In this episode Neil explores pacing, leading language and complex equivalence structures.

He provides in-depth examples to demonstrate how you can make these techniques work successfully, ensuring that your students achieve the best possible outcomes.

If you want to add these language techniques to your teaching language toolbox listen in now

KEY TAKEAWAYS

• Pacing, leading language and complex equivalence structures

These are really easy patterns to learn and to add to your teaching toolkit and can be used to influence your students in the direction that is most beneficial to them.

• Pacing and leading language

Pacing and leading is a language pattern that utilises something that is true and provable – this is the pace part of the pattern – to suggest that the desired response will occur with a student or client.

If you provide a comment such as ‘being here on time shows you’re ready’ then the student finds it easy to relax and the idea that being on time makes you ready is plausible.

If you follow up with a few questions, you can then use another pace and lead pattern.

Chaining paces and leads together, adding humour, and setting up the next thing you want the student to do bypasses their nerves and uncertainty.

To use the pace and lead pattern, link provable facts to desirable & beneficial responses or actions with words.

Pace what is already happening, then make what you want to happen the inescapable result of what is already happening. Just add phrases such as “leads you to...causes you to...means that...makes you feel...makes you notice

• Complex Equivalence

Complex Equivalence is another form of pacing and leading, but with a more direct form.

You state the pace, the thing you want them to understand or do and make a comment that positions something with a quality you want them to have.

E.g. ‘that’s a fantastic black paint job on your guitar, and black is the colour most favoured by confident, charismatic and creative people’

As tutors, teachers and coaches our job is to lead our students and clients to the very best outcome for them; and it’s a lot easier when we use unconnected but true, statements to slip past their defences.

BEST MOMENTS

‘These are really easy patterns to learn and to add to your teaching toolkit, and can be used to influence your students in the direction that is most beneficial to them’

‘If we cannot effectively communicate our ideas to our students and clients we are unlikely to be effective tutors or coaches’

‘It’s easy for students to comply with the instruction because it seems a natural progression’

‘Because I am an expert guitarist and they will accept my authority, and this will lead them to do what I have suggested’

‘Everything is a mind game, and the more skilled we are at the “mind-stuff”, the better teachers we can become”

VALUABLE RESOURCES

https://www.amazon.co.uk/Weird-Things-Guitarists-Do-Misconceptions-ebook/dp/B01M2YRARG/ref=asap_bc?ie=UTF8

https://itunes.apple.com/gb/podcast/the-tutor-podcast/id1369191372?mt=2

www.Neilcowmeadow.com

ABOUT THE HOST

Neil Cowmeadow is a maverick peripatetic guitar teacher from Telford with over 19 years’ experience in the business of helping people. Learn how to start, grow and love your business with Neil’s invaluable advice and tips without the buzzwords and BS!

CONTACT METHOD

[email protected]