Ch. Master Greg Moody, Ph.D.

P.S. The Transcript – The KarateBuilt Charter:

Dr. Greg Moody, Chief Master Instructor:

Hey everybody, this is Greg Moody with KarateBuilt Martial Arts. This is another chapter of our success training. We’re going to talk about the KarateBuilt Charter, which is part of what defines the values and what we do at KarateBuilt Martial Arts and what we want to do, not just inside the school but in the community, which happens to be part of the charter.

Last time we talked about the overall values that we have and the values that we care about at KarateBuilt Martial Arts. Now we’re going to talk about the first part of the charter, which is on discipline. This is me, Matt, and Mr. Flees should be joining us pretty soon, and I want to share the charter again with you that KarateBuilt a highly disciplined martial arts school. That’s the first line of our charter. And what that means is that we are putting discipline first, and that gets reflected in how we teach, but also how we operate in the school and how we do everything really from A to Z. L.

Et’s talk about discipline and what that means. Discipline, our definition of it is doing what you’re supposed to do when you’re supposed to do it. That’s discipline. Discipline is doing what you’re supposed to do when you’re supposed to do it. The first part of discipline is going to be what do we do? What are the things that we want to do to meet our goals or the things that we want to do to achieve the next thing in our lives? What are those things? And we have to know what those are.

The second thing is motivation. Motivation can come in a lot of different ways. One way to be disciplined if you’re trying to, let’s say, train for a marathon. Part of the motivation could be that you really want to win the marathon. You really want to reduce your time in the marathon, you want to get to the next level in the marathon, you want to get the shirt that you get for being in the marathon or the number that you get and have pictures of you finishing the race. That’s going to be positive motivation and another word for that would be the why. Why you want to do what you want to do.

There’s positive motivation and there’s also negative motivation. And negative motivation is going to be, or negative why would be if I’m really motivated to eat better because I’ve got diabetes, then I’d be really motivated to eat better because I won’t want to feel bad or won’t want to have worse health problems. That’d be a negative motivation. That’s a pretty tough one.

But other negative motivations would be that you don’t want to get behind, that you want to accomplish … Maybe your schoolwork for our students is negative motivation because … We’re letting Mr. Flees in here. Schoolwork could be negative motivation because I don’t want to get behind, I don’t want to get a bad grade, or it could be positive motivation because I want to get good grades. I want to learn the things that I want to learn. There’s lots of ways that we could have positive and negative motivation.

Mr. Flees, we were just talking about discipline. Thanks for joining us.

Mr. Dwayne Flees:

Thank you, sir.

Dr. Greg Moody, Chief Master Instructor:

All right.

Mr. Dwayne Flees:

Apologies.

Dr. Greg Moody, Chief Master Instructor:

Yep, thanks for KarateBuilt Grand Rapids. The first thing we need to do to have discipline is knowing what you’re supposed to do. That’s the what. And then motivation is to maintain that. Motivation is the reason we do it when we’re supposed to do it.

Okay? Now, there’s a lot of research on willpower right now, and a lot of times people think that discipline is related to willpower. And willpower just toughing it out and suffering a little bit. And that’s the definition of discipline. If I’m going to lose weight, I’ve just got to be suffering and tough it out and eat less and do things I don’t like to do. To have discipline when you’re doing things that you don’t really want to do, it’s more important to have a big why at the end.

But I think it’s important to talk about willpower. Willpower, and there’s a lot of research on this, is kind of a finite resource. If you’re going to have discipline to do things, you have to understand that it may not just be willpower that gets you through it. Some people are born with more willpower, some people born with less, and sometimes even people use that as an excuse where I don’t have enough willpower, I don’t have as much willpower as you do to accomplish this. That’s why I’m not being successful. It is something that both is finite and can be developed.

The research experiment that I thought was very interesting was they had two different groups of people in watching a movie and they left M&M’s by each of the people or each of the groups. In one group they weren’t allowed to eat the M&M’s, they had to wait until afterwards. And in the other group, they were allowed to eat M&M’s and snack on them during the movie.

At the end of the movie, they waited until the movie was over and there was a little bit of time. And then they said to the group that wasn’t allowed to eat M&M’s, “You can eat as many as you want now.” And the group that was allowed to eat the M&M’s, they said, “You can eat as many as you want now.”

