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Guest Expert Tele-Training January 2010 FEATURING: Paul Scheele

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Guest Expert Tele-Training January 2010

FEATURING: Paul Scheele

Guest Expert Tele-Training January 12, 2010

FEATURING:

Paul Scheele www.LearningStrategies.com

The Canfield Training Group, P.O. Box 30880, Santa Barbara, CA 93130, 805-563-2935

www.JackCanfield.com

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

1 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: Hello everybody, this is Jack Canfield and this is our monthly expert call for the Train the Trainer Program. I'm excited to be with you all again.

I have a wonderful guest expert today, someone who I deeply love and respect. I met Paul Scheele many years ago at a conference that was called S.A.L.T, I think it was Suggestive Accelerated Learning Techniques. Paul was talking about PhotoReading and accelerated learning.

Many years later, we met through the Transformational Leadership Council. I watched Paul present there and also at some Learning Strategies corporation events. I consider him, literally, one of the most powerful, effective, engaging trainers and teachers I’ve ever witnessed.

Let me give you more of a formal introduction so you know who we’re dealing with in case you’re not familiar with Paul. Then we will jump into some questions and let Paul teach us about teaching adult learners and accelerated learning and learning styles and all of that.

Paul Scheele is the co-founder of Learning Strategies Corporation. It’s a Minnesota company that provides products, trainings and seminars to develop all aspects of human potential. He’s the developer of programs such as PhotoReading, which literally can teach you to read as fast as you can turn the page of a book.

Paul did some amazing demonstrations with us up at John Gray’s ranch when we were learning to read without even turning the pages. That was pretty amazing.

Natural Brilliance is another one of his programs, Genius Code, Abundance for Life, and he’s done a series of almost 48 paraliminal tapes, which perhaps Paul can talk about a little later. He’s run many other courses as well.

Paul’s unique combination of expertise includes degrees in biology, learning and human development, plus a rich

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

2 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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background in neurolinguistic programming, accelerated learning, pre-conscious processing, and universal energy.

He uses his specialized knowledge to deliver leading edge, thought-provoking programs and helps people acquire information many times faster than through the more traditional methods. His programs provide the rare experience of tapping the vast, innate potential of the mind to attain more success in life.

Paul has designed and delivered over 50 different programs relating to professional and personal development. His 43 titles, which I mentioned include PhotoReading, which is a powerful system to process the written page at 25,000 words per minute for processing. I'll let him tell you about his paraliminals.

He’s also the author of two bestselling books, PhotoReading and Natural Brilliance. These have been translated into more than 15 languages and purchased by enthusiastic clients in 155 countries. There are probably a few more that they’ve snuck the book in that Paul doesn’t even know about.

He’s also a founding member of the Transformational Leadership Council and one of our favorite presenters there. I worked very closely with Paul and we developed my Effortless Success course for the Learning Strategies Corporation. Paul co-narrated a number of the sessions with me and we did these monthly calls or quarterly calls and newsletters and worked on those together.

He’s also a teacher at Michael Beckwith’s Agape Church in Culver City, California. He plays the guitar. He sings. He’s a real renaissance man.

With all that, welcome to the call, Paul.

Paul: Thank you very much. I hope you’re not going to ask me to sing on this call.

Jack: No, but I may ask you to play the guitar. We’ll see.

You’re clearly one of the top trainers in the world in this area of education and accelerated learning. Why don’t you give us a

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

3 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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minute or two of background of how you got into this work and how it evolved, and maybe we can start talking about some of the specifics of it.

Paul: I was fortunate early on when I was going to the University of Minnesota to get into mind development. I realized that if our planet was going to make it, humanity was going to have to elevate its consciousness.

I realized, as a Biological Sciences student, we’re not going to improve the quality of the environment by putting corks in smoke stacks. It was really going to be because people woke up and decided to take the quality of our life in our own hands.

