How to Be an Effective Facilitator: Lead Valuable Group Discussions | Jason Teteak | Skillshare

How to Be an Effective Facilitator: Lead Valuable Group Discussions

Jason Teteak

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11 Lessons (2h 4m)
    • 1. Introduction to the Course

    • 2. Welcome to the Course: Let's Get Started!

    • 3. Show Credibility: Part 1

    • 4. Show Credibility: Part 2

    • 5. Hook Your Audience: Part 1

    • 6. Hook Your Audience: Part 2

    • 7. Build Rapport

    • 8. Use Effective Non-Verbals

    • 9. Keep Them Engaged

    • 10. Determine if they got it

    • 11. Facilitate Close to Applause


About This Class

I’d like to ask you a question…

 What do you worry about when it comes to your facilitating discussions with your audience?

Well, we decided to find out…

After interviewing literally hundreds of facilitators, we discovered the top 22 things facilitators worry about when it comes to their audience whether that be audience, executives, technical professionals or sales staff.

 Ask yourself, have you ever had any of the following concerns?

  1. “I’m worried I won’t know how to answer questions.”

  2. “Facilitating material I am not an expert in.”

  3. Not being able to engage or excite people to action.”

  4. “I’m afraid no one will like me.”

  5. “I’ll make people feel more confused.”

  6. “Creating compelling and actionable deliverables.”

  7. Losing credibility with the group.”

  8. “Extremely uninterested, despondent or disgruntled classes.”

  9. Looking un-knowledgeable.”

  10. “Audience won’t understand my lesson.”

  11. Wondering if everyone got it.”

  12. Stuttering or losing my place.”

  13. The whole group is asleep.”

  14. “Feeling nervous and uncomfortable throughout the session.”

  15. “Getting lots of negative feedback (more than other facilitators).”

  16. “Not being able to fill the time.”

  17. “I want to avoid looking foolish, awkward or uncomfortable.”

  18. Failing to communicate.”

  19. “What if I look stupid?”

  20. “Teaching something incorrectly.”

  21. “Closing so that people take action.”

  22. “Saying something completely wrong and not being corrected.”

To help you handle each of these twenty-two concerns and more, we created Facilitate…

Facilitate: Lead Valuable Group Discussions: The Rule the Room Method Classic

Facilitate is a 7-module system to help you facilitate and lead valuable group discussions capable of actually changing people’s behavior.

In modules 1 and 2, you will learn how to get them to trust you, believe you and listen to you by showing credibility and hooking your audience.

Specifically, in modules 1 – 2

  • How to get them to trust you by showing credibility, introducing yourself, giving your credentials and removing your nervous habits…

  • The exact steps to introduce yourself and give your credentials, whether you know the audience or not…

  • How to get them to believe and listen to you by hooking your audience and telling your audience how you can help them…

  • The 16 most common signs that you are nervous and exactly how to avoid each and every one…

  • The circle of knowledge that allows you to stimulate discussion immediately and find out what they really want to know…

In modules 3 and 4, you will learn how to build a strong relationship with your audience by building rapport using your body language and tone with dynamic effect.

Specifically, in modules 3 – 4

  • The exact steps to build a strong relationship with your audience by building rapport and making them feel good about the topic…

  • How to use your body language and with engaging non-verbals including removing your nervous habits and showing confidence on the outside…

  • The specific tone of voice unique to great facilitators and how to use your volume, pace and inflections with dynamic effect…

  • How to harness your genuine facilitation style to keep them entertained and even make them laugh…

In modules 5 – 7,  you will learn how to keep them engaged, determine whether they got it, and close to action and applause.

Specifically, in modules 5 – 7

  • How to get your audience engaged so their minds never wander by telling them why they want to listen…

  • The three ways to ensure they “get” even the most challenging material and can apply what they learned and discussed…

  • The top 4 questioning techniques you can ask as a facilitator to help them remember, think, apply and use the information…

  • How to show it was worthwhile and move your audience to respond with enthusiasm…

  • The exact steps to close the facilitation session after revealing what they actually want to know from you…

  • And much, much more!

If this 7-module program sounds difficult, don’t worry. 

We make everything simple, easy to understand, and quick to learn...

With a proven hands-on system for facilitating and leading valuable group discussions….

This is the same system we’ve used to help hundreds of our facilitators with their group discussions. 

…so we know it works.

…and you’ll get to see me model exactly how to do it with a real live audience of leaders and facilitators…

Here’s what a few of them had to say after the program…

"Today's program was really about practical tips, information that you could take away and apply in any facet of your daily routine, like facilitation, teaching, training, talks, working with groups, facilitating large groups or small groups."

     Steve - Business Manager

"I found this to be really worth my time, it gave me actual take-aways, things I can do today and tomorrow in my teaching and in my group facilitation that will actually make a difference and make my presentations more compelling and make me more confident as a presenter."

     Karen - Language Arts Professor

“I have been to several seminars on public speaking and giving presentations, including Dale Carnegie training. I truly went into this thinking that I couldn’t possibly learn anything new, but I found myself scribbling notes like a mad woman during the presentation. I quickly realized that these were tips and techniques that I had never heard before, and that I could use immediately upon my return to the office.” 

      Joey -- Human Resources Manager

Facilitating valuable group discussions is difficult for many people. 

Some even think things have to be difficult if they are to be very successful.

This program is the solution to easy facilitation and learning.

In Facilitate, you can simply follow our PROVEN hands-on, step-by-step facilitation training to start seeing results right away!

Click the button and start leading valuable group discussions TODAY…

And like all our Rule the Room trainings, this one is protected by our 30-day, no-questions-asked guarantee…so if you aren’t happy for any reason, just let us know and we’ll give you your money back…no questions asked.

"Once you learn this process, it will become much easier. Eventually, it might even become fun. You may want to start “upping the ante” and working with more and more challenging groups." -Jason Teteak

About Your Instructor

International Public Speaking Coach, TEDx Speaker and Best Selling author Jason Teteak has taught more than one million people how to flawlessly command attention and connect with audiences in their unique style.

He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring communications skills via practical, simple, universal and immediately actionable techniques.

Or as he puts it “No theoretical fluff”

Jason gained recognition at EPIC Systems in the medical software industry, where he was known as “trainer of trainers of trainers.”

He has developed more than fifty presentation and communication training programs ranging in length from one hour to three days that serve as the basis for The Rule the Room Method.

In 2014, 2015, 2016, and 2017 he was named #1 Best Selling coach on Public Speaking for his on-demand video teaching tools that quickly took off for over 100,000 online students around the world.

Teteak has flipped the model and changed the approach to great Public Speaking for even the most seasoned veterans.


