LEVEL 2

ASSISTANT INSTRUCTOR TRAINING MODULE

Purpose of Level 2

Level 2 develops a student from a helpful role model into a competent assistant instructor who can:

Teach white & yellow belt curriculum when assigned
Support group rotations and Switch Method segments
Demonstrate clean technique and safe pad holding
Deliver corrections using CMA-approved communication tools
Maintain discipline and structure without using authority

Level 2 assistants do not decide what to teach or introduce material — they teach only what the lead instructor assigns.

1. Role & Expectations of a Level 2 Assistant

A Level 2 assistant is:

A dependable helper who follows instructions immediately
A developing teacher who can explain and guide basic curriculum
A positive influence who models CMA etiquette and energy
A safety-minded assistant who protects spacing, pacing, and partners
A communicator who motivates students without using authority

They are not:

In charge of the class
Deciding curriculum order
Correcting beyond basic beginner details
Changing drills or announcing discipline
Leading warm-ups or cycle to
pics independently

2. Teaching Authority: What Level 2 CAN Teach

Level 2 assistants may teach any white & yellow belt basics, including:

Ki Cho Hyung 1–6 & Cho Geup Hyung (assigned portions only)
Sohn Ppae Gi (Wrist Escapes 1–5)
Ki Bohn Soo 1–15
Basic strikes, blocks, stances, and movement
Beginner breakfalls and rolls (front, back, side)

They may only teach when directed. Examples:

“Take this group and cover Ki Bohn Soo 1–5.”
“Walk them through the first half of the form.”
“Run wrist escapes and correct hands-up posture.”

They may not:

Teach new material without assignment
Modify the technique
Give advanced versions or do throws on students (but they can be thrown by students)

3. Correction Boundaries (Final CMA Version)

What Level 2 CAN Correct

Light, beginner-level details:

Hands up, lower stance, pivot your foot, look at your target, respond to the teacher, Rechamber

Always using PCP: “Great stance — now try turning your hips more — yes! That’s it!”

What Level 2 CANNOT Correct

Advanced versions – don’t teach ahead!
Any technique they cannot demonstrate perfectly
Corrections for students of higher rank (except basics)

Authority Limits

Level 2 must never:

Contradict the lead instructor
Override another assistant
Change the drill
Discipline a student beyond simple redirection
Decide what comes next

4. Teaching Contact Rules (Safety & Professionalism)

Allowed contact

Light guidance on shoulders, upper arms, elbows
Light tap on outer leg below knee for stance cues

Not allowed

Torso or hip adjustments
Contact from behind
Grabbing wrists or hands unnecessarily
Repositioning a student physically

All adjustments should be verbal first, with physical cues only if needed.

5. Teaching Methods: Shadowing vs. Mirroring vs. Repositioning

Shadowing (Primary Level 2 Method)

Assistant stands beside the student
Demonstrates technique in the same direction
Student simply follows the movements
Best for forms and escapes

Shadowing is the safest and clearest method for Level 2.

Mirroring (Not used at Level 2)

Demonstrating opposite-side or opposite-direction
Makes left/right confusing
Requires advanced awareness
Saved for Level 3+ instructors

Repositioning (Verbally guided)

Level 2 can guide movement by saying:

“Turn your body this way”
“Step to your left”
“Watch me — same direction”

Never roughly move a student into position physically.

6. Partnering & Pair Management

Level 2 assistants must be able to:

A. Safely pair students by:

Size
Rank
Speed/intensity
Experience level

B. Fix unsafe pairings immediately

If a pairing looks unsafe, Level 2 may redirect:

“Let me switch your partners — this will help both of you.”

C. Keep partners productive

Ensure both get equal turns
Prevent horseplay
Maintain control without using harsh authority

D. Maintain spacing

Scan for encroachment
Move pairs outward
Mark safe lines or distances

7. Movement Around a Student (Instructional Footwork)

Level 2 assistants must learn how to physically move while teaching:

A. The Triangle Approach

Stand at:

Demonstration position
Side observation position
Feedback position (front, safe distance)

B. Avoid the “back attack” problem

Never correct a student from behind — unsafe and startling.

