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School Owner Talk

School Owner Talk

De : Allie Alberigo & Duane Brumitt
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    • 440 | What’s Your School Known For? (And Why That Matters More Than Your Ads)

      440 | What’s Your School Known For? (And Why That Matters More Than Your Ads)
      Feb 18 2026
      440 | What’s Your School Known For? (And Why That Matters More Than Your Ads) Podcast Description In Episode 440 of School Owner Talk, Duane Brumitt and Shihan Allie Alberigo tackle a question that sounds simple—but quietly determines how easy (or hard) it is to grow your school: What is your school known for in your town? Because here’s the truth: better ads don’t fix a fuzzy identity. Ads amplify what already exists. So if your message is unclear, your marketing just spreads that lack of clarity faster—and you end up attracting the wrong families, competing on price, or feeling like you’re pushing a boulder uphill. Duane and Allie break down the three main “buckets” schools fall into (transformation, community, performance), how to figure out which one you should lead with, and a practical “20-minute clarity exercise” to help you define your message, back it up with proof, and run it consistently. Key Takeaways Ads amplify what’s already there. If your message is fuzzy, your ads spread fuzz faster. Being “known for” isn’t your style or your art. It’s the shortcut story parents tell about you. Don’t be a “wandering generality.” Duane references Zig Ziglar: you want to be a meaningful specific. Most schools fit into three buckets: Transformation (confidence, focus, leadership, behavior) Community (belonging, family vibe, culture) Performance (competition, high-level skill, athletic results) You can deliver all three, but you can’t market all three equally. Pick one to lead with, then drill into it. Clarity helps you “sift, sort, and screen” the right families—and repel the wrong fit. Your testimonials and reviews tell you the truth. Listen for repeated words and themes that show what people actually value. Your message must match your culture. If your staff behavior and teaching style don’t align with what you claim to be known for, your brand becomes confusing. Consistency wins. Changing your message every month trains your community to ignore you. Action Steps for School Owners Ask 10 parents what your school is known for. Don’t lead them. Just ask: “What are we known for?” Then listen for patterns. Ask 3–5 people in the community who don’t train with you. Wear your apparel, ask politely, and treat it like research: “Have you heard of our school? What have you heard?” (Duane even suggests a small thank-you gift card.) Choose your primary bucket: transformation, community, or performance. You can still deliver all three, but decide what you want to lead with. Run the 20-minute clarity exercise. Step 1: Gather the wins. Pull your best texts, emails, reviews, and success stories. Step 2: Circle repeated words/themes. (Or use AI to help spot patterns.) Step 3: Pick one primary promise. Example: “We build confident kids” or “We forge future leaders.” Step 4: Pick one proof. Choose one real thing that makes the promise believable: a system, a ritual, a program, a story, or a measurable result. Turn it into one messaging sentence—and put it everywhere. Use it on your website, in your intro script, in your first 30 days of parent communication, and in staff language. Make it part of your weekly rhythm. Duane’s example: “How are we forging future leaders this week?” Then tie that identity to what each program is focusing on. Audit for brand mismatch. If you’re a transformational school but your teaching style feels like a Navy SEAL bootcamp—or you’re a performance school but your culture is goofy and unstructured—the disconnect will cost you retention. Run it consistently for a few months before you tweak it. Don’t change your identity every time you get bored. Let it resonate with staff and families. Additional Resources Mentioned Zig Ziglar: “Don’t be a wandering generality. Be a meaningful specific.” Joe Polish / Genius Network: “Sift, sort, and screen” (attract the right people, repel the wrong fit). Examples of performance-first schools: Herb Perez (performance-led identity, while still delivering transformation/community). Messaging example from Duane: “We are forging future leaders.” Parent perception training: Helping parents learn how to “see” confidence, focus, and leadership on the floor (credit mentioned: Kenrik Cleaveland).
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      50 min
    • Episode 439 | Dealing With Difficult Students (and Getting Parents on Board)