The total amount of M&M’s that was eaten was more by the group that wasn’t allowed to eat during the movie. In other words, even though I could snack on the M&M’s, the guys that could snack on the M&M’s, they could eat the whole bowl of M&M’s, the people that were only allowed to eat them at the end and had to show willpower used up all their willpower and ate more M&M’s total than the people that were allowed to eat them in the movie.

That’s an example, I don’t know if I explained that really well, but that’s an example of willpower. It’s a finite resource and there’s many, many other experiments about that. I think the one story that I like to tell is people think that, for example, Oprah Winfrey must not have willpower because that’s why she’s had trouble with her weight.

And what could be further from the truth of somebody who’s built a billion-dollar business, has learned to be a … She grew up in a really difficult poor family and she ended up working her way on to be on the news, working her way on to be an actress in movies, and then of course starting her show, which was all because she created that and started the show. That doesn’t sound like a person with no discipline. That sounds like a person with a lot of discipline.

She gets up early in the morning to do all of her stuff and take care of her big empire now. She still has a lot of discipline, but she has struggles with certain kinds of things, and that’s a different struggle. We sometimes think that people aren’t successful because they don’t have discipline, and a lot of it is really they don’t have willpower, so therefore they don’t have discipline.

Willpower and discipline are two different things. Willpower is something finite. Discipline is something you have to give yourself a reason to get or a reason to achieve. And we’re going to talk about that kind of discipline and we’re going to talk about the discipline and how we do it in the school, as well.

Mr. Flees, do you want to add some stuff on discipline as we’re talking about the first line of our charter?

Mr. Dwayne Flees:

No.

Dr. Greg Moody, Chief Master Instructor:

I put you on the spot. I always end up doing that. Let’s get back to our chart. The way that we manage discipline, and one of the reasons that that’s the first line of our charter is that we think of instruction. And this is true, you could apply this to anything you’re doing where you’re presenting or working with other people.

We have three layers of our instructional levels. There’s discipline and there’s motivation. Sounds familiar. And then there’s knowledge in the results. And in our martial arts, we think about knowledge. That’s what we teach our instructors. But you could also think about this as results.

If we’re going to have discipline, and the way we teach it for our students might be really important is that the first thing we do is define our target behaviors. We define what the target behaviors are. And then outside of that, if we’re off target behavior, we literally call this off target.

When we’re teaching in class, we have very, very specific behaviors that we expect. We expect people to stand a certain way, sit a certain way, put their bags away a certain way, get their tracking cards at the beginning of the class, do everything that we do. We expect the parents to behave a certain way. If it’s a kid’s class, the parents to behave a certain way and we expect them to be quiet. We expect them to pay attention in class so they can give positive feedback to their kids.

We expect them not to give feedback or point at their kids or talk to them during class. We expect them to, for example, keep the area that we have for them to sit in clean. We expect them to be ready to help in class if we want them to participate with their kids. There’s a lot of things that we expect parents to do.

With instructors, we expect our instructors to wear their uniform, show up clean and shaved for guys and so on, and we expect them to be on time. We expect them to start class on time and end class on time. There’s a whole list of things, and we define these behaviors, we call those target behaviors. F.

Or you in your life, target behaviors would be whatever goals you have or maybe it’s certain common thing when we talk about discipline is losing weight. And it’s really not all about discipline we know in the modern times, but what would the target weight be that we want to be at? What would the target physical fitness we want to be at? How would we measure that? And so these target behaviors are the first thing we define.

The second thing we do to make sure we maintain discipline is if any behavior gets outside of that target, we have to remind people. How do we remind people? We remind people by correcting them or we remind people by positively reinforcing. Spell that better. Reinforcing the behaviors that other people are having. In other words, if somebody’s not doing the right thing, a child isn’t standing up in class, or even if an adult isn’t, we can say, “Hey, you need to stand up the right way or stand up this way or do this thing right.”

Or we can look at the other students in class and reinforce somebody else. You’ll see teachers in education often think that they’re reinforcing behavior, but a lot of times if you ask them and you say, “Well, why were you telling the student that they did a good job?” “Well, it’s because some other person in the class wasn’t doing a good job.” And that’s almost always what triggers us to give positive reinforcement.