1. Introduction to the Course: I want to share with you the exact 48 strategies, techniques and tools that you need to be an effective facilitator so that you can ensure you and the rest of the people in your organization will be immediately effective engaging and get results from the sessions that you facilitate. This is the rule the room method classic that we've used to help thousands of leaders facilitate and lead more valuable group discussions. Before I do that, I'd like to ask you a question. What do you worry about when it comes to your facilitating key discussions with your employees? But we decided to find out after interviewing literally hundreds of facilitators, we discovered the top 22 things that facilitators worry about when it comes to their audience, whether that be executives, technical professionals, sales staff or the like. Ask yourself, Have you ever had any of the following concerns? One. I'm worried. I want how to answer questions. I'm not an expert not being able to engage. No one will like me making people feel more confused. Actionable deliver Bols. Losing credibility on interested, despondent or disgruntled people looking unknowledgeable won't understand me, wondering if everyone got it stuttering, falling asleep. Nervous negative feedback, filling the time looking foolish, failing to communicate, looking stupid, teaching something incorrectly. Nobody take at takes action and saying something completely wrong and not being corrected to help you handle each of these 22 concerns and more we created. Facilitate. Facilitate is a seven module system to help you facilitate and lead valuable group discussions. Actually capable of changing people's behavior in modules one and two. You will learn how to get them to trust, believe you and listen to you, and you need to do all three so you can show credibility in Hook your audience specifically how to get them to trust you by showing credibility. Introducing yourself, giving your credentials in removing your nervous habits. The exact steps. Introduce yourself and give your credentials whether you know the audience or not. How to get them to believe and listen to you by hooking your audience and telling them how they you can help them. The 16 most common signs that you're nervous and exactly what to do to avoid each one and the circle of knowledge that allows you to stimulate discussion immediately. Find out what they really want to know in modules three and four, you'll learn how to build a strong relationship with your audience by building. Report using your body language and tone with dynamic effect. Specifically the exact steps to build a strong relationship and make them feel good about the topic. How to use your body language within aging nonverbals, including removing those habits and showing confidence on the outside. The specific tone of voice unique to facilitators. The great ones on how to use your volume, pace and inflections. Dynamic effect and then how to harness your genuine facilitation style. Fascinator inspire performer Energizer. Keep them entertained and even make them laugh. In the last three modules, five or seven, you'll learn how to keep them. How to determine if they've got and not a close them to action and applause specifically how to get engaged to their minds. Never wander by telling them why they want the three ways to ensure they get even the most challenging material in can apply What they learned in discussed. The top four questioning package needs that you can ask as a facilitator to help him remember, think, apply and use the information how to show it was worthwhile and move your audience to respond with enthusiasm, exact steps to close the session after revealing what they actually want to know from you and much, much more. 2. Welcome to the Course: Let's Get Started!: welcome. My name's Jason. T. Dick and I helped facilitators engage, create by in excitement and understanding to move their audiences toe action. And today I'm going to show you how to lead, inspire, persuade, motivating, teach any audience and particularly focused on the facilitation skill. Now, before we do that, I'd actually like to know what you think. We have a lot of experts in this room and I'd like you to take it. Says seven minutes. We're gonna cut that noble 1/2. But I'd like you to take about three minutes and work with four put total people. Sign yourselves the following rolls, a facilitator, a writer, a relay on a timekeeper. And I want you to think back. And as you do this, I'm gonna tell you a story. These are all all the stories I tell you today will be true, but I was actually in a presentation Facilitation, if you will. And there were a number of groups going on during this presentation. And when the presentation was finished, one of the people as I walked out, I overheard say, that was the most amazing presentation I've ever seen. And the other person looked at this man and said it really waas, she said. Why the most amazing she and he had ever seen. Why I want you to come up with at least five things in up to 10 that make an outstanding facilitator or facilitation. Three minutes. Groups of four go good re layers. Let's hear what the re layers came up with. By the way, this is an outstanding way for you to get some free market research about what your peers think make you outstanding. So let's hear it re layers. You could just shout them out. I'm going to take notes. The rest of you, by the way, you're welcome to turn to Page 14 and take notes with us. So on page 14 you'll see a place for you to write down what you're appears think, make you a great facilitator. Passion. One of my colleagues did a survey all across the country and asked, what makes the best teachers in the country and the number one answer was passion. What else? Trustworthiness. And I also heard a good listener. What did I just do to show that I'm trying to be a good listener? I heard two things at once, and I said trustworthiness and I also heard good listener. What did I just do to be a good listener? I paraphrased what was just said. That's the number one way to show you're listening. Besides, I contact by the way, optimal eye contact. One on one is 70% any lesser anymore, and it's an awkward situation. I'll talk about maximum eye contact for groups in a moment, but let's hear what? Oh, and let's talk about trust for a moment. The very first thing you need to do with your group is to build trust the number one need of your learners, your audience, your trainees, your students is to feel safe with you. Interesting. It's not about you at all. It's about now. Their number one fear make a note is to look foolish in front of who their peers. And so the first thing you need to do before do you teach anything is help them feel what safe by building what trust. I'm going to show you exactly how to do that today. Keep them coming re layers. What else? You got fresh discretion in terms of knowing when to guide and when not to. One of the top things that facilitators, as opposed to a lecture, does when you talk about today practical techniques to do that. Others knowing the content right down next to knowing the content. The numbers 90 and 10. What percent of your brain? 90 or 10. Do you think needs to be focused on the trainees at any given time that you teacher facilitate or the students at any given given time you facilitate and the content 90 or 10 90 On what? On the students. Oh, that means you need to know your content lights out because only 10% of your neurons at any given time do you get to think about what's in this book, and all the rest of them are focused on the people in this room. How they learn, how you're gonna build report with them, trust with them credibility with them, engage them, teach them, get follow along and understanding. Make sure they understand all the things we're gonna talk about today. 90 10 90 on the audience. 10 On the content. Others handle conflict Well, there's gripe er's talk hawks know it alls and stubborn pacifists and distracted inefficient hecklers and Rees enters. All these different people have very different, according to Rudolph drivers, the educational psychologist. Motivation for why they cause conflict and disgruntlement in your rooms. If you don't understand their motivation, it's going to be a challenge to try to alleviate it. Healthy conflict is what we want. How do you get it? That's what we're gonna talk about today. Others good. So I heard two things. Keeping the audience actively involved, not just involved but actively involved and involves the audience expertise. We're gonna talk today about how to make your audiences the experts, but also how to share control with them in an engaging way. So they're involved. But still learning? Curious. Are you involved right now and still learning? Yeah, Turns out there's four kinds of learners in here. Stop learner Once steps, they want a recipe for exactly how to get it. And the Kreindler says, I don't want anything of the kind. I want to create my own recipe talk. Lunar wants a study. Buddy goes up to people all around universities and says you want to be my study group with me, and the research learner looks at them and says No, I want to go read the book and I want to read my notes, But I'll talk after I've become an expert. How do you facilitate people in the same room at the same time that have these four different style? We're going to get to that. Today I'll take two more clearly clarity of thought. Clarity comes from three different ways. It comes from your words. It comes from your tone of voice. It comes from your body language. Which one do you think is the most important for a fact or the feelings of your audience? I heard tone. Any other votes, body language, any others. All of them are important. I'm talking about a fact feelings. Let me ask you something. If one of your employees is struggling where you need to deliver a message that's either good or bad, which one is going to be more effective? Tax message or email? A phone call. We're talking to them in person, face to face. Almost every CEO on the planet would say face to face. And yet, when presenters and facilitators get ready for their presentations, which one do they focus on? The text messages in the emails, the words, what they're going to say. Interesting, not very compelling. This is number one. This is number two. This is number three and I'm going to show you how to do all of them today. And there was one more than I heard. What was it? One more. I'll take off what you can do. Being able to close well, being able to summarize or wrap up another true story. I was at a health care conference. Southern United States. Thousands of people at this conference in each room had different presentations. Sit in one of these rooms. Amazing presentation, all sorts of applause at the end, and people are saying how great it was set into another room. Amazing presentation. Zero applies all because of the what? The clothes you can deliver an amazing facilitation. But if you don't close it, send them home with exciting. They're not going to feel that. By the way, have you ever sat in front of a book group of people like I'm doing now and asked a question. It had awkward silence and yet I couldn't write fast enough. Why and you should know it has nothing to do with me. Look at all these things. I've never met most of you. And yet you're willing to share some of the top ways that make facilitators amazing what happened called the circle of knowledge. And I'm going to teach you how to do that today. But before I do, I'd like you to turn to page 13 which is the page, right for actually page 11. And I want you to take 30 seconds as I read these to you. And I want you to star the top three pain points or pleasure points that you have as a facilitator. The things you want, These air interviews from riel facilitators, hundreds and thousands of them all over the world that I've asked. What is it you want in this program? Here's what they said. I'm worried I won't know how to start your favorite three. How to answer questions, facilitating material. I'm not an expert in not being able to engage your excite people toe action. I'm afraid no one will like me. I'll make people feel more confused, creating compelling and actionable deliver Bols Losing credibility with the group. Extremely uninterested, despondent or disgruntled classes looking on knowledgeable. They won't understand my lesson. What if everyone didn't get it? Studying her, losing my place. The whole group is asleep, feeling nervous and uncomfortable getting a lot of negative feedback, more so than others not being able to fill the time. I want to avoid looking foolish, awkward or uncomfortable failing to communicate. What if I look stupid, teaching something incorrectly closing so that people take action and saying something completely wrong and not being corrected? Star your favorite three now and then turn to Page 15 and right those three things down in your top three list because those are the top three things you want to get out of this program and those are the three things I'm going to teach you today on how to lead, motivate, inspire and persuade any audience to action. Make a note on Page 15. Learning doesn't happen in my definition until you get a behavior change. You don't get a behavior change. People didn't learn, huh? This changes everything for some of you. Page 16. I want you to make a commitment with me. You're about to learn, and you can take a look up here to see these, you're about to learn 56 techniques to help you be able to better lead valuable group discussions. If you look on pages on page 16 I want you to make a commitment of me. By the way, 12 and 13 you'll see some of the top techniques you'll learn Page 12 and 13 some of the top techniques, but on page 16 here's the commitment I'd like you to make. I want you to take notes throughout this presentation. You're going to get a ton more out of it if you do. Second, I'd like you to review this program a minimum of once per week for three months. Make the commitment. It took me over four months, 40 hours a week to write it. I've researched thousands of people to create this to our program. You can spend one hour a week for the next three months reviewing everything in here. You'll need to to get to the point of learning where you can actually change your behavior . 