      Episode 439 | Dealing With Difficult Students (and Getting Parents on Board)
      Feb 11 2026
      Episode 439 | Dealing With Difficult Students (and Getting Parents on Board) Podcast Description In Episode 439 of School Owner Talk, Duane Brumitt and Shihan Allie Alberigo get real about a problem every martial arts school owner faces sooner or later: the “difficult student” who can derail a class. They break down what “difficult” actually looks like (disruptive, defiant, unsafe, emotionally dysregulated, attention-seeking), why it’s rarely about a “bad kid,” and how consistency, structure, and clear non-negotiables protect your school culture. Just as important, they talk about the parent side of the equation—how to bring parents into the process without shaming them, how to keep conversations factual and team-based, and when it’s time to admit you’re not equipped to help every student. Key Takeaways “Difficult” is a behavior category, not a personality label. Focus on what the student is doing (disruptive, defiant, unsafe, shutting down, attention-seeking) instead of branding them as “a problem kid.” Behavior is communication. A meltdown, tears, or acting out often points to unmet needs, unclear boundaries, skill gaps, or what happened before they walked in the door. Consistency is everything. When instructors enforce standards differently (or threaten consequences and don’t follow through), kids stop believing boundaries are real. Protect the culture with non-negotiables. Safety and respect aren’t optional. The class can’t be held hostage by one student. Use simple, calm corrections—and reset fast. Direct, low-emotion corrections work better than yelling. After a correction, look for a quick “win” to get the student back on track. Don’t reward disruption with attention. Some behaviors repeat because they reliably earn attention (even negative attention). Reward the behavior you want repeated. Parents matter more than they think (especially early on). In the first few classes, kids often watch their parent for approval more than they watch the instructor. Coach parents on what to do during class. Instead of “the eye-pointing focus gesture,” Duane recommends parents simply smile and give a thumbs up—then praise effort, not technique. Have standards—and be willing to follow through. A clear policy (including when a student may need a break or be discontinued) protects your staff, students, and brand. Action Steps for School Owners Define “difficult” for your team (in writing). Use a shared list: disruptive, defiant, unsafe, emotional shutdown, attention-seeking. This keeps staff aligned and reduces emotional decision-making. Audit your consistency across instructors. If one instructor is “the fun one” who allows boundary-pushing, you’ll end up with a subculture that erodes the whole school. Create (or tighten) your non-negotiables. Spell out what’s always required (examples from the episode: safety, respect, “yes sir/no sir,” etc.). Make sure every instructor enforces them the same way. Use a simple correction loop. Name + eye contact + calm voice + clear correction. Keep it short. Then reset quickly by giving the student a chance to succeed. Stop over-talking. Give one instruction or one choice. Long explanations often become background noise—especially for younger kids or kids with attention challenges. Reward effort and self-control, not perfection. Tell parents to praise the one moment their child did focus, hold stance, or control their body—even if the rest of class was rough. Pre-frame students positively (and teach parents to do the same). Avoid the “don’t do X, don’t do Y, don’t do Z” drop-off speech. Replace it with: “Have a great class. I know you’re going to listen and do awesome today.” Talk to parents early—before it becomes a pattern. Keep it factual, positive, and team-based. Most parents already know their child is struggling; they need to know you’re on their side. Use measurable goals with parents. Pick one or two behaviors to improve (ex: keeping hands to self, staying in line, using respectful language) and track progress together. Know your limits—and protect the room. If a student’s behavior consistently harms the learning environment (or safety), be willing to recommend a break or discontinue enrollment. Additional Resources Mentioned Three-strike structure (in-class and/or program-level) to protect culture and create clear boundaries. Praise–Correct–Praise (PCP) as a reminder to balance corrections with encouragement. “Behavior that’s rewarded will be repeated” as a guiding principle for shaping student habits. Parent coaching during trials/early enrollment (first 30/60/90 days) to build buy-in and shared expectations.
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      56 min
    • 438 | The 3 Touchpoints That Create Connection (Staff, Students, Parents)

