Achieving Life Changing Results

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Achieving Life Changing Results

  1. 1. The integral role trainers play in achieving maximum results with LearningRx programs By Kim Bellini Achieving Results
  2. 2. The Symptoms • You hear from parents and students: • “I’m not seeing progress.” • “I’m not seeing the skills ‘transfer’.” • Outstanding test scores, but less enthusiastic clients • Students go “on hold” • High attrition rate
  3. 3. Causes • Circumstances we cannot control • Expectations between parent and center not aligned • Trainers vary in ability to scaffold their students into seeing how brain training will help them in their life.
  4. 4. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You move through various stages as your training ability improves • Benefits move from trainer-centered to student-centered as you move through the various phases • How can you help your students have life changing results? • How can center directors help you become more proficient more quickly thereby making your job easier and more effective?
  5. 5. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “I’m not doing benefits at all. I don’t see why I need to. I’m doing good to keep up with my students and shuffle my materials.” • Trainers that fall into this category are typically: • New • More focused on themselves and following procedures accurately • Lacking in basic knowledge of cognitive skills • Less proficient with parent communication and relationship building • Unaware of the importance of discussing benefits
  6. 6. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “Oops! Got marked down on my observation for forgetting benefits. I had better read them from the top of the page. At least I can say I’m doing them.” • Trainers that fall into this category are typically: • More comfortable in their trainer role, but may have completed only 1 or 2 students. • Still not seeing the connection benefits have with success • Able to name basic cognitive skills, but not understand them • Feel obligated to “do” benefits to please the boss
  7. 7. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “I have specific benefits for each procedure that I use with every student. My benefit for MD is that it helps when copying from the board at school.” • Trainers that fall into this category are typically: • Beginning to see how brain training relates to everyday life • Beginning to have a basic understanding of cognitive skills • Getting better at communicating with parents about topics other than scheduling • Using a limited number of benefits for each procedure whether or not it is relatable to the student
  8. 8. Trainer Progression Trainer Centered “I read the benefits straight from the book.” “I relate procedures directly to my students’ lives.” “I relate procedures to my students’ future goals.” Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “I relate benefits directly to my students’ lives so they can see how this is going to help them in sports or school.” • Trainers that fall into this category are typically: • Able to see how brain training relates to everyday life • Able to describe the Learning Model relatively well • Good at communicating improvements and benefits to parents • Able to translate complicated terms into a realistic and relatable benefit.
  9. 9. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “I relate benefits to my students’ current and future goals.” • Trainers that fall into this category are typically: • Beginning to see how LearningRx will impact their students for years to come • Excel at communicating improvements and benefits to parents, and parents look to them as an “expert” and positive influence in their child’s life • Farsighted in helping their students realize LearningRx can help them reach their future goals
  10. 10. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • You may think (or say): • “I don’t really ‘do’ benefits. They are part of my dialogue with my students. They just seem to be able to see the benefits for themselves.” • Trainers that fall into this category are typically: • Skilled at scaffolding their students to seeing benefits for themselves • Excel at communicating improvements and benefits to parents, and parents look to them as an “expert” and positive influence in their child’s life • A catalyst in helping their students discover how LearningRx can help them reach their current and future goals
  11. 11. Trainer Progression Trainer Centered Student Centered Good Results Life Changing Results The Unaware The Obligated The Limited The Catalyst The Translator The Farsighted • We want you to move to the right-end of the spectrum. • Becoming a Translator is a MINIMUM expectation. • One of the biggest challenges of LearningRx has been figuring out how to help you move through the phases. Some move naturally, and some trainers stagnate. • What can we do to help you get there more quickly?
  12. 12. Solutions • Solutions Implemented: – Listening more in consults – Setting goals with parents – Recommending the correct length of program • Working Solutions: – Student success committee – Increase trainer knowledge of • Cognitive skills • Phases of experience

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