Do you remember trying to learn a new language?
The word “trying” is important, because most of us never do get
fluency in a language.
And yet, there was one teacher who promised like what seemed impossible.
He promised to teach the guts of a language in an incredibly short time.
“10 hours, you can learn all the tenses; future, past, present”. And then he
went on to demonstrate how he’d teach the language.
In a few short weeks, he'd teach Hollywood stars, the main aspects of
a language—enough to get them to conduct a conversation. His method
was focused and not surprisingly, he accomplished more than any other
His name was Michel Thomas
And Thomas didn’t believe in bad students. There’s no such thing as a bad student.
There’s only a bad teacher. A good teacher has a system and method.
They have pacing and knowledge. And they don’t believe in bad students.
Which means the entire responsibility of the learning
and the teaching depends on the teacher. To learn a language, any
language whether it is to write articles, draw cartoons, or write headlines.
They’re all incredibly similar to learning a language.
And to learn a language, you should ask yourself if you’re getting all these elements:
1) The presence of the teacher—at all times.
2) Daily practice.
3) Not more information—but skill.
1) The presence of the teacher:
A teacher has to be available through the course—and at all times.
When you’re joining a course, are you dealing with the teacher?
Or are you dealing with some lackeys who have no knowledge? Always ask yourself:
Is the teacher going to be present—all the time—ten times a day, if needed? And that
takes us to the concept of daily practice.
2) Daily practice:
I used to go to Spanish class once a week. The evening of the course, I’d try to catch up. Of course, it goes without saying that I’m not fluent in Spanish. A course needs daily practice. When you do a Psychotactics course, there are no half measures.
You learn by practicing every single day. Our courses are said to be the toughest in the world, because they’re not la-dee-dah courses. They’re built on the teacher—and the student showing up every single working day of the week. You do your assignment at any time of the day (or night) and every assignment is checked and the mistakes are fixed. If you happen to show up and work on your assignment ten times a day, it’s fixed ten times a day. That’s how you really learn.
3) Skill—not more information
We’ve had it up to our eyeballs in information. We don’t believe in the power of information. We believe in skill. At the start of the course, you set out your goals. At the end of the course, you need to be able to achieve those goals. Simple as that.
If you set out to learn about headlines, you should be able to not only write
a great headline, but to be able to spot crappy headlines, tell the person why
they’re hopeless. And you need to be able to fix the headline—no matter what industry you work with. If you’re in a cartooning course, and can’t draw—well, you will draw exceedingly well at the end of the course. The same applies to all our courses. You aren’t buying more information. You’re signing up for a skill.
So ask yourself:
– Is the teacher going to be around at “all times”?
– Is there daily practice and daily evaluation?
– Will I get more information or will I get a skill.
Psychotactics courses are small, and for a reason.
We don’t have 5000 people on a course. Not even 500, or 100 that matter. Courses have between 35-20 (it depends on the course). That’s it. A tiny group, that gets split up into smaller groups, so that you finally end up in a group of 6 or 7 at best.
And Psychotactics courses are expensive!
But what would you prefer? More information or a skill?
That’s what Michel Thomas called fluency. That’s what a Psychotactics course is about.
You’re fluent—no other option is acceptable.
Presenting: Article-Writing Goodies (Yup, the FREE Goodies!)
Yes, you will also get to see the details of the Article Writing Online Course which starts. However, the goodies are free.
Click here for the free goodies.
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