3. Show Credibility: Part 1: Here we go. I'm going to start with how to show credibility on page 17. How to get them look up here to trust you. That's where we're going to begin. And in order to do that, if you take a look at this slide, this is how we're going to start. I'm going to give you three specific steps. Starting with your introduction. You'll see these three specific steps on page 18. You can write them down in the box if you'd like. But as you're doing that, I'm going to share with you Riel introductions from riel facilitators all over the world. By the way, five of these of the introductions in this list are from direct competitors of mine that have best selling books on how to present. Listen to how they start their presentations. And don't model what they suggest you should do. Can everybody hear me? I'll talk for about 45 minutes or so. First words come another mouth. I know you're all very busy. Very glad to be here. I'm a graphic designer. All right. I just want everyone I want to start with a little story. Hey, so, first and foremost, I really want to. Um, thank everybody. Oh, probably the first thing I should tell you is next page. You guys are awesome after the applause and then all right before I get started. So I've been up here for a few times today, although I'm not properly introduced myself. All right, let's get start. Did you hear all the fillers did you have on compelling? These are what should we do? Instead, I'm gonna teach you how to deliver an introduction for somebody that you've never seen before And how to deliver an introduction with people that you see every week. Let's start with the ones you've never seen. First, when you introduce yourself, you want to stand still in the sweet spot feet shoulder width apart or 1 45 degrees to the right hands. Generally class that your abdomen or to your sides. These are the two most calm, confident stances on the planet. Not moving. No. T Rex. No t Rex with hands here. No behind the backs. Knowing the pockets. No one hand, T Rex And the other one here. No hands to your sides. And here's how you start. Hi. My name is Jason. T. dick inflections down on the last syllable of your last name. Good morning. Welcome to the August staff meeting inflections down on the last syllable of the last word . That's how you start. You're facilitation. That's step one. Step two on page 19 is you Give them your credentials. Let me tell you a story Before I teach you this one. I was working with a client who was a developer, writes code Fantastic developer Multi $1,000,000 Company. And he says to me, Jason, I'd like some help with my presentations and I said, Well, tell me how you start and I'll call him John Doe for the sake of not sharing his name And he says, Well, I I tell them I'm John Doe and if you look on page 19 you'll see what he said. And I'm a software developer, and I've worked at my company for 10 years and I write code. I looked him and I said, That's interesting, but it's not very compelling, he said. Well, what should I do? Instead, I looked at him. I said, Well, how do you help people? Because you told them what you do, but they don't care what you do until they first. No, why? It'll help down see every adult tunes to one radio station. W I I FM. What's in it for me? You should know that in my brain and the research I've done and I've been teaching and training people for over 20 years, some of you say it can't possibly be doing that for 20 years. You look too young, Jason, but I have I started this whole thing back in 1991 and ever since I've been doing this, people have been telling me, Here's how I start. Here's how I start and it doesn't sound compelling. I said, How do you help people? He goes, Well, I don't I don't know. I said, Well, what? What is it you do again? He said, I'm a developer guy, right? Right, Cohen said. That's what you do. Why would they care? Well, comes back to me a day later and he says, Jason, you know how interfaces aren't very intuitive. I make interface is easier to use. I said, Do. That's good. Now when you start your presentation, just share the last half of that. Hi, my name's John Doe and I make interface is easier to use. There it is. Hi, my name's Jason T. Dick, and I help people conquer their fear of presenting and deliver a seamless message. Hi, my name's Jason T. Dick. If I'm working with facilitators and I help people lead, motivate, persuade and inspire their audience toe action, hear that? I've thought about this, and you can, too. Here's the recipe. Bottom of Page 19 are some examples, but here's the recipe. Top of 20 by the way, is another one. That's really good I was working with It's Another true Story. Went to Paris a few years ago, saw a tour guide. I said, What do you do? He says. I'm a tour guide and I've been living in Paris for a decade, giving tours of Paris. It's interesting, not very compelling. He used this technique and he comes up with. I helped guide others to the trip of a lifetime when they visit Paris, and there it iss here it Here's the recipe. You write down what the problems are or problem of your audience. You must do this and then you write down how you not your course. You, I'll get to the course in a second. How you and your role solve those problems. You know how people have a fear of presenting and have a hard time getting their message across. All I help people overcome their fear and deliver a seamless message. You know, people have a hard time using software, and it's not very intuitive. Well, this developer, John Doe, helps people look at more intuitive interfaces. One minute, 60 seconds, right, Yours now, right. The problem of your audience and how your role solves it. Go. Do you feel it? Do you feel how learning doesn't happen till the behavior change occurs? Do you feel how what you just did is different than sitting in a normal lecture and just hearing information, which, by the way, is not instruction? We're changing your behavior right now. Let's take it to another level. Turn to the person next to you, swap stories and decide which one you like. The best relay er, share that with us. You get two minutes to do this. Go one minute a person. I have to tell you a story as a comeback. By the way, this is a great way to bring your group back. Those of you were in a in a course right now called Facilitate. That's the name of this program, and what I've discovered is that when people facilitate stuff and teach people how to facilitate, they don't usually put their money where their mouth iss. They don't model what they suggest you do. I went to college for four years and got an education degree, a master's in education, and it was extremely rare for the teacher to model the techniques they told us we were supposed to do. And yet just now, I modeled one for you. I was talking with Robert before this session and he said, and we talked about This is well with Sarah and others and they said some people like to sit in the back and other people like to sit in the front. Maria was one that likes to sit in the front, but she just discovered she's in a session with Jason. Tita can rule the room, and we're gonna have to work with other people. We're going to be a part of valuable group discussions in here. I better get in the back and find a partner so that's what she did. But that's what you're going to experience. It's a meta experience. Everything I suggest you do, I'm going to model first and then you're going to get the chance to do it. Let's hear what you came up with. What is an example of a credentialed statement that helps you build trust solves one of their problems so that they can start to feel what with you safe with you. What do you got? Give me one example. Sarah. I help you create a plan for the direction you want to take your programs. Hi, my name's Jason T. Dick, and I help people create a plan for the direction they want to take their programs. If this that's awesome, by the way. If it's awesome, then if I meet Sarah an elevator and she tells me this in the 10 seconds we moved from Floor 321 I want to continue the conversation. We get out. That's how you'll know it worked. That's how you'll know you've got trust. Others will take another. Yes, in the back, I help instructors developing teach engaging quality online courses. Wow, Karen. Very nice. That's step two to showing credibility because most audiences look like this dog when they're looking at this dog. They're a little scared in trepidatious, and they they don't start getting unscathed until about 45 minutes in. And that's way too late. I need to do within five third step. Make a note on page 20 halfway down. Highlight this with me, please. The number one reason facilitators air nervous is they're afraid of what? Making a mistake. This is my research has shown this year. But by the way, some people say, Jason, what research? You don't work in an institution where you do research. All my research is experiential research. Let me just give you some examples in some data. Over the last five years, I've observed over 1400 teachers, facilitators or presenters and giving each of them 5000 words of feedback in about 20 pages . The 1st 10 to 15 pages air all their strengths with the first page, their number one strength, and then we give them three goals because normal adult can't handle more than three. And as I did this, I started to find patterns for what makes people amazing. Up here. I'm going to share them, 56 of them with you today. And one of the things I want you to write in the margin on page 20 is this. It's not whether you're nervous, it's whether you show it. This goes for both sets of people in this room. Some of you say, Jason, I get so nervous. I'm so worried. It doesn't matter. I'm gonna teach you right now. How do not show those nerves So you could be like the doc paddling like the dickens under the water sailing smoothly across the surface. Other you say? Oh, I'm never nervous. You know, it was talking with a woman that I interviewed about 45 years back, and I said, You get nervous when you facilitate. She said no. I said, Well, how does it come across to your audience? She said, Oh, you know, I thought it was fine. And then I videotaped myself and I realized I paced back and forth and I had no idea. And I had my hands up the T. Rex stands while I did it night. I had no idea, and I would say so and, um all the time and like because she was a millennial. I said like like this and like that and like all the time and she started to realize I looked nervous, but I felt fine. I said, It's not about you, it's about your audience. It's whether they think you're nervous or not. So how do you get rid of these? Here's what you do. First thing Page 20 is I'd like you to take 30 seconds right now in star the top three ways that you show nerves up here. What are the top three ways you do it? I can tell you. For me it was shifting my weight. It was laughing inappropriately. It was letting my mouth hang open. When I wasn't talking, I would sit there and do this in front of my audience. While I was listening to a question and I had no idea what are yours. Some of you are starring them immediately. Good for you. Go fix him. And some of you have no idea. But guess what your audience knows. If you have no idea, you need to take a smartphone out next week. Member. I said one hour a week for the next three months, you need to take a smartphone out, and you need to record yourself for just one minute the first minute that you're up here and I can all but guarantee you'll find your three and then you need to remove them. And a lot of people say what Jason I do to remove him. Here's what you do on Page 21. Instead of showing nervousness 21 you show what confidence and here's how you do it. Page 22. You can take notes. They're up here. I'm gonna model them now. I promised you that I would. There are four things you can do to get rid of the top nervous habits that people make in front of their audience, pacing hands in the wrong position, lack of eye contact and nervous tone. Let's start with pacing here. The two stances that I recommend are your default stances. I'm not suggesting you stand like a toy soldier and walk around like this all day long, but I am suggesting that by default you'll stand with your feet shoulder width apart. If there was a fish line coming out of your feet, everyone is inside the lines and you want to draw line right down the middle of your audience and straddle that sweet spot. This is called the sweet spot. It's the place equal distant from everyone in the room, Hands to the sides, feet standing still not moving head is on a swivel, using your eyes to connect Daniel Pink in his book, A whole new mind has done the research and found that the eyes of the only universal form of communication on the planet you could go like this. Two different cultures in the world and some will say what a sweet gesture and others will look at you and say how route you go like this to people in different cultures of the world . And some will think you're agreeing with them or someone think you're listening to them something. You're disagreeing with them, but no one misinterprets of the eyes. You show a picture. Someone surprised with their eyes. They all agree. Even cultures that have never met anyone other than their culture will say that that person surprised. But they do not misinterpret the eyes. That means that your feet and hands some people say to me, Jason, it just feels so uncomfortable for me up here with my hands down here. I can just tell they're looking at my hands. They're looking at him, and I have to say to that person, It's not about you. It's about your They're not looking at your hands. Guess what? You're looking at your eyes. They're looking at dress. You ever seen a somebody give a presentation from 20,000 people and what do they do it? Put the person's face on, what on the screen. Why did they do that? So people can look at their eyes genuine. Some people say to me, Jason, I'm not really keen on the whole athletic stance. I'd rather have a different one. Actually, people, I'm never wearing heels, but a lot of people where he'll say this isn't gonna work for them. So what you want to do instead is have one foot pointed towards the audience. Still, the other foot is 45 degrees this way. Still have the fish lines. Everybody's involved, by the way. If you wonder why the fish line they've done research on this sociological research and found that who your feet are pointed to in it sociological setting, that's who you're into that's who you're having report with. Try this sometime, hang out with three people and let's say this is person number one. Person number two and me, right? And let's say I'm talking to these two people, but my feet are pointed to this person. How is this person feel? Not included, by the way, for C seated. You want your shoulders fish line coming out of them. Everybody is in Canada. Has your shoulders is why I love sitting at the head of the table cause I can. My shoulders could be pointed to everybody. Here it is again, 45 degree angle. This one's towards the audience, and now I put want to put my weight on my back foot. Great for heels, by the way, and then you can leave your hands to your two sides or gently clasped at your abdomen, not folded. What's this imply? Subconsciously, what's this imply? I'm closed off to you. This implies I'm still open those your two stances And then, by the way, we're getting rid of our nervous habits, not showing them what was the first presidential televised election debate. Yeah, first presidential debate that was televised. Who was it Kennedy and Nixon, who won the election. By the way, Kenny, who won the debate? You know, this is debatable. It turns out, if you were listening to it on the radio, Nixon won the debate. Almost everyone agrees, but if you are watching it on TV, Kennedy won the debate. Why? Because Nixon had a number of nervous habits he was showing. Partly. There is a number reasons Why had some makeup on, By the way, that made him sweat, even though he didn't know it, and that made him look nervous. Remember, it's not. Whether you're nervous is whether you look nervous. This is huge. 4. Show Credibility: Part 2: Here we go. Second thing hands. You want to avoid the hands of the T Rex, or it decides in the pockets or behind the back. Or here's another one. People doing the really nervous. They'll move their hands like this and think they're dynamic, you know, Pretty soon people start to think, Yeah, Texas what that kind does. He's up there dancing. We don't really know what he's doing with his hands, but that's what he does. Have you noticed? By the way, we've been going now for 40 minutes, and we got our first genuine laugh. How many times have you seen a facilitator stand up? And when they first start, crack a joke to try to loosen up the audience and make him feel more safe? Doesn't work. Why? Because people don't laugh because something's funny. They laugh because they're feeling good. You don't feel good until they feel safe, which means here's your three steps for laughter. Make them feel safe and make them feel good and then make them laugh. And it wasn't till you felt good. I am starting to teach you some real stuff when your time is not a waste of time here anymore that you're willing to laugh with me. You get laughter in the 1st 30 seconds telling you right now it's fake. Can't fake a smile. There's literally a zygomatic muscle connecting the corners of your eyes to