MATA Martial Arts Instructor Certification: How to Ask Questions

As a martial arts instructor, how you ask questions in your class can significantly influence student engagement and retention. Whether you’re calling on individual students or posing questions to the entire class, each technique serves a distinct purpose.

Understanding the strategic differences between these approaches can help you become a more effective teacher.

Name/Question vs. Question/Name

When you call out a specific student to answer a question—like “Chad, why do we pivot on a sidekick?”—it often results in the rest of the class mentally checking out.

They’re relieved because they weren’t the ones called on, and they feel off the hook. While this method does have its place, it might not be the best choice for keeping the entire class engaged.

Alternatively, when you ask the class as a whole—“Who can tell me why we pivot on a sidekick?”—you encourage every student to think about the answer. The key here is to pause after asking the question.

The longer the pause, the more time students have to process the question, making it feel more important. As you wait, look into the eyes of different students, subtly reminding them that anyone could be asked to answer.

Cold Calling: The Game-Changer

One highly effective technique is cold calling—directly asking a student a question without waiting for volunteers. For example, instead of relying on the usual raised hands, you can say, “Chad, why do we pivot on a sidekick?”

This method keeps students on their toes because they know they could be called upon at any time, which promotes active listening.

Cold calling has several advantages:

  • It speeds up class pace by avoiding repetitive hand-raising from the same students.
  • It engages all students, not just the ones eager to answer.
  • It creates a sense of accountability, as students know they need to stay focused and understand the material.

However, it’s important to use cold calling in a way that’s positive and supportive. If a student doesn’t know the answer, don’t embarrass them. Simply move on by saying, “Chad’s not sure, Joey, can you help us out?” After Joey answers, return to Chad and repeat the question.

This technique shows that you’re committed to helping every student learn, not just those who immediately know the answer.

Striking the Right Balance

To maintain engagement, create a balance between traditional hand-raising questions and cold calling. Both techniques have their place in the classroom.

Cold calling promotes faster decision-making and keeps the energy high, while open-ended questions encourage all students to participate in thinking through the answer.

Remember, cold calling should never feel like a “gotcha” moment. The goal isn’t to punish students who don’t know the answer, but to foster a learning environment where everyone is accountable for the material.

If a student gets a question wrong, use it as a teaching moment, and give them the opportunity to correct their mistake.