C. Move with purpose

Every position change should help the student see the motion more clearly.

D. Stay low-distraction

Move smoothly, not suddenly.

8. Teaching Tools Deepened for Level 2

Level 2 should begin mastering:

1. Spotlighting (public praise to reinforce correct technique)

2. Proximity Praise (praising nearby students to shape behavior)

3. Pattern Interrupts (Focus Claps, Eyes on Who?) for control

4. Conductor Theory (constant light coaching during drills)

5. FAST Method (Form → Accuracy → Speed → Timing)

6. Positive Phrasing (what to do, not what not to do)

7. Clear-Cue Teaching:

“Watch me”
“Match me”
“Your turn”
“Freeze — check hands”

These will be built into quizzes and rubrics.

9. Professional Behaviors Expected at Level 2

Consistently early for leadership hours
Maintains perfect CMA etiquette
Speaks respectfully to staff and parents
Models listening positions without being told
No joking or roughhousing in uniform
Represents CMA well in and out of class

10. Level 2 Teaching Tasks (Required for Certification)

To complete Level 2, a student must:

Teach (with supervision):

Ki Bohn Soo 1–5 (full explanation)
First half of Ki Cho Hyung
One full round of Sohn Ppae Gi
Run a pairing drill correctly

Assist:

During warm-ups
Bag-work rounds
Light pad drills

Demonstrate:

Shadow teaching a form
Teaching wrist escapes slowly

Manage:

Spacing and partner safety
Redirecting behavior using positive tools

11. Level 2 Rubric (Instructor Use)

Scored 0–2 in each category

A. Technical Demonstration

Clean performance of basics
Slow, accurate explanation
Safe demonstrations

B. Communication Skills

PCP corrections
Positive phrasing
Loud, clear voice
Good use of teaching tools

C. Class Management Skills

Safe partner setup
Maintains spacing
Uses Focus Anchors correctly
Redirects behavior positively

D. Professionalism & Etiquette

Arrives prepared
Models perfect protocol
Respectful toward staff & parents
No inappropriate contact

Passing: No 0’s in Safety categories, score ≥ 24/32.

12. Level 2 Knowledge Quiz (Sample Items)

What type of corrections can Level 2 assistants give?
What is the difference between shadowing and mirroring?
What parts of the body are safe for light instructional contact?
What should you do if partners are mismatched in size?
Can you change the drill if students struggle with it?
What is the FAST Method?
What does “Praise → Correct → Praise” look like?

13. Level 2 Teaching Hours Requirement

Level 2 assistants must complete:

15–20 leadership/assistant hours
A minimum of 5 supervised teaching segments
One instructor evaluation

14. Completion Requirements

To earn Level 2 Certification, students must:

Pass the Rubric
Pass the Knowledge Quiz
Complete all teaching tasks
Complete all leadership hours
Demonstrate safe, respectful behavior
Receive final instructor approval

Let me know when you’re ready to move to Level 3!

Level 2 – Expanded Teaching Modules

A. Expanded Focus Anchor Library

Focus Anchors help maintain discipline and instantly reset class energy in a positive way.

Guidelines:

Keep anchors STRONG (practice until crisp)
Vary anchors so they stay fresh
Use frequently (every 1–2 minutes when needed)

Approved Focus Anchors:

ChraRyut – “Yes Sir / Yes Ma’am “
2 Claps, have a seat – “Yes Sir / Yes Ma’am “
Eyes on Who? → “Eyes on you, Sir/Ma’am!”
What’s our goal? → “Black Belt Excellence, Sir/Ma’am!”
Huddle Up- take a knee! → Students kneel: “Yes Sir/Ma’am!”
How do we lead? → “By example, Sir/Ma’am!”
What time is it? → “NOW, Sir/Ma’am!”
Where are you? → “Here, Sir/Ma’am!”
We are on a quest… → “To be our best!”
Are you ready for a challenge? → “Bring it on!”
Clap Pattern: clap–clap–clap/clap/clap → students repeat
If you can hear my voice… clap twice!
If you can see my eyes… point at them!