the corners of your mouth. That's only engaged when you smile. Sincerely read Daniel Pinks book a whole new mind. You'll read all about it, the research for it. So if you smile like this and you're not really, that's another thing. Facilitators. Who they say, Hi, my name's Jason T. Taken out of all this enthusiasm like a weatherman trying to give you an enthusiastic weather report about Ah, horrible weather storm coming. It's not genuine. When you're not genuine, you're not very attractive when you're not attractive. Good luck. Engaging, teaching, facilitating, leading, persuading, inspiring your audience to do anything. Which three. You're gonna make him feel safe. That's step one. Make them feel good. That's Step two and then make them laugh. That's Step three today. I'm going to teach you a recipe for your unique personality style. Your you know, by the way, a lot. As soon as I say personality stop, people say OK, cliche personality style. I don't know. I'm gonna teach you a presentation Personality. Stop your direct communication style. Inspire fascinator, energizer and performer And how you can get people to laugh in your style so you can stop having to try to be someone else to do it. But let's go back to this lack of eye contact. Right now we have less than 32 people in this room. Here is my rule of thumb. Everyone gets 1/2 a second of eye contact every minute. Write it down on page 22 where it says lack of eye contact. Give everyone ah half of second of eye contact every minute. Some of you, by the way, teach classes that are larger than 32. You might even have 100 people in the room. Now what you want to do is divide the room up. You can write this down as well on page 22 into nine sections left, middle right front, middle back. Every section gets three seconds of eye contact. This is very awkward for a small room, but for a large room you want to look at the entire section for three seconds and then move to another one, and every section gets those three sections once a minute. You're going to get direct, practical, actionable techniques today that you can go try tomorrow, not theoretical fluff. That sounds interesting, but you can't use tomorrow. You can try 1/2 a second a minute or three seconds for every nine sections. And lastly, your nervous tone. The most comfortable tone is one where you bring. There's three things you can do with your tone, volume, pace and inflections. I'm gonna teach you this later for how to engage. But to start with comfort, you want to make people feel comfortable. You want your volume to be a little lower, your pace to be a tiny, lower, tiny bit lower, and you want your inflections to come. What at first down? What do people do in a meeting when they're trying to be heard? They talk faster and louder. Doesn't work when you talk a little bit slower, a little softer. All the sudden people list. You hear that? Here's what it sounds like. Got my stance. Hi, I'm Jason T. Dick and I helped facilitators engage, build excitement and buying and teach their audience. Today I'm going to show you how to inspire, teach, motivating, persuade your audience change their behavior. Let's get started. You're that. That's how you if you look up here, that's how you show credibility. What questions you have about showing credibility. Yes, Sarah. Within it. It's Ah yes. Thank you for pointing that out. She said, for a number of our instructors, they don't have a clicker, so they have to be over in front of a podium. By the way, if you're in front of a podium, I personally don't ever use podiums because it covers up half of my body language, which is, you'll see, is my most powerful tool. And yours too. But if I have to use a podium, I behave as if I'm in a room, a meeting room at a table where my shoulders air now doing the talking and my shoulders were standing still and my eyes are still on a swivel moving around. But you're right. This is a powerful tool so that I can stand in the sweet spot and start to engage a little bit more. Thank you for that idea. Other questions, thoughts or ideas about showing credibility. Yes. Yeah, good. So the question is, are there any differences in terms of gender from a male or female in terms of the audiences and how they show credibility? Is that right? E? I want Oh, I'm gonna answer in just a moment. But how many seconds did it take for her to ads? Ask that question. After I said, What questions do you have? It took exactly six. I counted it in my head. You need to wait seven three seconds for her to interpret the question two seconds to come up with an answer and a second or two to get the courage up to ask in front of her peers, which I applaud. Seven seconds is how long you wait before you keep going. What most people do. They say you have any questions? Okay, let's get started, I said. What questions do you have about showing credibility? Many people say to me, Jason, how did you know that they were gonna ask that question? I said, it's almost like you know what they're gonna ask before they ask. It said I do. So how do you know? Because I tell him what I wanted to ask about I didn't say What questions do you have? I said, What questions about showing credibility? The other thing I said is not Do you have any questions? Because what are the two answers? Yes or no? By the way, if I say yes, I have some questions. What am I admitting? In front of all my peers? I don't I'm a foolish learner. I don't get it. But no, The great learners are the ones who ask questions. So instead we assume their questions with what questions do you have about show? Incredibly, Now let's answer the question. The question Was there their differences in gender for females and males in terms of showing credibility? I think I got that right. The answer is there aren't a whole lot of differences in terms of the concept. But the way the concept manifests itself may be different, depending upon not only gender but the culture of the organization and so forth. Remember, body language can be interpreted differently based on different cultures, so it's not necessarily a male female thing as much as it's about the culture. Does that make sense? And so what I would suggest is, regardless of whether you go with stands like this, you go with the stands like this, or regardless of whether you bring your inflections up in a really deep tone or not so deep tone you wanted still bring the inflections down in that first sentence and you want to still stand still with your hands, not fidgeting, regardless of gender good. 5. Hook Your Audience: Part 1: I'm going to teach you in a moment how to keep people engaged. But I'm going to give you a sneak preview right now because it's related to the hook. Every time I moved to a new take away, that's what these air called takeaways. They all have less than eight words. They have no click speak or jargon, and they all start with what kind of grammar in action verb. There's a reason for this. I'm about to teach you how to get your audience on page. You'll see this. This is on page 26 to believe and listen to you, and the first thing I want to do on Page 26 is have you make a note that there's four ways tow hook your audience. You can write these in the box on page 26 but I'm most interested at the beginning here on that 1st 1 I'm gonna tell you a story about this, and then I'm going to teach you how adults learn. It turns out that the most compelling thing you can teach people and do the hook them is to tell them why they wanted Ah, Harvard study was recently released And in that study they studied four things. What? How? What if you had something and why you'd want it? And it turns out that of these four, this one is the number one most compelling reason why adults in this in this country and in this whole world listen. And yet most facilitators, most trainers, most teachers, most presenters start with the least compelling, which is this one they literally start with. Here's what you're gonna learn today. Ah, here's why you wanted is way more compelling. You want proof? I actually step. Stood next to a man in line to buy an iPad. This is a true story. Also two years ago for my wife, Jess, 52 people back in the Apple store. I look at this guy and I say, I see her in line to buy an iPad and he says, Yep, I said, What does it do? He says, I don't know. I've never seen one. And I said, Well, then how do you know you want it? He goes. He looks at me very intently in the eyes and he says, because it's going to change my life. I said, Well, how do you know that it's gonna make me more efficient. I'm gonna get more done. I'll be able to spend more time with my wife and kids, and I'm gonna have more fun. I said all that and you've never seen one. How do you know that he goes? Oh, that's easy. I watched a presentation from Steve Jobs. Oh, Oh. So Steve understood this. Steve understood that people would buy things from him not because they knew what they could do yet or even how they worked, but because they had to have it because they knew why they wanted it. You said the number one thing, Number one answer you said that made a great facilitator is passion. Well, it's not just your passion, it's theirs. And you want to build their passion. You've got to get them to see why they would want to even listen to you. Your content come to your contents creation, whatever it is that they want. You want them to dio the why? By the way, the number to answer is this one. But what if you had it? This is number three and this is number four. It's the opposite of what most people think. Well, this has huge ramifications for facilitators. The problem is, most people don't know the recipe, and I know this because I created it from scratch. Look at this. You can write these in the top of page 27. There are two reasons why adults learn best, and I just talked about the 1st 1 Number one is if they know why they need to learn it. But the 2nd 1 is the whole W I. I FM radio station. What's in it for me? I'll give you another experiential proof on this data. I'm going to make the notion that around the age of 12 or 13 kids learners, kid learners become adult learners. You want to know how I know this? I've taught kids in preschool, kindergarten, elementary school, middle school and high school. I've taught them all, taught college students. I've trained adults, trained trainers of adults, trained trainers of trainers of trainers and every one of these things. They When you become an adult, you have the ability to abstract. This is why, when you teach kids algebra in third grade, they can learn how to do it. But they can't learn the concepts yet I taught math and English. I understand this. If I show five year olds an earthworm and say, Hey, we're gonna learn about this, they'll jump for joy and not one of them will say If they think it looks cool, not one of them will say, Hold on a second. How is that gonna help me in college in 14 years? But that's exactly what you're adults will do when they sit in your rooms and you get about 30 seconds. Teach it toe that's called the hook and to do it. If you look on Page 27 I'm going to give you a recipe. Give you two of them. Actually, here's the first you ready? You see those five questions on page 27? Five questions about how to get them to know the why. What are your biggest concerns or worries? What are the biggest challenges you have with those areas where the problems are causing? Draw a line under that 3rd 1 please, and then do me a favor and write down next to those 1st 3 Those air called pain points now numbers four and five. What's your ideal outcome? What would getting that outcome do for you right down those it called pleasure points Another Harvard study. It turns out that pain points air twice as motivating as pleasure points. You want to get people to listen to you? You want to understand why you're teaching them what you're teaching. You got to solve their pain. Well, here's how you do it. First suggestion I have is to have an interview with three people who are similar to the audience that you're going to teach or facilitate and ask these three people, even one these five questions please put a star next to the third question in the fifth, the third and the fifth, or where your ears need to start butting and say, Oh, that was amazing. You're gonna get your hooks when you do this. This is where I got the whole lead, persuade, motivate, teach and inspire action verbs. Because I asked people, What problems are you having? What would getting that outcome do for you? I might say toe trainers. I'm going to teach you how to double your evaluation scores. If that was the problem they were having, I might say to facilitators, I'm going to show you how to get 40% more buying an engagement in your room. Hear those these air The wise the book Brain rules John Medina John Medina researches the brain. He spent his whole life doing this, and he came up with an amazing comment in concept. Here it is. People that are adult learners will stop listening to you and your facilitation and presentations every 10 minutes. If you don't continue to tell them the why. I call that the 10 minute hook. And that's why I suggest Look up here that when you have an agenda, you spend around 10 to 20 minutes on each one so that you can give them a new what? Every time you switch to a new topic, a new hook. How do you create your hooks? Here's how I'm on page 27 in 28 bottom of 27. Top 28. There are three bullets or numbers on the bottom of 27. Top 28. The 1st 1 is happiness underlying happiness. Number one on the bottom of 27 Happiness number two on the top of 28 success and number three in the top 28. These are the last words in each of the statements is freedom. It turns out that every adult on the planet wants three things in their life. They want happiness. They want success and they want freedom. This I call, by the way, durable fulfillment. Everyone on the planet wants to be fulfilled. Some people say I just want to be happy. That's not true. I know a guy who sits at his brother's house all day and plays the we all day long. He's incredibly happy, but he has no successor. Freedom, and he's not fulfilled. Some people say I just want my freedom. That's not true. I know a homeless man. Not by choice. He has no happiness and no success in his life but tons of freedom. Some people say I just want success. That's not true. I know a woman that works on Wall Street, who's making six plus figures a year, spends 80 hours a week doing it, never sees her family, has no freedom and doesn't enjoy her job. She's not happy. We need all three. Why do you care? Do you hear the why? Again? I'm gonna re engage you with the why the matter is happy now you care because this is your recipe for creating your hooks. Here's what you do. You just figure out the topics are gonna teach. Figured whatever topic you're gonna facilitate, write them down and then for each one right down. If it's going to give them more happiness, your audience, more success or more freedom in their life. And then you write down why and then you ask the why one more time. That's the recipe. Let's try it. Give me the most boring topic you can possibly think of teaching or facilitating, say, in a university study What you got. Give me one. I've done this at many universities, and they all claim it can't be done. My topics too boring, They say, Jason, No, it's not. We can make a hook that everyone I want to listen to. You should know. A professor tried this technique. He used to have people leaving 20 minutes before his lectures were done. It drove him nuts. He did this in, hooked him every time minutes and didn't leave the main hook till the end. He revealed the main Mr at the end. People would stay until the end. People are trying to get in the back of the room and they couldn't because no one would leave. Give me one. Give me a topic. Statistics. Good topic. Good. Now let's say I'm a statistics professor and I have a bunch of