I realized that it was through psychology and teaching and learning that, ultimately, humanity was going to awaken and was going to take responsibility to make sure that this is a planet that works for everyone and is environmentally and economically stable and socially just and spiritually fulfilling.

I did make a very strong right turn while I was in Biological Sciences. I finished up in Ecology and Behavioral Biology and went on to graduate school in Adult Learning and Human Development Technologies.

I'm currently getting a Doctorate in leadership and change. This whole time there’s this through-line of reasoning about how can we use our minds more effectively to create a world that works for everyone.

During that time of developing my skills as a human resource training and development consultant, I had the opportunity to be one of the first people trained in neurolinguistic programming. I was also trained as a professional hypnotist back at age 19.

The combination of NLP and hypnosis, and then studying with some of the key Lozanov instructor trainers for accelerated learning – what was then called Suggestopedia and became accelerative learning – I had a wonderful combination of skills that had me speaking at international educational conferences.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

4 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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When I was speaking in the area of neurolinguistic programming, I was trying to tell everybody there that they needed to know about accelerated learning. When I'd go to the accelerated learning conferences I'd say, “You need to know about NLP and how the mind works.” It was that blend, that combination, that really was the foundation of a lot of my work.

I was hired by an international training and development company right out of my undergraduate degree at the University of Minnesota, and really continued on in that until that business was sold and I started Learning Strategies Corporation back in 1981.

Now we’re a producer of some of the top self-development programs in the world. It’s my good fortune to be connected with you, Jack, through a lot of that work.

Jack: Paul, you know the work I do. You had sat in the back of the room at one of my seven-day trainings as we were developing the Effortless Success course and saw the kind of work I do. We’re training these people now to lead those kinds of Success Principles seminars.

You know that you can accelerate learning, so talk just a little bit about accelerated learning, the research that’s done and how to help people learn faster, and then maybe we can jump into a little bit about how the people that are working with me can actually apply some of these principles to the work we’re doing.

Paul: Great. There are about three or four things that pop into mind. I'll try to cover each one of them, and stop me at any point along here for extra clarification if you’d like to, Jack.

When we talk about accelerated learning, first of all, I would like to say that we’re all born accelerated learners. In fact, research that’s been done on infants is so mind-blowing as to what the human brain and mind are capable of accomplishing prior to getting to school that it really is beyond comprehension.

We just don’t know how the sensory systems, the brain, and the body do exactly what it does. It’s so remarkable. It’s a pattern-recognizing device. It’s a natural learner.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

5 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Here we are, essentially, biologically we’re a tube with a hole on each end. That’s really what we are biologically and we have the ability to reproduce ourselves.

We’ve got this brain that sits on the top of that tube, and that brain is designed to interact with its environment to make it more and more successful at sustaining its own life.

It feeds forward information into the environment and then receives feedback. Essentially that loop, feed forward/feedback, is the cause of all learning. Understanding, learning, remembering, associating – all of it is essentially a feed forward/feedback loop.

The research that’s been done on learning indicates that if you give an individual a rich, stimulus-filled environment, they are naturally going to learn to be able to do what it takes to succeed in that environment.

Essentially, what happened is here is the magnificent curve of acquisition of knowledge and skills and attitudes. It’s skyrocketing upward. Then we go to school and it plateaus off and starts falling catastrophically downward.

When I meet people as adult learners, people are interested, “How can I accelerate my learning?” They’re thinking, “How can I learn faster with the crappy techniques that are taught to me in school?”

I had to acquire a tremendous amount of content. Nobody ever showed me how to learn that content. For example, going to the University of Minnesota and Biological Sciences, I took three quarters of organic chemistry.

It was a remarkable thing that no one ever showed me how to read an organic chemistry textbook. If they had, I would have learned it a lot easier. Instead, I struggled in order to get Bs and Cs. I really did apply myself and it was extremely difficult.

If you think about a step-by-step chart, the bottom is learning. You go to class. The teacher says, “Here, learn this. It’s organic

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

6 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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chemistry. Learn it. We’re going to take a test on this chapter at the end of the week.”

