Instructor Skill Development Self-Assessment
Scoring Guide
1 = Don’t understand or do this
2 = Understand, but not done well
3 = Do occasionally
4 = Do regularly
5 = Always, with strong energy and skill
HELPER & ASSISTANT INSTRUCTOR SKILLS
(Foundational support and mat presence)
Role model / setting the example — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Helpers and assistants act as visible role models by performing techniques with strong effort, posture, focus, and enthusiasm. Students naturally mirror what they see, so this skill directly impacts class intensity and culture even without verbal instruction.
Crowd Control — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
This involves moving intentionally through the training space to quietly redirect distracted students, reinforce listening positions, and prevent small issues from becoming class-wide disruptions. The goal is to support flow, not stop it.
Good Finder – engage every 15 seconds — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The helper actively looks for correct behavior, effort, attitude, or improvement and acknowledges it verbally & physically. This builds their confidence and reinforces our expectations – creating a positive learning environment.
Create a sense of belonging— Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Using student names strengthens rapport, improves attention, and helps students feel seen and valued. Also eye contact & smile. Appropriate physical contact like high five and fist bump.
Fire Starter — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The assistant participates physically and emotionally in drills, warm-ups, and demonstrations. Their visible effort and enthusiasm elevate the emotional tone of the entire class- get people pumped.
Supporting the Lead — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
This skill reflects the ability to align with the lead instructor’s plan, pacing, cues, and corrections. The assistant supports authority and structure rather than working independently or contradicting direction.
Basic Safety Awareness — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor monitors spacing, partner pairings, intensity levels, and equipment use to reduce injury risk. This is a proactive responsibility, not just a reaction to problems.
Score Total: ______ / 35 = ______ % Mastery of skills
NEW INSTRUCTOR SKILLS
(Foundational teaching tools and class control)
Focus Anchors — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Focus anchors are verbal or physical call-and-response cues used to regain attention and reset the group’s energy. Effective use requires confidence, clarity, and consistency.
Listening Positions — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
This technique uses physical positions (standing, kneeling, sitting) to help students regulate their bodies, which in turn supports mental focus and self-control.
Praise–Correct–Praise (PCP) — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
A structured feedback method that begins with specific praise, delivers a single clear correction, and ends with reinforcement. This keeps students motivated while still improving performance.
Demonstrate–Detail–Drill — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor demonstrates the technique clearly, explains key details at an appropriate level, and then allows students to drill while providing feedback. This structure supports effective skill acquisition.
Disguising Repetition — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Rather than repeating drills in the same way, the instructor changes small elements (direction, partner, tempo, equipment) while reinforcing the same core skill to maintain engagement.
Prep Zone Engagement — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor uses pre-class time intentionally to create structure, reduce chaos, build rapport, and mentally prepare students for training.
Time Awareness & Transitions — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
This skill reflects the ability to manage time cues and transition smoothly between activities without losing momentum or control.
Private Correction / Public Praise — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Corrections are delivered discreetly to avoid embarrassment, while praise is shared publicly to reinforce positive behavior and boost confidence.
Score Total: ______ / 40 = ______ % Mastery of skills
ADVANCED INSTRUCTOR SKILLS
(Leadership, influence, and classroom mastery)
Energy Management — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Advanced instructors consciously manage their voice, movement, facial expression, and pacing. Their energy directly sets the emotional standard for the class.
Influence vs. Authority — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Rather than relying on command-and-control, the instructor uses rapport, trust, and motivation to influence student behavior and effort.
Mat Vision — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The ability to teach while maintaining awareness of the entire room. This includes anticipating issues, noticing patterns, and intervening efficiently and discreetly.
Individualization Within the Group — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor adapts instruction so students of varying ages, skill levels, and motivations all feel supported and challenged in the same class.
Strategic Grouping — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Students are grouped intentionally to maximize learning, safety, motivation, and class efficiency rather than for convenience alone.
Score Total: ______ / 25 = ______ % Mastery of skills
ADVANCED TEACHING & LEADERSHIP
Emotional Account Building — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Every interaction is viewed as a deposit or withdrawal in a long-term emotional relationship with students. Advanced instructors avoid asking for commitment without sufficient positive deposits.
Pre-Framing Experiences — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor sets expectations before drills, challenges, or tests so students interpret difficulty as growth rather than failure.
Motivation Cycle Awareness — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Recognizes that motivation naturally fluctuates and adjusts encouragement, challenge, and support accordingly.
Mistakes as Learning — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Mistakes are explicitly framed as a necessary and valuable part of the learning process, reducing fear and increasing resilience.
Mat Chats / Huddles — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Short, intentional discussions are used to connect physical training to personal growth, character, and life skills.
Teaching Character Through Corrections — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Discipline moments are used to teach responsibility, perseverance, and respect rather than simply stopping behavior.
Future Pacing Students — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor helps students envision long-term success and see themselves progressing toward future goals.
Leadership Development Through Teaching — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Advanced students are intentionally developed by being given responsibility, guidance, and teaching opportunities.
Score Total: ______ / 40 = ______ % Mastery of skills
PROFESSIONAL MASTERY
Consistency of Presence — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor shows up prepared, emotionally steady, and professional regardless of personal circumstances.
Edifying Other Instructors — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor actively builds the credibility and confidence of teammates in front of students and parents.
Reflection & Self-Evaluation — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
Regular reflection is used to identify strengths, weaknesses, and opportunities for growth.
Structure with Flexibility — Score: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
The instructor follows a plan while adapting in real time to student needs, safety, and energy.
Score Total: ______ / 20 = ______ % Mastery of skills