Level 2 assistants should be able to use three confidently.

B. Instructor Pledge – Behavioral Standard

Level 2 assistants must memorize and demonstrate this mindset:

“I will teach this class because it’s the most important class I will ever teach. I am patient and enthusiastic. I lead by example.”

Interpretation:

Every class may determine whether a student stays or quits.
Enthusiasm is contagious; if you don’t feel it, act it until you feel it.
You must model what you teach.

Level 2 assistants will be required to recite this pledge during evaluation.

C. Switch Method: Timing & One-Minute Strategies

When rotating groups, assistants must respond to the timekeeper’s signals.

If you hear “One Minute!”:

Do NOT start a long drill.
Choose a short finisher:
- 30-second stance hold
- 3–5 perfect pushups/squats
- Quick review of attention stance
- Review 1–2 focus anchors
- Compliment group’s progress
- Pre-frame the next instructor (“Get ready, Master Sarah has an awesome drill for you next!”)

This ensures smooth transitions and strong pacing.

D. 1-on-1 Warm-Up Tutoring System

During warm-ups, Level 2 assistants may:

Walk the mat
Pull 1 student at a time for 1–2 minute check-in
Give a single correction
Return them to the group

Every student should receive at least one micro-coaching moment each week.

E. Prep Zone Basics for Level 2

Prep Zone = 5 minutes before class.

Level 2 may run parts of Prep Zone:

Welcome students warmly
Ask about school/day
Review school rules
Hype them up for class
Teach 1 focus anchor

F. Class Opening Expectations

Level 2 must support:

Calling students by name into lines
High-five and energy-building cues
Strong Yes Sir/Ma’am responses
High-energy bow-in
Resetting sloppy lines discreetly

G. Warm-Up Standards

Warm-up must be:

High energy
Familiar and predictable
Safe and progressive (light → mobility → technique)

Level 2 roles:

Demonstrate movements
Encourage loudly
Fix sloppy posture
Keep pace consistent

H. Demonstrate–Detail–Drill (3D Method)

Level 2 must master the 3-step method:

1. Demonstrate

High energy
Full speed at least once
Two angles

2. Detail

Slow breakdown
Simple explanation
Rank-appropriate

3. Drill

Students practice
Level 2 circulates with PCP, proximity praise, spotlighting

I. Huddle Discussions – Level 2 Rules

Level 2 may deliver a short huddle under supervision.

Rules:

Keep it short (30–45 sec)
Animated voice & gestures
Engage students with 1–2 questions
End with action: “Show me focus!”

J. Junior vs Adult Teaching Reminders

For juniors:

Frequent sincere praise
High energy
No sarcasm
Clear expectations
Never say anything you wouldn’t say with a parent watching

For adults:

Provide specific technical feedback
Use respectful tone
Avoid talking down
Connect personally (without being personal)

K. Parent Communication — GSIR (Required Skill)

Level 2 must be able to approach a parent after class.

4-Step GSIR:

Greet: “Good evening Mrs. Smith…”
General Praise: “Aiden worked hard today.”
Specific Praise: “His guarding stance was stronger than ever.”
Improvement: “Help us remind him to keep his hands high.”

Close: “We look forward to seeing you next class!”

L. 3×3 Rule (Required for All Assistants)

Every class, Level 2 must connect with each student at least three times using:

Eye contact
Student’s name
Appropriate contact (high-five, fist bump, tap on shoulder)

This builds rapport and retention.

M. The Conductor Effect (Level 2 Teaching Tool)

When students drill:

Keep talking
Provide constant small cues
Move around the whole mat
Ensure no “dead air” in your coaching

This creates the feeling of a private lesson inside a group class.

N. Disguising Repetition (Beginner Level)

Level 2 must know at least 5 ways to disguise repetition:

Change direction
Switch partners
Add a target
Use a stance challenge
Run relay format
Add timing cues (“Fast!” “Slow!” “Freeze!”)

