The first lesson in dealing with adults is to realize that all they are, are just big kids. Although they may not be as graphic and vocal as the kids, they truly demand as much attention from you. If there is a perception on their part that they are not receiving that attention, you will at some point soon, lose them.
Communicate with each and every student you can. Try to pick a few different students at the end of each class and talk to them on a one-to-one basis for a few minutes. Complement them on anything in which you have noticed an improvement.
Five minutes to developing lasting relationships
Class has just ended and you have five minutes to kill before the next class. It’s the middle of the month, so no dues are due and no one is waiting to see you, what should you do?
Go get a soda, put your feet up on the desk or help your students stay your students? In successful studios the answer is clear, as the class breaks up, head over to a specific student.
Instructor: “Joe, it looks like that stretching machine you bought is really paying off. I noticed that your kicks are getting higher each class. Tell me how much time did you have to spend each day to achieve this improvement?”
Student: “Thanks sir. You know, I have to admit what I usually do is stretch while I am watching the TV news on the nights I don’t come to class. Plus, I spend about fifteen minutes on Saturday and Sunday. ”
Instructor: “That’s good putting your time to work like that, it has really paid off for you.”
This simple conversation took less than one minute. Yet it will make your student feel great about his purchase of the stretch machine, himself and you for several weeks.
Move on to the next student who is just coming out of the changing room.
Instructor: “Jack, could I see you for a moment?”
Student: “Sure.”
Instructor: “Jack, there are only two more moves to that combination we were working on tonight. It is obvious to me that you are ready for them, but a few of the guys were having some trouble, let me finish that off for you. OK, take it as far as we did in class. Good. Now strike the throat with a tigers paw ….. and sweep the leg. Excellent. Joe, could you punch in a second for Jack?”
Student 2: “Yes Sir!”
Instructor: “Do that one more time Jack. Excellent, now you have the whole thing down. Next time, when we finish the class, I would like you to help me if you don’t mind?”
Student: “Yes, of course.”
This took less than two and a half minutes and made Jack feel very special. First of all, you essentially told him he was ahead of the class. Second, you rewarded him by showing him the rest of the technique. Third, you built him up even further by asking him to help you show it to the rest of the class next time.
One and a half minutes left before the next class look around for someone else … contact.
Instructor: “Julie, what happened to your arm? I just noticed at the end of class that it was bandaged up.”
Student: “Oh, it’s nothing it’s just a rash … sort of like poison ivy. It doesn’t hurt, it just itches. The doctor told me to keep some cream on it and keep it covered up.”
Instructor: “Are you sure it’s alright? You know if it hurts, you can avoid hand drills for a few days until it heals. ”
Student: “No, no really, it’s fine.”
Instructor: “OK, well I hope it’s better by the time I see you in Mondays class. Good night and have a great weekend.”
Student. “Thanks, you too. ”
Julie leaves for the weekend with the warm feeling that you really care about her and her health, which of course, you do. Many instructors would not have taken the trouble to tell her, you did, and that simple act is what makes the difference when it comes to keeping students longer.
It took you just sixty seconds. You still have thirty seconds of your five minutes left in which to talk to someone from your next class about their new job.
Turn every spare moment with your students into an opportunity to further your relationship with them. Why would any student want to quit when you are constantly making them feel good? With few exceptions, the answer is they will not.