If somebody is off target, we correct them. If they’re off target, we could reinforce other people and say, “Hey, you’re doing a good job standing in attention.” Then the other students will straighten up. They’ll do what we want. Why? Because they want to get the positive reinforcement that other people got, or at least they know they don’t want to do it incorrectly.

That’s off target behavior. What the error is, and you can do that in your own personal life if you were measuring your results for a goal. And we know goals always have to be smart goals, which means specific, measurable, attainable, relevant, and have time. Relevance speaks to motivation, but it also speaks to discipline.

All the things that we have as target behaviors are all meeting these criteria. We know when, what they are, how to measure it. You have to have that for your own goals if you’re going to be disciplined or your own target behaviors. It doesn’t have to be a goal. It could just be, I want to make sure I get up on time every day.

Well, if that’s your target behavior, you’d have to know when that is, what time it is. You have to be specific about it, that I’m going to get up. And what does that mean? Am I going to get up and lay in bed and hit the snooze button for a while? That doesn’t count as specific, or that probably wouldn’t be your goal. We want to be specific. I’m going to be up and ready to go for the day. That’s measurable because we know what time it is at 7:00 AM or 6:00 AM or whatever time that is. It needs to be achievable.

If you were going to get up in every day on time, but you only allowed yourself two hours sleep and you went to bed at midnight and you wanted to get up at 5:00 AM to work out, maybe 5:00 AM to work out isn’t achievable for a lot of us. I wouldn’t like to get up at 5:00 AM to do stuff. That’s not achievable.

Relevance is does it matter? You’re not going to be very good at the target behaviors if there’s not a reason for all the target behaviors. All those things I mentioned that we require the parents to do, there’s a reason for all that. We want them to pay attention in class so they can help reinforce their kid and participate. We want them to keep the area clean. Why? So that the next person has it clean. There’s relevance to that.

And then when is that when? Remember? Do what you’re supposed to do when you’re supposed to do it. There’s some message of when it’s supposed to happen. If it’s in our class, it’s now. If it’s waking up in the morning for you, it’s going to be the time. The actual time is part of the goal. If it was going to be I want to lose 10 pounds, then it’s not going to be very easy to achieve and you’re not going to be able to do it very well or as well, unless you had a timeframe on the time that you found that you were going to lose weight.

And then the same thing for off target. We’re going to be better disciplined if we measure what we are doing so that we know if we’re off target. If it’s our own personal stuff, well, I want to get up on time every day. Well, you either know you did it or you didn’t, and you’re doing it consistently or not. If you’re not doing it, then how do you measure that? If you know you’re off target, you need to do something to fix it. That’s self correction.

In a class, we do that in the class, that’s the instructor’s job. For a child, it’s the parent’s job. One thing we say is we never want parents to push kids, but what we want parents to teach kids how to push themselves. That’s our job as parents. Both Mr. Flees and I are parents, and our job is to teach the kids how to push themselves. Otherwise, they won’t be able to do any of this and have discipline.

Anything to add, Mr. Flees? I know I’m talking a bunch.

Mr. Dwayne Flees:

Yeah, that definitely applies to stuff we do every day in our schools, too. We have to track our things and keep track of the students stuff and where they’re at and what the goals are so that we can make sure that we’re guiding them in the right direction so they can be better with their martial arts and with their life, too.

Dr. Greg Moody, Chief Master Instructor:

Yeah, that’s exactly right. And what we want is that this type of environment will translate into having people learn to do that in their own environment. It’ll help them be disciplined in their own environment. Why? Because we’re very specific. We remind you if you’re not doing it right, you got to start learning to do that yourself so you’re self-disciplined, and then you also get reinforcement when you’re doing it correctly.

Now, the part that’s missing here that most people miss, and this applies for our elementary education teachers and our secondary education teachers. Most of you guys that I’ve interviewed in my PhD program in education, and I interviewed a lot of them, don’t do this part. You reinforce a lot and we tend to reinforce a lot when we’re parents too or when we’re teaching or when we’re doing it for ourselves, we reinforce in contrast to problems.