      438 | The 3 Touchpoints That Create Connection (Staff, Students, Parents)
      Feb 5 2026
      438 | The 3 Touchpoints That Create Connection (Staff, Students, Parents) Podcast Description Running a martial arts school isn’t just about having a solid curriculum. If people are still drifting away, it’s usually not because they suddenly hate kicks—it’s because they don’t feel attached. In Episode 438 of School Owner Talk, Duane Brumitt and Allie Alberigo break down a simple, practical framework to create real connection (and better retention) through three touchpoints: staff, students, and parents. You’ll hear why weekly staff meetings should be the “anchor,” how to keep students from quitting the feelings they used to have, and why parent communication can’t be all automation and white noise. Along the way, they share real stories—from Allie getting back on the floor six days a week to Duane’s reminder that even a five-year-old using your name can change how you feel. Key Takeaways Connection is measurable. It shows up in retention, culture, fewer fires, and more buy-in. Your staff sets the emotional temperature of the school. If they feel unseen or unclear, it leaks into everything. Students don’t quit programs—they quit feelings. The “fun” changes as they progress, so you have to reframe expectations. Routine builds skill, but routine can also create boredom. Your job is to keep repetition without letting it feel stale. Parents tune out when communication becomes constant noise. Automations can support the process, but they can’t replace real conversations. Progress has two layers. Parents need to understand both the curriculum/belt cycle and what progress looks like for their child. Action Steps for School Owners 1) Staff Touchpoint: Keep the weekly meeting as the anchor If you already have a weekly staff meeting (60–90 minutes), keep it. Use it to align everyone on: The mission (big picture) The quarterly/monthly focus The weekly focus Then support it with “in-the-moment” touchpoints during the week so the meeting isn’t the only time leadership shows up. Use The One Minute Manager framework One Minute Goals: Pick 1–3 clear, observable standards for the week (ex: greet every student by name within the first 10 steps). One Minute Praisings: Catch good behavior fast and name it specifically (“Thanks for picking up the garbage outside—great ownership mindset.”). One Minute Reprimands: Correct quickly, clearly, respectfully, and reset the relationship. Ask what they were thinking, then give the bigger perspective. 2) Student Touchpoint: Make sure they leave feeling seen, successful, and excited A) Use the Three-Time Rule Say their name three times Approach them three times Make eye contact three times Duane’s story about “Connor” (a five-year-old who kept using his name) is the reminder: a personal experience matters at every age. B) Teach with a simple structure (and protect confidence) Use the Four Rules of Teaching: Explanation (brief + exciting + includes the goal) Demonstration (ideally by a student close in age/level) Correction (use PCP: Praise–Correct–Praise) Repetition (enough practice while keeping energy high) Also: leave space for students to make mistakes. If you micromanage every rep, they only learn to perform when you’re right next to them. C) Disguise repetition so it doesn’t feel boring Change the format without changing the goal: Individual, partners, line drills, group work Slow reps, fast reps, ladders, add-on routines A simple win: reduce anxiety by “requiring less” on paper while still teaching more inside the drill. When it’s not framed as a huge requirement, students often learn it faster. 3) Parent Touchpoint: Reduce white noise and increase real trust Parents pay, decide, and influence the story at home. If you want fewer complaints and better retention, you need consistent connection—especially early. Bring back real check-ins (especially in the first 12 weeks) Automations can remind you what to do, but they can’t replace: Phone calls Face-to-face progress checks Real conversations that include curriculum progress and personal progress A practical approach: schedule progress check-ins every couple of weeks through the first belt cycle, then set expectations that communication changes (but doesn’t disappear) after that. Make communication easy to consume Keep messages short and scannable Break up text visually (2–3 sentences per paragraph) Consider one “home base” where parents can always find info (like your app) And when you’re frustrated? Do what Allie does: write the email, then run it through AI to make it calm, positive, and motivational before you hit send. Additional Resources Mentioned The One Minute Manager (book) Anthony Rangel (Martial Art Institute) quote: “You’re not good enough to be bored.” Kenny Bigby / Jesse Enkamp (The Karate Nerd) and the concept of “until” Dave Kovar’s “Sweat, Smile, Learn” framework Zig Ziglar quote: “Repetition is the mother of ...
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      59 min
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