The next step up is learning how to learn. If a teacher would say, “Now here’s how you can learn this kind of information,” in other words, “I’m going to teach you to learn how to learn,” that would have been magnificent.

The truth is what this call is about is the next logical level up from those two, which is learning how learning to learn takes place.

As a trainer, when you know how learning to learn takes place, your role as a teacher/trainer, which is to help people learn how to learn the content that you share, you’re at a new stratosphere in terms of your effectiveness with anybody that you work with, because you get what you’re there for.

It’s not the content. The content will most likely change, unless there are universal principles that you’re presenting. Day-to-day, in any content area, new information is coming through all the time about the human mind, the human brain and everything that we teach.

Don’t focus on content, focus on process. How can someone more effectively acquire what it is that you’re there to teach them in order to be knowledgeable about that? It’s what our call is on, which is being able to know and understand how learning to learn takes place.

Jack, you and I spent most of our lives operating at the next logical level up, which is how do we create a training environment in which trainers/teachers can actually figure out how to learn how to learn how to learn?

Do you get this logical progression up? We’re at the fourth logical level in the work that we’re doing so that we can provide this third logical level for everyone, so that they can provide the best possible classroom or training experience for anyone that they interact with.

Jack: Paul, just repeat that last one again.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

7 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Paul: It’s perfect that you say this and I'll tell you why. Gregory Bateson who wrote, Steps to an Ecology of Mindset, said it’s impossible to conceptualize at this fourth logical level.

What we’re interested in in this call is learning how to learn how to learn. That’s what everybody really needs to know. The fact that we’re at one level above that is learning how learning how to learn how to learn takes place.

Do you get it? Oh boy, that’s off the charts in terms of logical levels, but we acquired it through something called metacognition, which is thinking about thinking, by operating at the level of, “How did that happen? What just happened there?”

Go back over an exercise, for example, that worked remarkably well, an exercise you did four times in four different seminars and it worked great.

The fifth time you did it, it was a complete bomb and you're scratching your head and you’re saying, “I can't blame the audience and I know it’s not me so what happened? What can I learn from this experience?”

In a traditional classroom, imagine a teacher with 30 students in a room. What’s going to happen just naturally is that a number of them are going to be able to learn just because of the way you present.

Some of them will learn because their learning style is the same as your teaching style. We’ll talk a bit more about that as the call goes on, but there are other people who – because you present in a rich sensory way, you’re doing visual/auditory exercises and you're getting people engaged and they’re fully immersed – because of those experiential learnings, most people are going to be able to learn.

There are going to be a few, about four to six of that group out of 30, which are single channel learners. These are people who might get it kinesthetically or by engagement, but they don’t get it when you show it to them or tell them about it.

What happens, Jack, is you give the instructions for an exercise.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

8 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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You don’t send them off into the exercise. Instead, what you do right away is you review the exercise one more time and ask for questions.

After handling any questions, you then demonstrate it one more time. This three-part repetition really allows most learners to get what it is they’re supposed to do when they go into a small group and start to interact.

As soon as they get into small groups, there’s always somebody in that group that turns to someone and says, “What are we supposed to do?”

Of course, when I hear it, I think, “That’s unbelievable. How is it after three repetitions they still couldn’t understand what it is they’re supposed to do?”

It’s very understandable when you realize how the brain works. It’s those single channel learners, and they have to translate into the sensory system that they’re processing information. If you don’t deliver it right, they’re not going to get it.

Also, out of a group of 30, there’s going to be a couple that aren’t going to learn very well because of other psychological issues; emotional wounding, traumas, whatever else might be going on.

As a facilitator in a group, we simply want to be most aware of the fact that as we’re facilitating learning, we’re going to have a broad type of learning styles.

If you think about how you were graded in school. You were graded on a bell curve. A bell curve, very simply, is a random distribution of events.