students that are in a required statistics class. They don't even want to be there. They have to take. It's not an elective. Let's try this. Do you think that that statistics class in some way, shape or form, if you had to say, would make my students more happy some day in their life, have more success some day in their life, or have more freedom some day in their life? If you had to pick, what would it be? Success. Okay, I'll take success. Now we're gonna try this. I know. Do it. By the way, do we have any statistics? People in the room? Okay, so let's just take a shot as if we were Here's what we're gonna do. Why? This is the by the way, here's a little sneak preview. If I say why to the person does matter who it is, they're never gonna get right. The first time. Very rarely. Have to say why. Again sometimes. Why 1/3 time to really get the hook? Let's try. Why will having statistics in my life make me more successful? Do you think? Okay, so you can be the only expert on certain things, right? Good. So you could You could be the only expert in front of your peers, right? And why would you want to be the only expert in front of your peers? Why would that be cool? So you can look good in front of others? Interesting. So look good. Now let's try another one. How about happiness? Why would statistics make me happier? What possible reason could statistics make me happier in my life? Yes, sir. Okay. So I can make better decisions. Smart. She said smarter decisions. And why will making smarter decisions make me happier? Can I have more confidence about my decisions? I can feel better about not making the wrong decision. Is that true? Okay. So I can avoid remember pains twice is motivating his pleasure. I can avoid bad decisions. Some of you are starting to get a little in clean to go take statistics right now. No serious I just got it. I literally just thought to myself Wow. You know, I just made a bad decision last week. I could use this now. I'm not even gonna go to the freedom yet, but let's just start with what we have. Hi. My name's Jason T. Dick and I help people. Dot, dot, dot, dot That's incredible state, whatever it is for statistics person. And then you'd say, And today or in this course I'm going to show you how to avoid making bad decisions and how to look more credible, more like an expert in front of all your friends. Let's get started. And there it is. And then every time you moved, every time you move to a new topic, you you restate that hook in a new way based on the HVAC topic. Because isn't it true? The statistics gonna have multiple chapters or topics and you can make a new hook like this with happening success, freedom for all that. I have done this recipe with literally thousands, thousands seriously through the video and all the stars of live things. You've done thousands of people and it's changed sales presenters. It's changed technical presenters that's changed. University professors lives because people finally listen. It's called the hook. Step two. You use the circle of knowledge. By the way, I model of all this. I said to you, high and mighty Jason T. Dick. I help facilitators to dust it off, and today I'm gonna show you how to persuade, inspire, motivate or teach any audience toe action Before we get started, I said, I want to know what you think and I said That was called the What? The circle of knowledge. Let's look at this one. Now this is your step two to hook your audience, and this is on page 30 And here's the steps. Page 30 halfway down. See it in bold, highlighted Circle it or put a stuff one next to it is you ask a question. And here's the question that you ask You ready? What did I ask you when I ask, You had a green screen up and I said, What makes? Yeah, it's right here. What makes a great facilitator. Did I say you know what? Are you ready? Struck? What you're struggling with? Does anyone who admit front there appears what they're struggling with? But if I say what makes a great facilitator or look on Page 30 for some of my other clients ? If you're facilitating sales professionals, what are the top three qualities you think successful sales people have your facility in a group of academic administrators? Where the top three things that makes an effective staff meeting. If you're facilitating software developers, what's the top three features that make a new software program appealing to any market facilitated? Venture capitalists were in the top three criteria. Ah, great investment should meet you. All are a part of the continuing Education Department. This is gold. Why? Carl Young would have something to say about this. You'll know Carl, right? What would Carl Young say? He'd say that the stuff you told me is the stuff you secretly want to know more about. Oh, I just got free market research. I could have interviewed 50 people and ask them what they wanted to know. But you told it to me in the 1st 5 minutes, and that was a lot easier. I know. No, that if someone wants to be a great facilitator, here's what they really want to know. You should know when I create this course and put it on a video and put it online so everybody can see what it looks like. I guarantee you, this is the stuff I'm gonna say they're gonna get. You're gonna learn how have more passion, how to get truck. Be trustworthy in front of your audience. How to be a great listener. How have discretion when it comes to guiding them. Do do, do do do free market research. But more importantly, look up here You said that you want to make your audience look like what experts ding, ding ding. You got to shine within the 1st 5 minutes and tell me everything you think makes you amazing. And I just wrote it down, and by then you were hooked. I told you my full name. With my inflections down, I stood still with no nervous habits. I told you my credentials by telling hot not what I do but how we help people like you. I gave you a hook that hooks the whole class with why you'd want to based on durable fulfillment of happiness, success and freedom. And then I came with circle of knowledge and found out exactly what you think makes this class amazing. And then I'm just gonna teach to that all day long. That's the hook. 6. Hook Your Audience: Part 2: there's one last thing to send it home. Remember the four things that Harvard study suggested? What were they again? Let's review the why I'll give you that one. That's easy. What else? But what if over the next two, the how and what else? Good. The last step to hook your audience look up here is to reveal the takeaways and hook the first topic. And to do that here it is. You tell them how they're going to get it and what they're going to get. That's the last thing you tell him, because it's the least compelling. But you still need it because it turns out in this Harvard study that some people the what is their most compelling other people. But what if, is their most compelling so just different reasons for listening for different audiences? But the majority of people think the why is the most compelling. Here's what it looks like. Check this out. You show them the takeaways. I'm gonna go back to mind for a second. I show you the takeaways, and then what I'm gonna do this is revealing the takeaways. You'll see this, by the way, in your book on Page XY. Oh, by the way, before I head to this, can you look on page 30? C words has asked a question. I asked, Let's go back to the circle of knowledge for a second. Let me before I move on. Let me just show you one quick thing about the circle of knowledge. You ask this question, you say, What's the top three things to make? A facilitator, a great facility or whatever it is, Then you say Page 31 you say to them, I want you to write down your answers in a group and agree. Everyone loves to agree. Seriously, every learner loves to agree, and then you call in a re layer because the real heir is speaking on behalf of who? Yeah, this isn't my answers. What they came up with and they're not gonna look, is what foolish gonna feel more safe. That's a circle of knowledge key. You must have signed a re layer. And then on page 32 you'll see the reasons the circle of knowledge is so powerful. Me Just read a couple of into it enlivens the presentation. It gives your audience a chance to show its expertise. It shows your empathy. It tells you what they want to know. The answers confirmed the topics that are researched and people at the top again prepared for you can hit that. This is how you tailor your approach. Can you use the circle of knowledge at any time during your facilitation? Or is it just have to be at the beginning? You could use it any time. Any time you want to enliven your presentation, there it is. But after you do this, me just review again. Full name stance, credentials. Hook the main topic or the class do the circle knowledge. And then lastly, Page 33 revealed the takeaways, and I want you to do me a favor on page 34 I want you to highlight on Page 34 these three things. Number one. All your takeaways must must must start with an action verb. Because adults want things that are immediately actionable. They have to have less than eight words, because how many can we fit in our short term memory phone number? People seven. And they have to have no jargon, because if you have jargon up here, then you're doing what the Heat Brothers call the curse of knowledge, which is what most experts do in their book made to stick yours thinking that everyone knows what you know, and that's not okay, because they don't. The brothers, by the way, coined this concept of the curse of knowledge by saying that as you get more and more of an expert in something, you start to be less and less able to understand a newbie i e your students in to break that curse of knowledge. This is one way to do it all your agenda items must be in these three formats. Lesson eight words. Start with an action verb and no jargon. Then, on page 30 5 34 Bottom 35 summarized the takeaways in one sentence. Look on page 35. This is what you do. You don't read your power point to them, they're adults they can read. What you do do is summarize the how in the what In one sentence. Here's how you do it. You tell them how many takeaways they will receive from you. In this course, you're getting 56. I spent 40 hours a week for four months, creating this course to give you 56 practical takeaways you can use tomorrow. And then you summarize what they'll get when they take this course. And in my case, it's lead a valuable group. What? Discussion? So it sounds like this. You're about to learn 56 new techniques that you can use tomorrow to lead a more valuable group discussion. Well, let's get started. Here's how it all looks. Hi. My name's Jason T. Dick. I helped facilitators engage, excite and motivate their students and audiences. Today. I'm gonna show you how to teach, persuade, inspire and motivate your audience to action before we get started. I want to know what you think. Take one minute. Write down what makes, in your opinion a great facilitator. Go. They all do what you come up with, I listen. Come back up here. Show this screen you're about to learn 56 new techniques actionable techniques that you can use tomorrow to lead a more valuable group. Discussion in that is the reveal of the take aways Notice. There's still one more thing to hook them, and it's the first topic. Look at this. I'm gonna go back to the slides you can see it when you show them that first topic. You make it a different color so they know what they're on. Now. 25% of your learners need to see the big picture to really get it. And then you tell them another. What, what, why or how? Or what if which one Another? Why only this time it's not the wife for the whole course. It's the wife for the which part? The first topic. And here was mine. You'll even see my wise. You turn with me for a second to the UAE. Page 26. Look at the little picture of the fish with the little hook that they don't want a bite. Look on Page 26. What does it say right under that picture? Get them to what? Believe you and listen to you. So that's my what I call the topic. Hook right here, hooked the first topic, and you can say to them like this Go back to this. I'm gonna show you 56 things that do Does it up that you can do, doctor. And I'm going to start with how to get your audience to believe and listen. So what you have to say? There it is. That's how you hook your audience. And then you go back to the next topic and you say, What questions do you have about whatever it is you just covered at the end. Now, one last thing I want to talk about this is this is the takeaways. And you'll see these, by the way, on page 34 at the bottom, it has summarized the takeaways in one sentence. Could you write something for me on the bottom of page 34? Right down there to take away a take away is what a student wants to be able to do in order to perform their role more effectively. Write that down. It's huge what a student wants to be able to do in order to perform their role more effectively. Did you notice his first time? I've read from the power point. I'm doing that because it helps you not, cause it helps me over here. And objective you can write this down to is what a facilitator wants to teach them so they can perform those takeaways. And you can assess these. I'm gonna show you how to assess your students at the end. Well, let me ask you something. Which one of these? This one over here. Takeaways or this one? Over here is what constitutes most presenters and facilitators. Agendas. The takeaways of the objectives, the objectives. Which one do your students really care about? Takeaways? You want an example? Here's one I'm teaching a bunch of physicians, uh, in EMR and I look at the physicians and I say, Okay, today what? We're gonna learn this, Hajto The definition of an activity. We're gonna learn why it's so important to attach a hospital 1,000,000,000 account or which one would be more compelling. Or today we're gonna learn how to write your progress notes for your patients and how to place your orders more efficiently. Which one did you like better? The 2nd 1? Because that's what the physicians takeaways or tasks are to do their job where his objectives. This is what I'm going to assess, Assess the objectives, hook the takeaways. Good. I'm going to stop and tell you, and I just want you to know right up front that the majority of today's presentation was intended to be on those 1st 2 you should know something were thinking. Are we on we on time? Here we are because I and by the way, why? Why is it so critical that I spent the majority of this presentation on those 1st 2? If you don't do those 1st 2 you've lost. I was teaching in an inner city school back in the early nineties, mid nineties, and I taught the kids we had a wonderful year. They all gave me hugs at the end. It was just a really fantastic you. They learned a ton. I came back the next year, and I asked my mentor how my students were doing. He says, Oh, Jason, come with me. He takes me to this room. We go into the middle there in the computer lab where we can see both rooms. And over here on my students, I can see a window. And there's one student standing on the teacher's desk playing Keep away with a stapler. While 45 other students are running around the room. I said, Can he do something? He says, Jason, there's nothing that can be done. He lost him after the first week. You don't hook your students and show credibility. And you may not have desks fly or staplers fly, but you won't have them after, Not the first week for you, but the 1st 10 to 30 minutes and good luck. You trying to do anything else? I'm gonna show you if you can't do that. 7. Build Rapport: do me a favor and turn to Page 38 and tell me, What's the hook I'm going to say in this next topic? What's it gonna be? I'm going to in this next topic, I'm going to show you, Albert Medina says. John Medina says, I got to do this every 10 