The Supervisor's Code was developed over the years based on practical experience.
The Supervisor has to gain the respect and willingness of the students to be taught
through his actions. His job is not to be an "authority" on the
subject, but he must know his subject very well and follow the Supervisor's Code to the
letter. It isn't a hard code to follow and it is a very practical one.
2. The Supervisor should root out false data, point out students' mistakes ruthlessly but use good ARC in doing this.
3. The Supervisor should remain in good ARC with his students at all times while they are in his care and being trained.
4. The Supervisor has to have a high tolerance of stupidity in his students. He must be willing to repeat any datum not understood as many times as necessary for the student to understand it and be able to apply it.
5. The Supervisor does not discuss his personal problems with his students nor does he have a "case" in his relationship with them.
6. The Supervisor is, at all times, in good control of his class and should give positive directions to his students.
7. The Supervisor should have a good knowledge of the subject or subjects he supervises.
8. The Supervisor should be able to answer any questions on the materials by directing the student to the actual recording of the data. If a Supervisor cannot answer a particular question he should say so and not quote it from memory or state opinions. The Supervisor should always find the answer to the question from the recorded materials and tell the student where the answer can be found.
9. The Supervisor should never lie to, deceive, or misdirect a student concerning the subject he supervises.
10. The Supervisor, to be fully effective, should be an accomplished practitioner.
11. The Supervisor should set a good example to his students at all times. Being on time, dressing neatly, arranging good demonstrations, etc. are all part of this.
12. The Supervisor should at all times be perfectly willing and able to do anything he tells his students to do.
13. The Supervisor must not become emotionally involved with students of either sex while they are being trained by him.
14. If a Supervisor should make a mistake he should correct it immediately and inform the student that he has made one.
15. The Supervisor should never neglect to praise his students when they deserve it.
16. The Supervisor must seek to rise above arguments or any compulsion to "always get the last word" in the Supervisor-student relationship.
17. When a Supervisor lets a student momentarily control, give orders to, or handle the Supervisor in any way, for the purpose of drilling or other training purposes, the Supervisor should always make sure this is properly ended and the student put back under his control.
18. The Supervisor will at all times observe the Auditor's Code during sessions.
19. The Supervisor is never to give a student opinions about the materials without labeling them thoroughly as such. His job consists of directing his students to the tested and proven data concerning the technology.
20. The Supervisor is never to use a student for his own personal gain.
21. The Supervisor has to be a stable terminal to his students. The students should feel safe in approaching him and ask questions. He is not dogmatic, dictatorial, or opinionated. He points the students to the right data and stable data of the subject.
22. The Supervisor should keep himself informed of the most recent data in his field, have a record of this (such as printed materials), and relay this information to his students when relevant.
The student can be so fixated upon doing it all according to the book so he looses sight of why he is doing it.
Total form does not accomplish anything for the pc. Good form and done for the pc accomplishes many times what bad form does.
A new student is first held responsible for the state of the
preclear during and after sessions.
He is working towards getting faster and better results.
The student will have all kinds of questions about doing this or that in session. Don't let him get too complicated about it. Teach him how to do the fundamental actions by having him study the basic materials. The important point is, you want him to actually go in session and do auditing. You want him to do it and get results with it. You stress results and let him get away with poor form in the beginning if he does get results.
Then you gradually have him improve on his form and application and he will get results faster and with more certainty.
Finally it will all come together. The student will understand that the purpose of auditing hasn't changed. It is still for the pc in order to improve his case. He will understand that the better form and the better understanding of the materials make the auditing more effective. This can be observed directly by the student in session as the processes work faster and they work on every case.