Just by chance, if you flip a coin enough times, things are going to distribute, and you’re going to get a lot in the middle and you’re going to get some falling off to the left and some falling off to the right.

If you think about this in terms of grades, when you grade on a curve, 20% of the people are going to get As. There are 60% of the people that are going to get Bs and Cs, 30% on one side and

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

9 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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30% on the other side of the mid line. Then there’s going to be 20% of them that are going to get Ds and Fs. They’re going to fail. They’re going to be on the low end of the curve.

Why would we grade on a curve? Actually, it’s pretty insane, which is why, Jack, you and I don’t teach on a curve. What we do is we present in a multi-sensory way so that everyone can get it, because what we know is if there’s only one teaching style in a room of 30 people and there are 30 unique learning styles, then what we’re saying is we should grade on a curve because learning is going to be a random event in that classroom.

I don’t buy that. I think anyone can learn. I think we’re born learners. What we have to do is we have to present in a way so that everyone is able to get what they need to be able to learn on their own. In other words, we’re not really teaching anyone. You can only help someone find it within themselves.

We’re always providing a rich learning environment, resources necessary for others to be able to, with their own mind, their own sensory systems, and their own life experience, acquire the knowledge, skills and attitudes that will allow them to succeed at what it is you're contracting with them to succeed at.

In this process, we’re not going to accept the idea that some people aren’t going to get it and some people get it instantaneously.

We’ll recognize there will be some people will go a little bit faster than others, but everybody can get it. Everyone has the capacity to learn what it is that you’re teaching.

While you’re doing that, you recognize everybody’s going to do it in their unique way. Your teaching style needs to be as flexible as possible so that you can reach the number of learning styles that are actually in the room in front of you. Does that answer part of the question, Jack?

Jack: That’s very good. A couple big takeaways for me, I'd forgotten about the three repetitions. I think I do it intuitively.

Paul: You do.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

10 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: I know that I teach it, the idea that you explain an exercise. You review it and ask questions. You demonstrate it and then ask questions.

That’s really important to remember, especially when you’re first setting up something like a dyad or a triad or a group or a role playing exercise or whatever it might be.

If people have never done that before, if you fail to demonstrate it from the front of the room either with yourself or an assistant or call a participant up, a lot of people don’t really know what you’ve asked them to do because they are a visual learner.

The other thing is that I find that when I demonstrate an exercise with the group, if I'm vulnerable and answer the question with honesty, it sets a tone for them to be vulnerable and answer it with honesty too. I think that’s another important part of demoing something from the front of the room.

The other thing is about flexibility – being willing to know that you’ve got to have a lot of flexibility when you’re teaching and that there’s no one way and that you’re just setting up an environment for learning more than teaching. I think that’s really important.

You mentioned all these different learning styles. You made the point that if you’ve got 31 students, you’ve got 31 unique learning styles, but can you talk a little bit more about learning styles and how to know those or identify them, teach to them, etc?

Paul: Yes, absolutely. I do want to go back to the statement that you made about demonstration, because it was implied in what you said but it’s also very important to mark this out.

When you demonstrate it, you try to make your demonstration special, meaning here I am. I'm person A. Here’s my partner, person B and they’re over there, and here’s person C.

You’re actually laying it out in a visual but also spatial way. If you just describe what it is, then people who aren’t visual and

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

11 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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spatial, people who are just getting it auditorially can mix it all up in their heads.

Some people don’t process just auditory information. For example, my wife, when she tries to get instruction from my son on how to use her computer, it drives her absolutely bonkers.

He gets it and he’s delivering it to her auditorially, and she’s not a good auditory processor. She’s a visual processor. She’s an artist, as you know. For her to get a lot of auditory information just shuts her down.

As my son’s frustration level goes up, you know how the tone of the voice goes, “All you have to…” He gets like that. You could just watch things crumbling before your eyes.

Repetition doesn’t mean doing it again louder. It really does mean that we have to change up the way we’re doing it. Show it visually, explain it auditorially, demonstrate it spatially so that people see it marked out in space much more clear.

