Interest and
Two-way Communication

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There are two simple things a Supervisor can use to speed up a student's progress. He or she can show interest and use two-way communication.

Showing interest in the 
   students progress makes   
things go smoother 
in a course room.  

 

Interest
A Supervisor who is interested in his students and their progress will usually see a much better student performance. This is real simple but also very effective.

Part of a Supervisor's daily routine is to look at each student's checksheet. He looks over the checksheet with the student to set a target for how far he expects the student to get that day. He may discuss briefly how things are going; what was difficult or time-consuming and what the student found easy to study. He shows the student's explanations interest, acknowledges accomplishments and shows in general that he knows the student's strong and weak sides and that he is interested in getting him through his difficulties. This is all quite informal, but "interest" is the key to students feeling appreciated and understood and become more willing to roll up their sleeves.

 

The Supervisor is polite 
and friendly but gets right 
   down to finding misunderstoods   
when her students are confused. 
Here she uses a Meter to 
locate the MUs with.

 

Two-way Communication
The Supervisor never goes into discussions about technical data with a student. The technical data are in the published materials. In order to keep them free of alter-is, opinions, and misapplication the data travel from the course materials to the student without any via. This does not mean that the Supervisor refuses to deal with students' questions. It means he has to deal with them in a very disciplined way. Students are likely to ask all kinds of silly or impossible questions. The student should feel free to do so. He is on course to get things and data sorted out. At the end of the course he should feel satisfied that he got his data sorted out and his questions answered. If the student has relevant questions that doesn't directly goes on the materials he is currently studying the Supervisor will find the correct reference to show the student and in this way answer his question. For this to work smoothly the Supervisor has to have a good grasp of the materials he teaches on the course. A Supervisor who is also auditor trained, at least on Level Zero, can usually do a much better job as a Supervisor.

The other typical situation is, the student comes up to the Supervisor to ask a question about something he is currently studying. Here is how the Supervisor handles this:

The student comes up to the Supervisor's desk with a textbook in his hand.
The Supervisor asks him to take a seat.
They exchange a few remarks. The Supervisor is showing interest in his student and his progress. 
Then he asks: "What is your question?"
The student points to the book and poses his question.
The Supervisor looks it over and asks. "Is there any word in that text that you didn't understand?"
This is the whole outline of the conversation. The Supervisor goes directly into doing the appropriate Word Clearing action on the student. He gets it cleared up and sends the student back to his desk.

It is important that the student feels listened to and understood. But it is equally important that the Supervisor holds the fort and does not go into verbal explanations or long conversations as to how the student feels, student's ideas and considerations. In that respect Supervisor's two-way communication is very different from two-way communication used in a session. Supervisor's two-way communication is totally different from that. It's all down to the business of study, Study Technology and Word Clearing. He is not there to handle the student's case but to handle his study difficulties.

The Supervisor may show the student additional materials if his question calls for it. The supervisor should have all needed materials at hand and ready for use. If the student's difficulties persist the Supervisor may twin up the student with another student and have them coach through relevant sections and materials. But his first approach is simply use of the Word Clearing tech in one form or the other.

 

 

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