In other words, somebody needs to be corrected so I do a positive reinforcement if that was with a group. But even individually, if you only had one child and you’re a parent, you might only positively reinforce the things that they used to do poorly and now they’re doing better. I appreciate you being on time, but they were not on time before. That’s why you notice it.

People do positive reinforcement really, really well to improve discipline, but it generally is only when something is noticed and how do you notice it? Because it’s wrong. You did a good job losing your 10 pounds. Well, they had a judgment on whether somebody was, or if I’m saying that to myself on whether I was 10 pounds heavier before and then people tend to gain their weight back. In fact, I think 95% of people that lose weight gain it back.

Why are they not maintaining it? Why aren’t we maintaining the target behaviors that we decide? Well, the reason is in both of these cases, we don’t do the thing to maintain target behavior, which is massive positive reinforcement for target behaviors. When people are doing the right thing, maybe your kids are doing the right thing, are you reinforcing them for all those right things they’ve always done?

If your kid tends to be the one that makes their bed all the time and they’re really good at keeping the room clean, do you say anything about that? Most of the parents here probably don’t have that problem, but there’s other stuff your kids do right. There’s lots of stuff that our kids do right in our classroom. There’s lots of stuff that you do right. This means that we need reinforcement about the stuff that we do really well.

Like Mr. Flees, he’s always on time, and I probably haven’t said that enough. I don’t have to wait. Well, today you were a little late. It’s funny that I noticed that. You are pretty much all the time. I used the wrong example here, but if you’re always on time for our other meetings, and if I had said, “Hey, man. I appreciate you always being on time.” That’s more reinforcing than these corrective reinforcing type things.

And the reason we don’t do it is it’s not natural. Why isn’t it natural? Because there’s nothing to trigger the positive reinforcement. There’s nothing to contrast it with, so you notice it. It’s very difficult and it’s a good skill to learn if you can reinforce yourself and others for things that they’re always doing right. Like our spouses. We notice the things they maybe don’t do right or we want to have them do differently, but how many other things, 95% or more they’re doing right and we don’t say anything about that? That’s a common problem.

That’s the number one problem in maintaining discipline is that you don’t get reinforcement so that you have a motivation to stay disciplined when you’re already doing something right. You’ll lose the weight and then you don’t give yourself positive reinforcement for being that way. And then you don’t notice pretty soon you gain the weight back and then it’s depressing. It’s a bummer. And now you just don’t want to do it again because you’ve had the same experience again. Well, why? Because we didn’t reinforce ourselves both behaviorally and psychologically for that behavior.

Anything to add there, sir?

Mr. Dwayne Flees:

No, I think that’s probably the hardest one to do when you’re doing something for yourself is to give yourself positive reinforcement for the things that you did do right, as well. If you’re trying to push yourself to work out …

Dr. Greg Moody, Chief Master Instructor:

Oh, sorry. Go ahead, sir.

Mr. Dwayne Flees:

If you’re pushing yourself to work out and then you miss a day, then most of the time we would be hard on ourselves. Geez, there I go again. I already missed a day. I’ve only been doing this a week.

Dr. Greg Moody, Chief Master Instructor:

Instead of I’m going to get to it tomorrow and then reinforcing, being positive with yourself about it. The old TV show, well, it’s not old TV show, but Saturday Night Live had a skit that they used to do where I think it was Al Franken who ended up being the mayor or the senator of Minnesota. But he was a player, a normal player on Saturday Night Live, and he had a skit with Stuart Smalley, was the guy’s name.

He would stare in the mirror, and if people are old enough, they’ll remember this, and he would stare in the mirror and he’d look at himself and he’d say, “I’m great, I’m good, and gosh darn everybody likes me.” And that’s what he’d say in the mirror. Then he’d have guests on and different people, and he’d play with them about them improving their self-esteem.

But see, that doesn’t really improve your self-esteem. What improves your self-esteem is, and what improves how you feel about yourself is when you say those affirmations, but they’re about things that you believe. If I think I am out of shape and I say, “Oh, Greg. I’m in really good shape. Greg, you’re in really good shape,” and stare at the mirror, that doesn’t …

What my brain’s going to do is go, “Nah, you’re full of it. You’re not really in shape, you’re not really this,” and you’re going to have conflict. When you affirm yourself for things that you are doing well, I actually feel like I’m in pretty good shape now. If I say that to myself and say it out loud, your brain gets that reinforcement and you’ll tend to do the behaviors more.