minutes. This next topic I'm gonna show you how to build a strong relationship with your audience. And in order to do that, I want to start with this relationship model. Most facilitators, when they first meet their audience members, started the cliches. Hey, how's how's it going? How was your flight? Do you see the weather out there? Uh, then they'll head to fax. Okay, So what's your role? What do you do? But it's not to get too feelings that you build a friendship level with your students. And some of you say I don't know if I want to be friends with my students. Well, then, good luck. You trying to get them to be teammates with you? And if they're not teammates, how can you facilitate? Effective, So to get him to feelings in teammates, we already have a recipe. You just tell them why they want it. And now their feelings. And then you ask them what they think. And now you're at what? Teamwork. But it's not till you've done this, that they're feeling good. And once they're feeling good, you can make them. What? Sarah, you could make them fast. She has to say it's safe. Good. And then what? You gotta make it feel safe. Then you make you feel good, and then you can make them. What laugh. I'm gonna teach you how to make them laugh right now. All right, here's how you do it. Page 39. Go ahead and turn to page 39 in the bottom of page 39. I'd like you to make a note in that box of the three steps I just taught you. What are they again? Humor in the classroom. First step is to make them feel what safe, right that in the box number to make them feel what good and the third step is to make them laugh. There are tons of ways to build report 39 40 have them all. But on page 40 at the bottom, I'd like you to write down these three. Here they are. These are the three ways, in my opinion, that will build you the greatest relationships on the planet. Not just for your class, but wherever you go, you need to find out who you are. You need to be that person genuine to yourself. You need to make them laugh. If you can do that, you'll be more attractive and you'll be able to teach more effectively because of it. The problem is, most people don't know how to do this. This what I'm about to show you is what almost every personality assessment on the planet, including the Myers Briggs, is based on in. Guess who came up with this Carl Young. I didn't create this, but I did create how you apply it to communication and presentations and facilitation. Watch this on this thing. You have the responding needs. You have to take the lead. You have the feeler. You have the thinker. I want you to draw a circle on page 41 around that quadri draw a circle around the corner. So it looks like this. And then I want you to put a star next to where you think you were at nine years old, so we have nine. Why nine? Because at nine years old, you were more genuine than you are now. Why? Because you weren't trying to be someone else. You hadn't been guilted and shamed into doing so yet. Plus, when you were nine years old, you're probably not very centered. You ever heard the term centered? I'm very centered. Which means I can do all these things, Jason. Most adults will say, Well, I'm a good leader. I'm a responder. I'm a feeler and the thinker. I can do it all. Yeah, but one of them is one of the things you're better at. Naturally, I happen to be more of a responder of needs than a leader. My wife, on the other hand, is very much a natural leader, and I don't mean she's gonna go and lead a bunch of people in the battle. What I mean is she is going to be able to take the lead when she's doing. She likes to take the lead. I'm more of I like to meet the needs. She's more of a thinker. She's more analytical and logical. This is stuff you haven't heard before, But over here I'm more of a feeler. I'm or emotional and intuitive. So I had to put myself on this quadrant. I would put myself right there. Now you should know it's possible you could be right here. You could be all feeler, but a little responder and a little leader. Where do you think you are? If you're not sure, you can go to presentation personality dot com and take a free five minute test and find out. But here's the best part. If you look on Page 40 two, you'll notice that there are four different styles and the top presenters in the world. It makes no difference which style they are, as long as they're being what genuine Daniel Pinks, a fascinator in his number one traits wisdom, as is all fascinators. Steve Jobs isn't inspired. His number one traded spirit. He could inspire people with it. Sir Ken Robinson, the number one Ted talk of all time. His number one trades courage. Same with my wife. She's an Energizer and the performers of the world. Tony Robbins, his number one trades charisma. The last four presidents of the United States, by the way, are each of these four styles. George Bush Senior's a fascinator. His son George W. Bush is an Energizer. Bill Clinton is a performer and Barack Obama's and inspire they can all be Justus effective , but they do it in a different style. Why do you care? John Medina would say, Jason, quick, tell him the wire. They're gonna stop listening because fascinators, this is what they're good at. You'll see this, by the way, in your books, By the way, Page 42 Right in. What? You think you are at the bottom of 42 right in that box. What you think you are, Do it even if you're not sure, right, What? You think you had to pick and you can wait if you want to, until you see more. But the fascinators air great with wisdom, planning, encouraging their good audiences And fascinators do not like to be the ones up there performing. They secretly want to. But they don't really love it as much as the performance. Not really natural for them. They love trivia, watching others have fun. Here's the inspires. They have that spirit. They build report easily on the fly. This is me They're flexible and adaptable. They enjoy sharing. Feelings, are naturally caring. They read people really well and they love stories. This is the Energizer. Got lots of courage. Love competitions. They have passionate beliefs and eight leadership qualities. Powerful presence that performers have this charisma, spontaneity. They love the spotlight. They love people to get to crave the performance. They like to get the laugh. A lot of me natural comedians of the world live here. Jim Carey, for example, Vince Vaughn. A lot of the performers like that and then, lastly, the fund characteristics. This is the stuff that is in common for all of them. The things that make people laugh. He should know this whole slide honest personal connection. Nonjudgmental goes with the flow. An element of surprise creates laughter. It's all theoretical fluff. It's off the record for you can't do anything with it. I'm gonna teach you what to do with this in a second. But it's interesting. Yes, Sarah. Yep. If you're 100% thinker than you're a fascinator energizer or an Energizer fastener, you're right in the middle of those and you're both of them and you want to steal from both of the techniques I'm about to show you. Now watch this. Here's the techniques. If you're a facilitator or a presenter, a trainer or a teacher fascinators. Here's the way to get people to laugh. You might say, Well, Jason, if I shared trivia What if it's not a funny trivia? People don't have? Cause something's funny. They laugh because they're what, feeling good, I've watched the same trainer tell the same joke or the same trivia to two different classes. One class thought was hilarious. The other class, it was awkward. Silence. Why? Because this class was feeling good when they said it. Make a note. Fascinators, love trivia, brain teasers, surprises and a little stories like you just get a couple quick examples. One fastener shows this slide and says, Can anybody guess what this is? What song is this? What song is this? All my exes live in Texas. And then, by the way, the fascinator says anyone want to sing it? No, no, this is good. Fascinator is actually encouraging the who to perform the performers. So the faster you just sit back and be the audience, see that? Here's another fascinator. She shows this she says kids were doing a school project and they had to come up with their own recipes for food. Five year old kids. And so this five year old boy comes up with this recipe for peace, he says. Here's how you make peas. You take three potatoes in two big chickens, £30 of um, And then you add a roast beef and two packages of corn and two big pumpkins, and you get peas and you should know she cant stop. She's laughing so hard about the fall of her seat, but the point is, is that the faster is not saying anything necessarily funny, but the people are feeling good, and now this sudden they're laughing. Now you get to the inspire. That's me. If you noticed how many stories I've told you today times of, um, that's the inspires forte stories making? No, Which one are you? Inspires, by the way, are also really good at one on one conversation. So you notice before you came here to this program, I induce myself to all of you, talk to you, found out a little bit about your needs. That's what I love to do. Performers that Energizer. I would never want to do that. Well, here's an Energizer. They love groaners and puns. I watch an attorney, and Energizer, he stands up, by the way, is not gonna be funny because I'm gonna be inspired trying to be an Energizer right now. Just not authentic to me. He stands up and he says, Guys, the hedgehog, Why can't they just share the hedge? And everyone in the room starts cracking up and I've never seen him like that. That's a stupid joke effort. But this guy gets people to laugh cause he's got the confidence in the leadership to take it and do it. And then lastly, Oh, by the way, here's another Energizer. He shows them these two breakfasts. He's a physician, shows him 5000 people he's presenting to. I was in the audience, shows him these two breakfast is which one? Which one is gonna help you more with your diabetes? Before he asked that question, he said, Which ones? Healthier. And he says, Everybody vote. Let's let's compete because they energizes love competitions to see who's right. And of course, he's going for which breakfast. Here he's trying to make the case that this is the one you want to eat for diabetes, trying to make a point about insulin and all things he's going to teach. And he got laughter on this. And then, lastly, the performers I watched a performer stand up in front of facilitation, right? 30 people in the Roman, he says. If you guys do good on this next topic, I'll do a cartwheel for you and one of the women looks and I, By the way, I would never do this right would never do a car will. But I'm not performing. One of the women in the room looks out and she says, Oh, it's on and everyone in the room starts just cracking up right? And I All he did was say, I'll do a cartwheel for you. I watch another performer doing impersonation of a famous person, but the point is, which one are you gonna do? And your next facilitation once they feel what safe and then which one? Good. That's when you do this. If you have a two hour program, it's probably gonna be around 45 minutes before you can do this first thing for me. I told you a story about my wife, Jess, and the iPad. Here's the thing. Some of you are still not sure if this is a concept you want to buy into. So let me go back to John Medina and really tell you why this is powerful. I have watched facilitator after facilitator after facilitator leave the industry because they would get home, they would collapse on the couch and they had no energy for their family. Why? Because they were drained by the end of the day. Why were they drained? Because they were trying to be somebody. They weren't the number one reason people are drained because they're not being genuine to their own style. And so the Energizer or the fascinator was trying to be a what? A performer. This a drain. Fascinator here inspires trying to be the Energizer. This would be me trying to be Russell Crowe and pump up a crowd. It's just not gonna work or the Energizer. Russell Crowe is trying to be more like the poet Keats or Byron. It's not gonna work for for Russell Crowe or the performer is trying to be more like the fascinator. But this is a centered fascinator, stay in your quadrant and just move towards the middle. You can pull stuff from now, according sure, but stay here because if you flip, that's the definition. A bit of narcissism. That's the definition of people. Look at you go always. He's so awkward, just hard to listen to you ever you ever had one of those? Or Here's a centered, inspire centered Energizer is centered performer. That's how you build report. 8. Use Effective Non-Verbals: Let's talk about your nonverbals. You'll see this on page. What? What page? The nonverbals start 55 what's the hook? Somebody read it out loud. What is it? I'm going to show you how to use your body language and your tone with dynamic effect before I do on Page 55. Let's do this. There's a There's a guy back in the fifties and sixties did a study, and here's the percentages you came up with for communication. What percentage do you think? 7% is either body language and facial expressions, tone of voice or your words in terms of that, a fact I talked about communicating the feeling. What? Which 17 Do you think words of seven What you say. You can write this with me? Bottom of page 55. Which ones? 38. Do you think the tone or the body? Language and facial expressions? We had a tone and which one, of course, is 55 W. By dealing with fiction now, I'm not saying words unimportant. Please don't misunderstand. By the way, I will tell you right now that I'm with most of the presentation. Gruber's out that it would suggest that album Arabian the Gather did. This study has not have the reliability that a good research study would have doesn't have it. But even folk wisdom would suggest it's not what you say. It's what Hi. So I'm not saying the words on important, but I'm saying for effect for how people feel your body language and tone or big. So if we go back to this, go back to this for a second. Here's the three ways I'm gonna teach you paid 56 to use your body language and tone with really powerful effect, convinced with your voice command with your body and use genuine expressions. And I'm gonna start with your voice. In order to do this, I'd like you to turn to page 58 59 you'll see a table that looks like this. I'm gonna model a few of these for you, you know, time to all of them when we give you a few. But what I would like you to do is circle on page 58. Halfway down there's a table that it's inflections. Here they are. Circle this inflections, volume and pace. That's what you could mess around with to change your tone of voice in the last five years , this is the number one technique that I've used to engage a room of 5 to 10,000 people at once, where you can hear that pin drop. That's all from tone of voice. Because you know what, 10,000 people they can't see my facial expressions anymore. They can only hear me. And by the way, if I'm doing a webinar distance learning our farm, doing a virtual training, this is huge. What I'm about to teach you, there are three things you can do to change your voice, to make it more engaging. Tone of voice comes from volume, pace and inflections. Make a note in the margin on page 58. The optimal pace for a facilitator is between 141 185 words a minute. You say Jason, really? I'm not gonna figure that out for myself. Then you must not have the can I approach constant never ending improvement because I watched the trainer, by the way the other day observed him. He was at 92 and his team leader told me Jason were considering letting this guy go is everything you can dio. All I did was move up to 150 Evil sword. He's not born anymore. I watched another presenter who was at 230. Nobody was