and Delayed Sword pops up in my mind. Cool, now I can show Leticia (who is 7 years old) how LK is similar to DS. But how to get the similarity across without bogging down the lesson of the technique? Well, this is why teaching is more fun than learning for me at this point in time. I tell her that the moves in LK are kinda like DS. She looks at me with a questioning face, pauses, shrugs her shoulders and doesn't connect the name to the attack or the defense.
Oh crap! I've derailed the lesson. What to do? Wait, I tell her, "It's the first yellow belt technique." BING! Her eyes light up and as I am about to say something she says, "Oh yeah, but the kick is missing!" With a smile on her face she rocked the cup chopped the neck! Two lessons in one technique.
Okay, so Leticia is the coolest thing in a uniform for 20 seconds and her poppa is proud of her ability to reference previous material with a small nudge. This is why teaching is so much fun. She learns the lesson within the technique.
WE ARE THE BORG........................IT'S A MYTHOLOGY NOT A LIFESTYLE
good work helping her understand the lesson/knowledge!
I have found working with some of our yellow belts from time to time that the more specific you are, the better. "if I take the kick out of delayed sword, what movements do I have?" right inward block, right outward handsword.
"ok, great, now, in lone kimono, don't I do the same thing after I've hyperextended the arm?"
then you might ask, where else do these movements appear? and that gets them searching for it, thinking about it, seeking the connections.