What we learn a lot growing up is that we are hard on ourself, no pain, no gain. You got to, oh, you’re weak and you’re not doing it. You’re a loser if you don’t make it to your goal. And you say things like that, that’s motivating, but it’s not nearly as productive as the other one. As you giving yourself positive reinforcement on your way to your goal.

 We learned that early that negative reinforcement is a motivator, and it is, but it doesn’t, what we know in psychology and in other work is that positive reinforcement’s a bigger motivator and it tends to last longer. That’s target behavior. The last piece of discipline for us, both in our classroom and on the map and in personal life, is consequences.

Consequences, and my writing’s all over the place there so we have to bear with it. Consequences are when things are outside of a certain boundary. Our example in our school is if students are off target behavior, but it’s very severe, so they pushed another kid in the class. We have a consequence that they’re out of the class for the number of minutes equal to their age in a timeout, but they’re just out. They have to sit down, they don’t get to do anything. That would be a severe thing. We hardly ever have that happen.

But if some kid did something consistently, he was talking when he wasn’t supposed to and it disrupted the class and they did it again and they did it again, we warned him and gave him corrections and then we call it counting one, two, three. Great book by Thomas Phelan called 1,2,3 Magic. For all the parents here, we recommend that book. But we count them, we give them one, we give them a chance to fix their behavior. We’d say that’s two, that’s the second chance. And on three, they’re out. Even if it’s not severe behavior, there’s still a consequence.

And in our personal life, we have to establish these. A personal life we have to establish consequences for ourselves sometimes or maybe for people we work with or other. In work, you have these consequences that if they don’t do their job and it’s severe enough, you write them up or maybe the consequence is they get fired and they don’t have a job anymore.

But in our personal life, we can have consequences. Let’s say I know that I’m supposed to wake up on time, if we use that example. And I push the button and snooze and snooze and turn the alarm off and then I’m late for my meeting, that’s a natural consequence. I’m going to have some things that happen if I’m off behavior enough.

If people drink too much, for example, for us adults, and there’s consequences of that. There’s natural consequences of not having target behavior and not behaving the way that we want to behave. Sometimes we have to establish natural consequences. For example, I’ll use the weight example. If somebody got to a certain threshold, well, I could draw that circle. If you imagine it tighter, what’s the consequence if I get to 10 pounds over where I want to be? Maybe there’s a built-in consequence that I’ve made a promise to myself that that’s the point I’m going to change to maybe the diet I use to lose weight or the exercise program I need to use lose weight.

If we don’t identify the consequences for real big off-target behavior for ourselves, then we may not maintain the target behavior that we want to maintain. This all goes along with smart goals being specific, measurable, and in the measurable part, what are we going to measure and if it’s something that we’re consistently doing forever, like getting up on time, what are we going to do to measure that so that we know if we’re really off?

Anything to add there, sir? For adults? I mean, I guess for adults and consequences. It’s really easy for kids if they’re … Although, it’s not always easy to figure out the right consequence. Sometimes kids want to be in timeout, they want to just sit on their own so you have to come up with another consequence. And then teenagers, we have to be more creative too sometimes.

But that’s when it’s our job to manage discipline so that they learn self-discipline. Just like we don’t want you to push your kids, we want you to teach them to push themselves. We don’t want you to be the discipline for your kids. We want you to teach them to have self-discipline. That’s why they come to martial arts at KarateBuilt. Anything to throw in there, sir?

Mr. Dwayne Flees:

Just that it is challenging for adults to get that and give themself consequence. You’re either going to give yourself a way too hard of a consequence that’s overboard because you’re hard on yourself or you’re going to give yourself too light of a reward because we’re hard on yourself. We kind of have to find a happy medium there that can motivate us, but yet still hold us accountable for our goals and what we’re looking for.

Dr. Greg Moody, Chief Master Instructor:

Yeah, and I’m glad you brought up that word accountability. That accountability is like these rings that we’re drawing, knowing what the target behavior is, knowing what the point where we’re really going to make some changes where we know we got to change something that would be a consequence.