O. Beginner Huddle Placement (Parent-Facing)

Level 2 must understand:

Huddle close, facing parents
Use loud, articulate speech
Demonstrate 1 life-skill connection

Parents hearing the message increases retention.

P. Influence vs Authority (Expanded)

Influence = students want to do well.
Authority = students comply because they must.

Level 2 must:

Build rapport
Use positive phrasing
Praise effort
Save authority for safety moments only

Q. The 15-Second Rule

Level 2 may not “camp out” in one spot.

Every 15 seconds:

Move to a new student
Give praise or correction
Scan spacing

R. Crowd Control Duties

If a student is off-task:

Approach calmly
Redirect with positive phrasing
Keep class flowing
Do NOT interrupt lead instructor

S. The ELM Tree of Mastery (Positive Coaching Alliance)

Teach students that success =

Effort (always try your best)
Learning (learn something every class)
Mistakes (mistakes are how we learn)

Level 2 should reinforce these during huddles.

T. First Impression Protocol (3-Foot Rule)

Level 2 must greet people within 3 feet:

Smile
Eye contact
“Good evening, welcome in!”

This signals professionalism and warmth.

U. Spotlighting Module (Full Version)

Level 2 should know how to:

Stop class with a Focus Anchor
Highlight a student doing excellent work
Praise them specifically
Challenge class to match their example
Return to drill quickly

V. Smiling, Sweating, Learning (SSL Theory)

Every class should include:

Smiling → Fun & engagement
Sweating → Fitness & effort
Learning → Technical growth

Level 2 must support all three pillars.

Next Step:

I can keep adding modules OR convert these into Level 2 quizzes, checklists, and rubrics.

Would you like:

More modules,
Turn these into a structured Level 2 online course, or
Move on to Level 3 now?

Level 2 — Complete Skill Checklist (Student Edition)

Level 2 assistants must demonstrate every skill below with consistency, safety, and CMA professionalism. This checklist is used for evaluation and certification.

Core Teaching Skills

Can shadow-demonstrate all white/yellow belt basics
Teaches only when assigned by lead instructor
Uses PCP (Praise → Correct → Praise) correctly
Gives light, beginner-level corrections only
Uses approved Focus Anchors
Uses Spotlighting appropriately
Uses Positive Phrasing
Applies the FAST Method (Form → Accuracy → Speed → Timing)
Moves smoothly around students (Triangle Method)
Maintains 15-second rotation rule
Demonstrates Conductor Theory (constant small cues)

Safety & Contact Skills

Maintains safe spacing in all partner drills
Sets partners by size, rank, control level
Corrects unsafe pairings immediately
Uses only approved contact zones (shoulders, arms, below knee)
Never adjusts hips/torso or corrects from behind
Demonstrates all techniques SLOWLY when teaching
Does not teach material they cannot perform cleanly

Curriculum Skills (Required)

Ki Cho Hyung 1–10 (assigned sections only)
Sohn Ppae Gi (1–5)
Ki Bohn Soo (1–15)
Basic strikes, blocks, stances
Beginner breakfalls/rolls (verbal coaching only)
Can explain white/yellow curriculum clearly

Class Management & Leadership Skills

Runs small groups confidently when assigned
Sets up partners safely and logically
Manages spacing without disrupting class
Redirects behavior with positive phrasing
Handles minor discipline issues appropriately
Participates in 1-on-1 micro-coaching during warm-up
Supports Prep Zone and Class Opening
Encourages students with high energy and professionalism

Professional Behaviors

Arrives early for leadership hours
Models CMA etiquette perfectly
No roughhousing, sarcasm, or negative tone
Treats all students and parents respectfully
Uses first impression protocol (3-foot rule)
Keeps uniform clean and neat
Represents CMA well inside/outside class

Completion Requirements

To earn Level 2 certification, a student must:

Pass the Level 2 Rubric
Pass the Knowledge Quiz
Complete 15–20 leadership hours
Complete at least 5 supervised teaching segments
Demonstrate all checklist skills above
Receive final instructor approval