following this guy. You need to be between 100 4885. But here's the thing once you get that norm. And by the way, the norm for your inflections is this. You want to breathe from your diaphragm when you speak. I'm not changing my voice at all right now, but if I just speaking my throat like this, this is what it sounds like and it's not. It's kind of nasal, and it doesn't sound very credible. But if I speak from my diaphragm and I let the words float out my mouth as the air is coming up from it, breathe in, diaphragm inflates. Breathe out. That's when I talk. I sound more credible, Darth Vader and move fossa. Understand this, and this is true, by the way, for males and females, it's breathing from the diaphragm. You want to try this, sometimes lay on your back at home and talk to yourself and record it and you'll. You'll hear your original genuine voice cause you can't not breathe from your diaphragm if you're laying down. This is what great singers have all learned. Here's what you do. You change your inflections up or down. You change your volume up and down your pay something. I'm gonna do all three right now and then on a model. A few of these Here's pace. If I talked really fast, sounds like this. If I talk a little bit slower, it sounds like this. Here's a Here's a normal violent, by the way. I would never wanted to really realize they don't want to do that high of I'm If you change your mind, you just want to bring it down. But here's what it sounds like when I talk a little less. By the way, what's the effect of that? It sounds important who look stress importance. You bring your volume down, your inflections go up and your pace goes what down? This is how you engage people. Here's the steps. Look at these steps. You'll see these on the bottom of 59. I want you to look at your next lesson. Plans script. The next facilitation guide you're going to teach with. And I want you to circle all the keywords that you think are important for people to know. There were only be maybe one or two a sentence. Then I want you to figure out how you want people to feel. Here's your choices. Do you want to maybe make them excited? Stress importance. Distinguish or call out. Engage will get the next page. Comfort them, build urgency or confidence. How do you want him to feel? And then bottom of page 59? What you're going to dio is you're going to You're going to try it out loud and record it and then change on those words. Watch this. Tell me for stress. Importance. If this was what I was facilitating, I was teaching this Which words up here? This indicates to other providers that you're the attending for this patient. Which words are important in your opinion, just shout it out loud. Other providers What else? This patient. Here we go. Ready? I'm gonna bring my inflections up. Jason, T dick is down. Jason, t tick up. Buying didn't change how many Jason T. Dick and I'm incorporated the 1982 Song Valley girl into my everyday speech and I'm hoping that you think I'm credible, but I'm not really Or I could bring it down. Hi, My name's Jason T. Dick. Today I'm gonna show you how to do X. You're the difference. Now watch this. I'm gonna bring my inflections up on those keywords. Other providers in this patient gonna bring my pace down and volume down here is what it sounds like. This indicates to other providers that you're the attending for this patient Here it powerful you're on a webinar the phone. This becomes 82% of your communication. How about this one If I want to distinguish two things how many of you when you're teaching wanna distinguish one thing from another concept? What you do is you bring your reflections upon one down on the other. Here's what it sounds like. You only need a sign in once per shift. But you need to log in and out every time you sit up and get down or get up and sit down at the computer. It did it did it ended a little editor, but it did it, did it? I did edit it here it great facilitators not only understand this, they use their observing ego. Great psychological term toe actually listen to themselves in real time. I'm floating above myself, watching myself look atyou, listening to the fact that I'm slowing down my voice. It seemed the fact that I'm speeded up right now bring my inflections up a little bit to engage it, excite and then bring my volume down to get you to listen. Hear that? And I only did this by doing the awkward thing of watching myself on videotape. Most people, when they videotaped themselves, will watch them and they'll say to themselves, I just can't watch myself on video. I got some bad news for you. Neither can they. No, I'm serious if you feel uncomfortable on, but it's not till you'll feel comfortable watching yourself on video that they do 56 things you're getting today. One of these could be the one that changes your facilitation life. Was that the one? Then there's your body language, and I'm gonna only tell you one thing here, and I'm gonna give you a page number for it. It's crucial. This one thing it's called targeted movements, and it's on page 61 and you'll see all the key targeted movements I suggest on page 62 because some of you said to me, Jason, I know you said this in your thoughts, Jason. I'm supposed to stand in that sweet spot with my hands to my sides the whole time. When can I move? Well, here's when you can move Page 62. Let's read them together. If you want to make an important point, watch this. If I want to make an important point, I'll go like this. But then my hands are going right back in their holster and I make another important point , and then they're going back. But if I just do this the whole time, everyone's thinking everything. Nothing, just crying wolf and nothing is important, so I have to bring him down to my holster. Number two. If you need to turn around and walk towards your screen to make a point over here, the nights what you do. But then you head back to the sweet spot when you're done and your eyes go back to the audience. Number three. If you need to move back to the driver position. What's the driver position that be? If you're over here and you don't have one of these, you need to drive the computer. You move back over here, but here's the thing. You can drive the computer up here and get yourself to the right screen, and then you can head back to the sweet spot and talk a little bit, can't you? And then you can move back to drive again Over here. That's a good targeted movement toe have. If you don't have one of these clickers, here's number four. You can use it if you need to move toward the class to demonstrate something. Ah, lot of times I'll make a point. If I have someone in the front row, I'll kneel down in front of this person and talk with this person like this or I may not do . I may do a little more subtle thing, but I might just go like this and extend a hand and say, What's your question? Indicate a nice gesture. Here's another one that you can do if you're using a visual aid or the board. When your finishing move back to the sweet spot, you notice. I'm coming back here a lot to talk about different things that I'm doing, checking them off as I go. And whenever I'm at the board, I never want to cover up the board so people can't read it. So I either want to be on one side of the board or the other. But then when I'm done, I had back to the sweet spot and teach some more. Those the targeted movements. That's it for that. The 3rd 1 if you look up here, is on page 64 5 65 actually, and it's genuine expressions. Look at the research on page 65 from Daniel Pink. You can read it, underlining its huge. It means you can can't fake a smile and you can read all about it if you want to page 67 or the fidgets. We've talked about those already. What I'm really interested in, though, is 69 in 70 and 71. Mark those pages because they're right up here. This is 69 70 and 71 there are five things you can do to show genuine enthusiasm. Make a note. There are three things you cannot fake. I'll write it with you. You cannot fake and you've already learned one of them. What? Can't you fake? A smile? Could write that with me. You also can't fake sincerity if you're in sincere people now, unless you, of course, been trained to be insincere. But that's a whole nother story, and the number three you can't fake if you're If you're enthusiastic, you can't fake enthusiasm. You can act like you're enthusiastic if you're not. But if you don't really enjoy what you're teaching, they know. So most people say, Well, then, Jason, what am I supposed to do to show enthusiasm? If I don't really like my topic, here's what you dio you pump five other things. Call it, pump them because you're getting excited. I you should know. I taught a topic 11 year called category lists. I thought another topic. When I taught math on polynomial, I didn't like either one thought they were incredibly boring, but I got excited with my students because some of them were enjoying the system when it was software or some of them were enthusiastic about the polynomial is themselves. They liked math. I didn't very much Some of them had questions that were pretty interesting. Some of them were following along with what I was doing, and others of them were doing an activity that was fun. This is when I pumped the enthusiasm. Here's what it sounds like. You're ready. Listen to my inflections. Hey, take a look at this up here. It's pretty neat, huh? Work? This usually gets my heart beating. What do you all think? Cool, isn't it? If I really thought it was cool, even though I didn't like category Lister is one cool concept I taught that I thought was cool or when they're having fun with an activity or something, I would look at them and say You all are having way too much fun in here. That's a really good one to Dio or another one is. I think you should know my brother. I'm not my brother. My son Trey. He's three one. The little things we do with him to get him to do something is will say trail. But you can't do that trays and energize. He always wanted to prove us wrong. He's yes, I can, but you can't buckle your cell in seat belt. Yes, I can, Papa. And then he does it. That's kind of what we're doing here with Hey, you're you're Stop making me laugh so much, you guys, You haven't way too much fun in here, and all of a sudden they think it's kind of fun here. I'll look at somebody when they're doing partner. Work is a facility. And I say, Is Joe taking good care? You, Denise. Oh, good. Hear that? That's kind of unenthusiastic thing you can do. Some people ask Why do you film these things, Jason? Because I'm giving you so many things. It's almost unwieldy, right? Which one am I gonna do tomorrow? That's why people want to watch these videos again and again. They can kind of figure out what they're gonna dio. But which ones? Because for you, here's another one. Are you? I'll walk around the room to see if it was on the same screen that said got computers. And I must say, Here you are. You got the same thing as I've got. Nice. You're all with me. Hear that? Everybody on page six. Good. You're following along. So I get excited about the facilitation, The teaching even if I'm not excited about the what the content. And then, lastly, I just want to make this point. This is a big one. Page 70. There's a box. Take 30 seconds. Read the box on page 70. I'm gonna tell you another true story. I mean, inspire. I love stories. Little girl comes home, she looks at her parents. She just had a soccer game. They weren't there. A parent. The father looks at her and says, Hey, how would your soccer game go? She was okay, she goes. I see you guys. One great job. Thanks. She goes up to her room. Father finds out the next day, she scored a goal for the wrong team. He tried to praise her. She didn't want the praise. Praise only works If the person you're praising agrees that they deserve the what. And yet I stood next to a physician, 100 people in the room, tons of physicians in the room. He looks at me and he's he's raised his hand. I'm actually next to him. In line is we're doing this. He raised his hand. He says, I said, You got a question, huh? Yeah, I feel like an idiot asking this. And then the facilitator looks at and goes, What's your questioning? And because good question, Joe. And he, of course, gets cognitive dissonance immediately, just like that little girl did. Good question is typically good for hope, the facilitator. But it's not about you. I fell down. I prefer Thanks for that question. I don't recommend good question. There are a few exceptions, but mostly I wouldn't recommend it. Yeah, I prefer Thanks for that question because there is no value judgment. 9. Keep Them Engaged: If you look on the next page, keep them engaged. You'll see this on page 73. I'm going to give you two, three quick things you can do to keep people engaged. First of all, I want you to look at this. I hear and I forget. I see. And I remember I do. And I understand. And yet most people, when they're in a facilitation, don't get people to do, by the way, do doesn't always have to be in activity. How long I've been teaching you. We've been going for 105 minutes. You're still engaged. We haven't done one activity other than that circle of knowledge. I modeled the circle knowledge. You can do it 10 15 times in a two hour period. It's great. You don't have to do that. I'm getting you to do in your mind and in your writing and your creation and information is not instruction. Here's the stages of learning notice. We're getting you to the point where what's Jason doing now? Most your past, that I can see what he's doing. Most of your there. I can do this by myself with guidance. Some of you are there, but to really get there. What did I say? You needed to do need to review this. How many hours a week? One are weak. For how many months? And I have an entire boot camp, by the way, three days long, where I not only teach you this stuff, but I have you come up and teach and we give each other feedback. That's how you really get to stage is four and fine. But before we do, these are the four learners learning styles I was telling you about. And I know learning stylish burning styles. I get that page 75. A lot of people don't like the research on learning styles, and you should know there's hundreds of learning style theories out there. But I created these on my own after doing the 20 years of research, and I discovered that these four people don't like learning with one another. You should know this is not just a bunch of evidence that I made up. I was talking with a team leader once you said to me, Jason, we're gonna have to let X y z go. I said, Why can't pass the test? She got a pass, The test to start her job. I said, Well, let me talk to her. I found out she talk, learn. She did talk it out to get it. I didn't get to talk in any of her classes. So then we did a little talk session with little tutoring. She passed the tache. She aces it. She became one of the most effective employees in the organisation. This is big. Here's the thing. The four learning styles. If you look at this on Page 70 75 76 77 you'll see the four learning styles, a stepladder like steps, goals and practicality that create winners synthesizes toe, learn By the way, Bloom and his taxonomy would love this, and they don't want to generate something the researcher wants to read. That's why you have 100 page book in front of you because the researchers are gonna dig that thing to create letters by the way they like the book as they get to write throwing answers in there, and the talk learners like to do those activities where we have agree and see if you're right. We're gonna do that in a second the step. Alors, just want the stuff. That's why I'm giving you steps As we go. I'm hitting all four simultaneously. That's what the great facilitators conduce. But the best way to do this on page 77 there's three things you can write in the box. You can write these with me if you