And same for kids. Holding them accountable for stuff. What we know, I just did some work. It depends. You can look at all kinds of mental health issues. Jonathan Haidt, H-A-I-D-T … Let me write down the 1,2,3 Magic, first. That’s a book that we recommend. The other author is a guy named Haidt, H-A-I-D-T, and he’s written a lot on the one book that’s really important is the Coddling of the American Mind. How things have changed so that there’s this idea that if I let my kids make their own goals and let them make decisions and let them do stuff that they’re going to develop.

And what we know is that there’s a lot of potential issues with that. In fact, I’ll use the example, narcissistic personality disorder. Narcissism gets thrown out all over the place and people say, “Oh, they’re narcissistic,” because they don’t agree with them. But personality disorders often happen because at the young age they could have trauma, or very often we see kids that, or adults that have this personality disorder, which is very severe, and their issue was when they were young they got everything they needed. Their parents, it looked like they were really supportive and they’d show up at all their sporting events show up at all their things.

But at home, when the kid had issues sad about something, which is natural, the parents weren’t very engaged. And so also, the parents that in that situation weren’t maintaining, didn’t give them chores, didn’t give them rules, didn’t give them discipline to follow. No wonder the kids when they’re older are going to be feeling like everything should be done for them. It is because they didn’t learn to do stuff for themselves early.

The earlier we can get people, kids to do stuff for themselves, then the better. When they come to martial arts, they are doing a lot of stuff for themselves. We expect a lot of behavior, even if they’re three years old. Three or four or five years old, that’s the earliest time where they can start learning to manage themselves and we have a lot of expectations for them.

What are some of the expectations that you find people get surprised about that maybe a parent gets surprised? I can’t believe my kid is doing that when I didn’t have that expectation. I put you on the spot again [inaudible 00:31:34].

Mr. Dwayne Flees:

An example of our kids when they would forget their instrument at home and they would call and ask me to bring it, I brought it to them the first time for free. The next time I put a note on that it was going to cost them $10 for me to bring it back. And the lady in the office was surprised that I did that because other parents just bring their homework and their book bag, whatever they need and just drop it off. But I didn’t want to start that. I didn’t want to start that habit.

Dr. Greg Moody, Chief Master Instructor:

You used some negative reinforcement, the threat of that happening, which is, there’s nothing wrong with that. I think that’s a great plan that there was going to be something happening if they didn’t manage it themselves. The other thing you mentioned I heard was that parents will carry their book bag or parents will carry their stuff or they’ll help them check in somewhere or do all that.

The kids are capable of doing those things. I mean, if they’re not capable, I know a 3-year-old maybe hasn’t learned to read yet, so they may not be able to read something they’re supposed to identify it, but they can carry their stuff. They can manage sitting in the right place, doing the right thing. If we have high expectations of them, then they learn to have expectations of themselves and they feel capable.

When stuff’s done for them how can they ever develop a feeling that they’re capable? I saw one family, it was not at a martial arts event it was somewhere else, where they were still feeding the kid. Handing them food to eat and the kid was six years old. And a lot of you might think, well, that’s an outlier. That’s weird. But we all do that feeding or we can do that feeding more than we think we need to or more than we do need to.

I started my son working at my martial arts school when he was 12 years old, not because I needed the help, but because it was good for him to learn to be on time, manage stuff, and I wasn’t the one doing the management, it was somebody else. That helped even more because if you’re doing it with your own kid, then sometimes that becomes problematic. But it helped even more because now he got to learn to take orders from somebody, do everything correctly and get managed like he’s going to have to when he’s graduated college and he’s doing whatever work he does. He’s going to be somebody that doesn’t feel oppressed because he has to show for work on time and he has to be there.

The other example I use a lot is I used to wonder why people would complain about so-called millennials, or maybe now it’s Gen Z or whatever generation it is, the 20 to 30 year olds and say, “Oh, they’re not disciplined, or they’re not …” They complain and have other kind of negative feedback about them.

