The Principles of an Authoritative Instructor

Your words are the most powerful tool you have in class. They set the tone, create the atmosphere, and demand respect. Make sure you respect your own words by using them effectively.

No Competition

When you speak, every student must hear you. Make it clear from day one: when you start speaking, all students turn and listen out of respect. Then, ensure that what you say earns that respect.

Don’t start speaking until every student is focused on you. If you have to repeat yourself because someone wasn’t paying attention, you're wasting everyone’s time. If talking persists, pause and make eye contact with the offending students. Let them know, without words, that you will not continue until they give you full attention.

Establishing this level of control is a mark of authority—and an essential trait of a great instructor.

Concise Language

Teaching with fewer words is stronger than using more. Concise language shows you’re prepared, professional, and purposeful. It leaves no room for doubt, and students can follow instructions with clarity.

No Rescues

When you ask a question, know the minimum acceptable answer. Too often, instructors end up answering their own questions for the students, offering false praise in the process.

For example:

Instructor: “What is integrity? Sally?”

Sally: “Umm, integrity is when you do something good…”

Instructor: “Right, when you do something good whether or not someone is watching. Good job!”

Sally didn’t answer the question. The instructor did. This doesn’t teach Sally anything valuable. Set the standard for answers, and don’t rescue the student by filling in the gaps.

 

Square Off

When you address a student, face them directly. Square your shoulders and make clear eye contact. This shows that you’re giving them the same level of attention you expect from them.

 

Avoid False Praise

Nothing undermines your credibility more than false praise. If every effort is met with “Good job” or “Awesome,” how will students know if they’re truly improving? Why should they push harder if they’re already getting the highest possible praise?

Be specific with praise. Believable praise reinforces progress, and follow-up suggestions will carry more weight. For example:

  • “Nice jab. Now, let’s see two in a row.”
  • “I like how your side kick is improving. Be sure to recoil just as fast.”
  • “That kick has potential. Roll your hip more for extra power.”

Avoid blanket praise—it makes your job harder and prevents students from facing real challenges.

 

Name and Then Question, or Question and Then Name?

You have two options when asking a question: name the student first or ask the question to the class and call on someone afterward. If you say, “Sally, what is integrity?” the rest of the class is off the hook.

By asking, “What is integrity?” first and then calling on Sally, you engage the entire class. Everyone begins thinking about the answer before you single out a student to respond.

 

Avoid Slang Words

Using slang weakens your authority. Clear, direct language like, “Stand up and walk over here,” is more authoritative than, “Hey guys, can you, like, move over here? That’d be awesome.”

Slang is often used by younger generations to distance themselves from their elders. As an instructor, eliminate slang from your vocabulary and set a standard of excellence in how you speak.

 

Avoid Using Tags

Tags, like “Okay?” or “Make sense?” at the end of a statement, signal a lack of confidence. Make your statement without asking for validation. You’re the authority in the room; there’s no need to seek approval from students.

Over-Explaining

Avoid over-explaining, which dilutes your authority. For example, don’t say, “This is your belt.” That’s obvious. Instead, go straight to the instruction: “Take your belt and wrap it like this.”

Limit to One Correction Per Rep

Don’t overwhelm students by piling on multiple corrections in one go. Focus on one correction per repetition to allow students to process and improve with each round.

 

Pacing Power

Match the pace and volume of your voice with what you’re teaching. If you're teaching a fast-paced technique, speak with energy and speed. When teaching something slow and deliberate, slow down your words to match.

 

Know and Use Your Tools

As an instructor, you control eye contact, voice, body language, and pacing. Your understanding and mastery of these elements will make you more effective. There are times when you need to be 100% authoritative—like during belt exams—while other moments call for a lighter, more conversational tone.

By mastering these principles, you’ll become a more authoritative, effective instructor. Your students will respect your words and your leadership, knowing you bring clarity, purpose, and honesty into every lesson.