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Evaluation Of Our Success

The evaluation of our success comes from actual case studies of families participating in our “empowerment classes” through martial arts training and fine arts. Based on the responses we have found that:

  •  The program activities assure learning that is applicable inside and outside our classrooms for children, youths, and adults.
  •  Learning with the aid of our programs creates life-long learners. Learning retention is a critical part of our teaching so that individuals will become their own catalysts for change.
  •  By working hand in hand with our partners families, community leaders, and other organizations take on many of the tasks that make our programs effective.

    Changes and improvements among these children and adults who have joined our program became visible after just weeks of intensive, yet fun, classes. They become more passionate about reaching their dreams, more enthusiastic in learning, and more confident in performing individual or group tasks.
    The improvements of individuals bring pride to Daystar in Action. Their changes bring that rewarding feeling to all of the people working with DIA and they prove that nothing is indeed impossible.

We have many children who have benefited from our programs. They start as young as four years old, while others are in older age categories from 7 to 13. This is the ideal age group to begin to influence their lives, helping develop their life skills. Reaching out to them and teaching them the values of creating good mental habits and behavior through their performance are two of our tasks as well as teaching them how to control their emotions through the movements of their “Kata” and guide those who express frustration in learning.

Whether in performing their “KATA” completely or finishing their painting they are guided by their inner self, understanding that being frustrated is NOT the answer, but LEARNING is. Developing focus when doing something such as finishing a project leads to self-transformation. Seeing the fruits of their labor and teaching them to take pride in what they do with genuine interest are also good ways of developing the good habits of mental conditioning.

Self-confidence opens a lot of doors for opportunity for these children. From challenging their fear of performing in front of peers to performing a single movement in a group class without embarrassment, is a long way for them, yet rewarding. We guide our students in confidence-building helping them grow into the next level of self-affirmation.

Believing in themselves they can accomplish their tasks with joy and celebration. Seeing these children test for their “Gold Belt” and progressing through steps upwards of self-confidence is truly a life-affirming site to see.

The next progression case studies are “Beginning Leadership Program” and into a full blown leadership curriculum. Teaching with teachers’ assistance is where our true leadership begins, and it is another step of confidence-building process.