Well, for many of these kids, they did school. They got the whole summer off. They got two weeks at the holidays, they got a spring break, they got a fall break, then they get their first job. And I don’t know about you. You were in the Coast Guard. I bet you didn’t get fall break, spring break, summer all off and everything. My first job when I graduated college was I had one week vacation and you had to accrue it. You had zero when you started, and it took a whole year to get one week, and you had three sick days.

But kids now can, and I’m not saying this is wrong, but in school, the kids can be sick pretty much as many days, I think it’s like 15 days or so, and then they start getting mad at you at the school. 15 days. You could be sick, being sick three days it doesn’t seem like a big deal. Parents might think, well, yeah, but my kid was sick. You have to go into work, too. And I’m not saying take your kids to get the other kids infected at school, but be mindful of what the difference is when they get a regular job. They’re probably not going to have immediate four weeks vacation. And even if they did, that’s a lot less than they’re used to.

Having your kids learn tasks, manage themselves, be responsible for things, and defining these target behaviors is the start. And that’s what our values are at KarateBuilt Martial arts. We expect them to manage themselves. We teach them and then expect them to do it properly. We teach them and expect self-discipline. If they don’t do it, then we correct them and we positively reinforce them. Hopefully, we’re reinforcing them when they’re doing all the things we like consistently. Most of our kids are always, let’s say, standing up in class correctly. Our job is to be good at remembering to say, “That’s good.” That’s a positive thing.

Anything else to add before we wrap up on discipline, sir?

Mr. Dwayne Flees:

No, sir. I think we got a good start on this.

Dr. Greg Moody, Chief Master Instructor:

And I just want to remind everybody that’s watching this and or later on when we write some of this in our values book. The first part of our charter is KarateBuilt is a highly disciplined martial arts school. That’s how we start. Everything starts with that, and then we build off of that so that we can all be successful. That’s the starting point for us in the school. That’s the starting point that we want to have for all of you guys out there so that you can accomplish all the goals and get the results that you want in life.

And thanks a lot, Mr. Flees, for being here. I really appreciate it as always, and I look forward to our next one.

Mr. Dwayne Flees:

Yes, sir. Thank you. We’ll see you then.

P.P.S. Get Dr. Moody’s Book on Bullying – Click Here

KarateBuilt.com and KarateBuilt Martial Arts have been selected as the nation’s #1 martial arts schools for EIGHT YEARS IN A ROW!

KarateBuilt L.L.C. was founded in 1995 by Dr. Greg Moody, an 8th-degree Black Belt and Chief Master Instructor, KarateBuilt Martial Arts and Karate for Kids offer lessons for pre-school children ages 3-6 and elementary age kids ages 7 and up are designed to develop critical building blocks kids need – specialized for their age group – for school excellence and later success in life.

KarateBuilt Martial Arts Adult Karate training is a complete adult fitness and conditioning program for adults who want to lose weight, get (and stay in shape), or learn self-defense in a supportive environment.

Instructors can answer questions or be contacted 24 hours of the day, 7 days a week at 866-311-1032 for one of our nationwide locations. You can also visit our website at KarateBuilt.com.

About Dr. Greg Moody:  Dr. Moody is an eighth-degree black belt and chief master instructor.  He has a Ph.D. in Special Education from Arizona State University (along with a Master’s Degree in Counseling and a Bachelor’s Degree in Engineering – he actually is a rocket scientist). He has been teaching martial arts for over 25 years and has owned eight martial arts schools in Arizona and California. Chief Master Moody is a motivational speaker and educator and teaches seminars in bullying, business, and martial arts training, around the world. See more at DrGregMoody.com.

The KarateBuilt Martial Arts Headquarters at KarateBuilt LLC is in Cave Creek, Arizona at 29850 N. Tatum Blvd., Suite 105, Cave Creek AZ 85331. You can locate the Chief Instructor, Master Laura Sanborn there directly at ‭(480) 575-8171‬. KarateBuilt Martial Arts serves Cave Creek, Carefree, Scottsdale, and Paradise Valley Arizona as well as Grand Rapids, MI.

Also, check us out on Today in Business and Educators Observer!

Here is Dr. Moody’s Amazon Author Page with over 16 of his Amazon Bestselling books: Click HERE

P.P.P.S. From a parent:

“My son Herman was shy and now he’s speaking in public! He just had a school Premier!” – Jackson Kilburn