a simple shift—from “stop this” to “do that”—but it changes the way students think and respond.

Don’t Embarrass—Redirect Respectfully

Calling out a child in front of the entire class might feel like the fastest way to fix a behavior, but it can often do more harm than good. Some kids will shut down. Others might double down on their behavior and act out even more. Either way, it puts them in a corner emotionally—and that’s not a place where learning thrives.

Instead, try to redirect with respect:

• If multiple kids are off-task, speak to the class as a whole: “When everyone is quiet and standing tall, we’ll continue.”
• If it’s just one student, walk over and speak to them quietly so they don’t feel like they’re under a spotlight.
• If possible, pull them aside for a quick reset, or channel their energy into something positive—like having them demonstrate a technique or lead a count.
• And if you do need to correct them publicly, do it calmly and clearly—focus on the behavior you want to see:
  “Tommy, I need you to keep your hands to yourself.”

But here’s something worth pausing on—something deeper:

Sometimes, the loud correction from an instructor might be the only real attention a child is getting all day.

It’s heartbreaking, but it’s true. For some kids, home life is chaotic or emotionally distant. They may not be getting encouragement, support, or even basic engagement. So even being shouted at becomes a form of connection. It says: “At least someone noticed me.”

That’s why yelling can unintentionally reinforce bad behavior. If the only time a child feels “seen” is when they’re being disruptive, they’ll keep pushing those buttons just to get that moment of acknowledgment.

So what do we do?

We make a point to see them—before the disruption. Smile when they walk in. Say their name. Give a thumbs up when they’re doing something right. Catch them being good. Speak to them with curiosity, not just correction. Let them feel noticed in positive ways, so they don’t go searching for attention through negative ones.

Your calm leadership, your kind tone, and your steady presence might be one of the most consistent and caring interactions that child has. That doesn’t mean being soft or letting things slide—but it does mean being intentional with how we connect.

Because in the end, what we’re teaching isn’t just self defense—it’s how to be seen, how to be respected, and how to rise.