want to. Let's go back to him. Here they are asked the right questions. Give targeted direction ALS and use the agree and see if you're right, you do those things and they will follow. Engage and understand what you're doing, and I'm just gonna go through a couple of quick ones here. Effective questions you can read about these on 78 9 in 80 81 82 83 84. You'll see all that reading, but there's four kinds of questions. Expert leading recall and relevance, and this is how you get people engaged. Let me just model these and tell you what they are. You ready? Here's comes the recall question. This is the 3rd 1 down. Let's start with expertise. Let's start with expertise. What do you think makes an amazing facilitator? Already did that one and you told me. That's an expertise question. It makes you look like an expert. Here's another one. It's called a leading question. Make a note. Leading question has four definitions. There's a right answer. Never been taught. They can figure it out. Requires thinking. If you're wondering, where should I make a note? You could make a note. I'm gonna give you this for free on page 79. At the bottom, there's the 4 79 The bottom. There's the four definitions of a leading question. Now let me mess this up and then I'll show you how to do it right. Hey, what do you think NASA was thinking 30 seconds before launch in 1997? What role did I break? Can't figure it out. Let me do another one. What do you think you should wear outside in the winter when it's cold? What route did I break there? It's coat, but what route did I break? Didn't require thinking, But what if I ask something like, What do you think? If you look up here at the leading question, watch this. Turns out there's two sides of the brain left in the right side. The left responsible for the past. The rights responsible for the future left is responsible for the remembering of information, the rights responsible for the synthesizing and creation of new information. We know this because when people lose part of their brain, they can't do one of these things. Which side of the brain do you think we're accessing For a leading question? The right. Good. I just did it with you. See how you you took the bait. You did it and you learned and you'll listen and you were engaged all because I didn't break any one of these four rules. And yet facilitator after facilitator, Facilitator breaks these rules and people don't stay engaged. Third kind of questions, a recall question. Lose to the past. You ready? What's the number one fear of any learner looking number one need is feeling safe where the four kinds of personality presentation styles fascinator inspire performer entered. That's those are recall questions, keeps you engaged, and the last one is a relevance question. I made this one up. Never heard this before, but it's really powerful. It's my favorite for keeping people engaged. You just ask him a question that asked him how they apply what you're learning today in their world. Here it is. How could you use a leading question in your next class? Everybody's in. No, there's a pin dropping right now and you can hear it. Why? Because everybody wants what's in it. For what? For me. Then there's direction. ALS. Did you notice that all day long I've been telling you to turn to page five? Read the second paragraph. Look at your screen. Look up here. Open that window. Think about that. These air called direction ALS These air riel directional is that real Trainers, presenters and facilitators made in riel classes, and they're not good. Why aren't they good? I would go ahead and turn to Page five on your handout, as opposed to turn the Page five in your hand out. So I want you to read this. Be the second page. What's the thing you hear first when I say so So? But if I say read what do your first read? That's what I want you to dio. Most people say they'll say Jason feel really awkward saying this to people because I don't wanna I don't want to come across this arrogance or bossy. Well, then just talk. Is your tone read? Page six is not good, but what about this one? Take a look at page six. Turn to the person next to you. Did it in a data here that got it under Dada. That's how you make it sound. Okay. And then the last thing I would suggest for making it engaging is on page 80 six. And it's the most powerful technique on the planet, in my opinion, for engaging an audience that's completely bored. Number one, number one technique for engaging in a facilitation setting. And here's what you do. You I'm gonna try it right now. You look at the audience and you say I would like you to take 30 seconds and having right down answer to something. And we now turn to the person next to and agree on your answer. When you say now a sign re layer and tell us what you came up with. Here's the key. The question you ask him has to be a leading question. Something like this. Take 30 seconds. Right now, I really want you to do this and write down why you think the agree and see if you're right . Technique is so incredibly powerful for facilitators. Take 30 seconds and write it down Now. By the way, incorporate the word learning styles into your answer. Take 30 seconds right down. Why? This technique would be so great for facilitators. Now turn to the person next to you and agree on your answer. Agree on your answer. 30 seconds. Go. Good Now a sign. A re layer re layers. I want you to look up here for a second. Look at these four learning styles and tell me your answer. Whatever answer you come up with is up to you. But I want to hear what you came up with. Surreal airs. Give me one reason why the agree and see if you're right. Such a powerful technique. You just did it. Why is it powerful? Why is engaged? It takes the ownership and puts it back on the audience. Theoretically one. Is it work? Watch this. Did the talk alone to get their fix? Did the create longer get their fix? Did you get to create for 30 seconds? Did the research lunar get to work on their own without having a talk? Right? away. They did, didn't they? They got to have quiet time first to think about their answer. And then they got to debate it later, which they love to do. And did the step learner. When we're all done, get a chance to hear the actual answer from me. Uh huh. By the way, Step learned doesn't get their fix till the end. You stop loners. You give away that. The answer is too quick. You're create learners. Struggle in your classes. They can't get it from you because you're giving him the answer all the time. Make them figure it out. Bloom would be so happy with you if you did. Yes, for the agreeance. See, if you're right, there has to be a right answer. But for the circle of knowledge, there doesn't see the difference. This is a playoff. The agree and see if you're right. This is more of a brainstorm. Circle of knowledge. The green Super right. There has to be Ranger. Why? Because we have to. There's have to know for right. If you want to know my right. You with me on this? I kind of played the two of them together. Good 10. Determine if they got it: The next thing I want to show you is this. This is going to be a short one, but determine if they've got it. Page 89. Look at the hook. Page 89. I'm gonna help you ensure that they get even the most challenging material you might say, Jason. What do you mean? This is gonna be a short when I want you to teach me for an hour on this. I have a whole course on this called light bulbs, But what I want to do right now is just tell you that this is your homework. Your homework is what you give them for homework. It's how you assess them. Watch this. There's three ways to assess them. You can write these on page 80 on page 90 but before we do, there's three kinds of objectives need to teach the conventions. That's what you're teaching them. The definitions. The Al grooms is the steps and the concepts. That's why they'd want it. This is all any teacher facilitator ever teaches these three things, and yet which one is the most difficult to assess? If I teach you a definition, is it hard to assess this is a pen. Okay, everybody in a test regurgitate this depend. If I teach you the steps to something, here's I get to the bathroom. 20 page This way and turn left. Is that hard to assess what? Once hard to assess concept, crazy, difficult to assess? Well, here's how you do it on page 90 and there's three ways to determine if they've got it right . These down with me, Do they remember? That's number one. Do they remember Number two? Do they understand? Do they understand a number three? Can they do key tasks? Here's how you find out if they remember, I'm gonna do this with you. You ready? You do an aural review. Here's the steps. You can look at him on Page 91 read, Um, but here's what it looks like. Hey, let's see if you're remembering what I taught you, you ready? If I want to hook someone, what do I need to tell them? What, How what if or why? Why? And what's the recipe to figure out the why I'll give you the hint that first one's happiness. What else do I need to figure out if I want to get the why Success and freedom, What are the four kinds of questions I can ask to engage people? What's one? A leading question, A leading question. There is a right answer. What else? They configure it out. It requires what thinking and they've never been taught it before. What's that technique that hits all four learning styles called when we just covered the agree and see if you're right And then what was the one I asked you before? Number one need of your learns is to feel safe. Number one fear is looking foolish. Then you're going to go. Hey, you guys are getting this well, questions about X. Nice to see if they what remember now, if you want to see if they understand, then you need to do what's called a benchmark. And if you look on the next page, this is the benchmark. This is on page 93 94 95 94. You'll see the candidates for benchmarks. These are the top conceptual things. All facilitators teach on the planet. On one page, you want to create assessments and tests. This is what you want to test. You want to create great objectives. You can teach these air your objectives and then you give a benchmark in the benchmark takes one of these. Let's say I want to know. I want to know if you guys understand something, so I would say explain why the agree and see if you're right hits all four learning style. That's your test question. I would do this, I'd say. Let's see if you understand this, everybody takes 60 seconds right now and explain in your own words Why does he agree and see if you're right hit all four learning styles. Go and then I'd say, Okay, now let's go over this. But before I do, I go over and I check Joe's papers. Oh, you got it right. So I go up to Joe and I say, Joe, would you be willing to share your answer what you think is going to say? Sure, because he knows he got it right. So that is OK, let's go over this, Joe. Tell us which came up with Well, the reason hits all four learning style is X Y Z good films up. If you got that thumbs down, if you didn't and I can see who got it right and wrong. Even better, I can create a sheet like page 96. Look in 96 called a benchmark sheet with little Yes, no next. Everything I want to know if they understand. And I can say if you got what Joe got. Circle. Yes. If you didn't circle. No. And at the end of the day, I look at everybody and say You've just learned X Y Z turn your benchmark she if you have all yeses, you understand what I taught you today? If you have any knows, stick around and I hope you turned those two. Yes, it's otherwise have a great day, and there it is. That's how you find out they understand. And then, lastly, you want to find out they could do key things. Here's what you do what you say. Let's see if you could do it on your own. Notices a hook for every one of these. Let's see if you can do this on your own. This is on page 90 8 99 and 100. Let's see if you can do this on your own. Then you say I'm gonna give you 30 minutes to show that you can dot, dot, dot, dot, dot, dot dot I do this where I said, I'm gonna give you 30 minutes to do you create your own independent assessment for your class, and then when you're finished, raise your hand, I'll check it. And once you're done, you could go. And now I know if they can do key stuff, and that is how you find out if they've got it. God, it just doesn't mean they're Gourgeon Tate stuff. It means they can remember, do and understand. 11. Facilitate Close to Applause: And lastly, you said you wanted to know how to close to applause. This is on page 101 I'm gonna show you how to get your audience to respond with enthusiasm . Page 102 You can write these four things down while you're doing that. I want you to look up here. You told me this is the last thing you told me you wanted to know, which is how to close. It's the exact same thing. That's why it's so quick. Is what I taught you the beginning. We just reverse everything number at the beginning. I told you why and then watching. How now I'm gonna tell you the hot What? How first and then the why. Here's what it sounds like. You ready? You're gonna show it's worthwhile. Addressed their questions. Tell me where to get more info, in part with closing words. I'm gonna literally close right now, and you're gonna get a chance to see what it all looks like. Here we go. Show him the take away slide. First. You just learned 56 new techniques you can use tomorrow to better engage your students when you facilitate lead a valuable discussion. What questions do you have about facilitate? Okay, you can ask. Yes. Yeah. The leading questions in the expertise. Uh huh. Yep. Ah, So the relevance question you're asking about and you're asking. Well, if I ask it, how could you use you use leading questions tomorrow? What if nobody responds? You don't want a response? It's rhetorical. It's not really rhetorical, but it's you just want them to think. And when they do this, their eyes air back. That's all I wanted. Seven seconds. Just like the questions you given seven seconds. Here's a word. Sound like How could you use relevance questions in your next class? Let me show you the next topic. It's what I did. Now by the way, somebody might answer which isn't a bad thing, is it? Now you got engagement verbally, but I was going for engaging with neurons. Think about it this way. If I pay you a dollar for every time your neuron fires a facilitator and I pay your audience of dollar every time there neurons fire, who should get paid more? Attend your class. Yeah, Who gets paid the most? Usually the facilitator don't, don't they? This gets them paid. Even though they don't, they don't have to stay it out. Lauder. Get into groups of four and to get engaged. You're just firing neuron. Does that make sense? Good. That's hilarious. Says I need to plug into another source. I better close soon. That's a great way, by the way, to handle stuff like that is you just laugh about, especially we got that report. I take the question, and then if you're running out of time, you never want to say, Oh, we're running out of time. You just want to close and say to them, For those of you have additional questions. Thanks for that question. I'll stick around and answer those. Otherwise, show them information, Don't tell them. And then you give him a warm wish that sincere don't thank him for their time. That implies it could have been better spent elsewhere. Simply say, Hey, thanks for being such a warm audience. And for all your questions and interaction and wish him a warm welcome like have a great day. Then when you do walk off stage because that tells them what it's over. Remember that last presentation I said that? Nobody applauded Nobody knew what to do. So here's what it might look like. Hey, thanks for being such a warm audience. And for all your questions, if you have additional one stick around. Otherwise, have a great day. No, I'm really done.