- Tom Callahan
- Jan 18
- 3 min read
Updated: Jan 20
Thoughts on Being an Effective Sensei
To be an effective teacher, one must first adopt the mindset of a student. A teacher should viscerally recall their own experiences and emotions as a beginner.
When addressing a class, the teacher must simultaneously view the group as a whole while connecting with each individual. No two students are alike—each has unique needs and natural abilities. This diversity presents both a challenge and an opportunity for growth as a teacher.
In Kyokushin Karate, we emphasize a foundational set of basics, or kihon, practiced by everyone from beginners to experts. For most students, it takes two to three months to feel comfortable with this warm-up routine.
For beginners, kihon can often feel like the most difficult and least enjoyable part of their journey. During this phase, the Sensei must remain sensitive to their students’ struggles, demonstrating patience and encouraging them to cultivate patience within themselves.
Patience is a two-way street. To support students in reaching their personal potential, significant time and effort must be dedicated to mastering kihon.
Being a karate Sensei involves far more than teaching punches, kicks, and self-defense techniques.
First and foremost, the teacher must understand why each student has chosen to attend class. Every student has a unique reason for being there, and it is imperative that the Sensei care enough to discover their motivations. By doing so, the journey becomes one of mutual growth—for both teacher and student.
A fundamental challenge arises here: How does one teach a “group” in the Kyokushin way (or any martial art) while also addressing the needs of each individual? The answer lies not only in the aforementioned sensitivity but also in recognizing that teaching extends beyond the dojo.
Students often view their instructors as role models—figures they trust, confide in, and aspire to emulate. This trust places tremendous responsibility on the teacher, a responsibility that must be approached with care and respect. Though each teacher approaches this responsibility in their own way, fulfilling it is critical to the student’s growth.
The development of character, which is the essence of budo, depends on the instructor’s acceptance of this responsibility.
I make it a priority to listen to my students and advise them, even in areas beyond physical techniques, when they seek guidance. My goal is to teach not only the physical aspects of Kyokushin but also the philosophy of budo—the way of the warrior. Life is challenging, and the lessons learned in the dojo must be applicable to everyday life.
This philosophy is embodied in the concept of Osu no Seishin or Osu no Shinobu—to persevere and never give up, as a warrior does. Unfortunately, much of this is being lost with the increasing emphasis on the sporting aspect of martial arts.
Through teaching martial arts, I strive to instill confidence and equip my students with the tools and mindset needed to face life’s challenges. The residual benefits of intense, and sometimes severe, training include not only self-defense and physical fitness but also the cultivation of a healthy mind,
body, and spirit.
Ultimately, our aim is to help students build strong character—a principle that cannot be overstated, especially for young people who will carry these budo values into adulthood.
Teaching Other Teachers
Teaching other instructors is a different matter. As a Kyoshi Shihan appointed by Kaicho Hatsuo Royama in Kyokushin Kan, part of my role is to guide other Senseis—not only in
perfecting their techniques but, more importantly, in improving their ability to communicate and transmit knowledge effectively to their students.
This process can sometimes lead to challenges, particularly with instructors who have 20–30 years of training and teaching experience. Some may resist change or suggestions, rooted in their existing knowledge or habits.
I’ve observed instructors teaching from a place of limitation— whether due to complacency, lack of inspiration, or the unwillingness to evolve—rather than maintaining a “white belt mentality.” This openness to learning is vital. No one knows it all; we are all students on a lifelong path of growth.
When teaching other instructors, one word consistently guides me: patience. Patience must come from both perspectives— the instructor and the student. It’s essential to remember that we were all beginners once, and reconnecting with those feelings of fear, intimidation, or even fatigue from repetition can foster empathy.
Instructors must constantly evaluate their methods and commit to inspiring their students to seek more knowledge.
To reiterate, patience with both yourself and your students, coupled with a genuine understanding of what motivates each of them, is key. When you master these principles, you will cultivate long-term students who come to understand the true meaning of the martial way—the ultimate truth of budo.
