About Testing

 It's almost time. After three months of hard work over the hot summer, we approach testing week. I've been running this group for more than 10 years, and I always get the same questions as we approach testing week. The most frequently asked question as we review in the final two weeks is:

"Is that going to be on the test?"

Of course, there's a simple "yes/no" answer. However, I think the question is a bit more complex than that. YES, we have a specific curriculum (and a very impressive one at that, designed by Punong Guro Fred Evrard and regularly updated based on feedback from a wide variety of sources). Therefore, it is very clear what would or would not be on a test. In addition, I try to be very clear with all students about my expectations for them.

Testing is so important because it creates a cycle of goal setting and goal achievement which is at the heart of positive reinforcement. It reminds us again and again that we are capable of establishing routines from which consistent effort will yield results. Proof of this is a vital part of success in every aspect of our lives.

I appreciate that students want to do their very best for the testing. They want to be sure they know the material and can perform it under the stress of a structured testing environment. They want to succeed, and we instructors do, too. We will NEVER set a student up to fail. Rather, we will support them as they challenge themselves to do and be more than they were before.

At the same time, asking if some material will be on the test or not suggests that, if I answered "No", that material would be unworthy of a student's attention or practice. This should not be the case at all. A test is simply a snapshot of a moment, and a measurement of that moment against a set of criteria. Nothing more. Learning is not a snapshot, but instead a journey with no real end to be found. All techniques and applications are designed to illustrate important aspects of a technique, strategy, movement or concept. To deepen understanding, we try to provide as much context as possible to allow students to understand from as wide a perspective as possible. Since everyone learns slightly differently, we use many different examples to help triangulate the truth and enrich comprehension. As a result, I'm proud to say that KM Japan students typically make a great impression when they visit other KM schools around the world, and even when they go to visit dojos which practice other styles. It's a trend we want to continue.

I am flattered when students tell me they want to do their best for me. It shows that they value the teaching and respect me as their guide. At the same time, my goal is to light the spark of curiosity and for them to practice and train outside of class as well as in it. It's to help inspire students who will seek out knowledge in the arts not for me but for themselves; students who will change their habits and continue to strive for excellence even when I'm not looking. In the end, I want them to do their best for themselves, not to honor me but to honor their commitment to themselves and to self-improvement. I am so grateful to have had so many students like this, who have really used KM as a framework to develop the self-confidence to take control of all aspects of their lives and become who they want to be - more positive, better versions of themselves. This is why I continue.

For every student, the time will come in their journey when they (should) no longer need to be shown every little detail or every shiny new technique. They will have built their foundation strongly and become familiar with the basic movements of Kali Majapahit. Hopefully, they will have a good understanding of the human body, it's strong and weak points, and of key concepts like how to generate power and use bodyweight (theirs and their opponent's). They will have acquired a framework of understanding that allows assimilation of new material easily.  With this, they can explore and discover as they wish, to all four corners of the world of FMA and beyond. This is akin to reaching adulthood in the arts. They should have some of their own FLOW and their own vision for themselves and their future as martial artists and as human beings.

For some students, it ends up meaning they will seek other teachers and other systems, hopefully with a new ability to adapt and adjust more quickly based on their experience of KM. For others, this adulthood is a time to dig more deeply into what they have learned in KM, and to discover new understanding even beyond what they have been taught. This may result in them bringing something unique and special to their KM expression. It is the ultimate tribute to one's instructors to bring a new application or expression of what they have learned.  I am proud to have been able to add to KM during my tenure here, and my black belts have all brought their own flavor and flow to what we do, which brings me tremendous pride and joy for having guided them in the beginning.

I'll see you on the mats.