This is the third show in a 3 part mini-series exploring language.

In the last 2 shows, we’ve examined the VAKOG Model of language – visual, auditory, Kinaesthetic, olfactory and gustatory – along with pacing and leading language structures.

These language tools can be a part of your language toolbox helping you to ensure that all your students achieve through effective tutoring and coaching.

Todays’ episode explores questioning and how to generate productive responses, listen in now to find out more!

 

KEY TAKEAWAYS

• Greeting clients

The language you use when you greet your clients sets a powerful frame around you.

Your job is to infuse your students with energy, interest and curiosity.

You can be;

Outrageous

Flamboyant

Fabulous

Dazzling

Scintillating

You must never be just fine or just alright and this must be conveyed through the language you use.

Greet your students in a way that promotes positive anticipation of what will come in the lesson.

 

• Asking effective and powerful questions

Only ask questions that you know the answers to.  If you are observing something in a student from their psychology, facial expression or body language then you can ask questions that allow them to acknowledge what you have already seen.

Go for questions that have yes answers. compliance is part of the learning process. If you ask questions that promote ‘no’ answers then it is more likely that a situation with friction will occur.

You can soften questions so that it does not feel like an interrogation. This is done by asking questions such as

‘I’m curious about...’

‘That’s fascinating – how do you do that?’

‘How might we change that to make it a little better?’

‘Can we run a little thought experiment?’

 

• Tag questions can be used to hang on the end of a statement. These are questions such as;

Isn’t it?

Wouldn’t you?

Can you not?

Can’t you?

 

• 3 magic questions

‘What’s good about this?’

This points your student in the right direction to find a positive outcome. They might need to hunt around to find the positive but in looking for the positive any negative is lessened.

‘And before that?’

This is about working with the student to work backwards from their ultimate goal.

It sets a path in the students mind about how to work towards their big goal. It can help them to see there is a structured approach. It makes clear it is a step by step process that has to be moved through successfully to reach the goal.

‘And what else?’

Asking what else after a student has a moment of insight or solves a problem encourages them to seek out more ideas. If you are capable of having one great idea you can have others.

 

• The word is….but

Students are always waiting for you to use the but word

If you use the word ‘but’ following a positive statement everything before the word is lost. It is a careless syntax. The word but is an absolute liability, remove it from your vocabulary

 

 

BEST MOMENTS

‘You can feel good for no good  reason what so ever’

‘This got me a reputation for being very an interesting if a slightly odd person’

‘They saw me as someone off the wall and outside the system ‘

‘A long pause can compel the student to complete the question’

'If you are capable of having one great idea, the chances are there’s another one snuggled in behind it’

‘When you are asking for a response ask about feelings. It is less invasive than other forms of questioning ‘

‘You’re framing yourself and the lesson in an energetic and positive way’

 

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]