Jack: That’s a good distinction, spatial versus visual. Thank you for that.

Paul: You probably have covered this in the work that you're doing with these folks, Jack, but there’s this idea of how you locate yourself on stage.

When you accept a question and when you are delivering new information, it’s a really good idea to anchor those as different states that you’re in on stage.

For example, I'll cover new information which is very confusing to folks in one place on the stage. I'll answer questions in a completely different place.

I'll walk over to the side where a person is located in the audience and I'll get in a very different posture, indicating that I'm open auditorially to hearing what they say, and then I'll go back to a different place in order to deliver the answer to it. I'm spatially anchoring different states that I'm going through while I'm in a teaching mode.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

12 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Similarly, whenever I do a closed eye process where there’s going to be a visualization, a meditation of some kind, I'll always pull up a chair and I'll sit in it.

I'll never deliver questions and answers from the same chair. In fact, if there’s a bar stool up there, I'll have two bar stools. One bar stool is for me to sit and respond to questions and answers or tell stories. The other bar stool is just reserved for closing eyes and going inside.

You can imagine, we’re busy with an exercise. Everybody’s talking and it’s time to do this meditation. I pull the one bar stool away. I pull this other one up that’s just anchored for me to go into a state in which we’re all going to go within.

Immediately, you can imagine instantaneously everybody’s already going there, because after the first or second time I’ve done it, they know what’s going to happen. I'm going into that chair, they’re going to go into state.

What’s happening non-verbally is we’re communicating a tremendous amount of information. You’ve heard the statistic, Jack, of how much information is presented as content.

What percent of our communication is actually the words we say? What percent is the gestures that we use? Do you know about this?

Jack: I’ve heard the statistics. I think the content was a single digit number.

Paul: Yeah, it’s like 8% or something. Gestures account for something like 55%, and the rest of it is covered in things like tonality.

Jack: Right, voice tone.

Paul: Right. It’s pretty startling when you think about it. If we’re going to be teaching and the only thing we’re focusing on is the “what” we’re saying, we’re shot. We’re going to lose most of the people we talk to, as well as most of the real learning opportunity that takes place.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

13 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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When it comes to learning styles, let me just say there’s two things that I pay most attention to when I think of learning styles.

It’s more or less a danger to spend a lot of time thinking about learning styles with a room full of people. Obviously, the bigger the group gets, the more difficult it is to track.

If you have a smaller group like 30 people in a room, you’re going to discover fairly quickly what four to six people continuously need to receive the information that you’re delivering a second time or in other words.

There’s this thing called re-teaching. There’s the teaching where everybody’s getting the information that you’re getting. I like to call it a mini-lecture of the new information they need to be able to go off on their own in small groups or on their own to go and actually learn it.

In delivering that mini-lecture and any instructions so that they can go and respond with this information, what’s going to happen is I'm going to see the same few people simply don’t get it each time that I present it.

In a traditional classroom environment, the teacher points at the student and says, “You’re learning disabled.” The truth is the finger should be pointing back to the teacher. The teacher is teaching disabled.

What we need to do is keep humble about it. It’s nobody’s fault, not yours or theirs. There’s just some miscommunication. You’re going to see it. It’s the same few people because of the way they process information. Just plan on it.

You deliver it to everybody. You go over to those folks and say, “I want to review it again for you just to make sure that you get it.” You do the re-teaching.

This is called processing styles. If you think about learning styles in terms of information processing, it breaks down into something that’s fairly simple.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

14 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Basically, what you have is the visual learner, the auditory learner, and the kinesthetic learner. If you put a circle on a piece of paper and put “VAK” in the middle right there, that’s our goal. We want to be able to deliver our information in visual, auditory and kinesthetic terms.

If you put that inside of a triangle you get “V” on one end of the triangle, “A” for auditory on another end, and “K” on another end. Then what you’ve got is information that’s delivered in each of those individually.

Sometimes you do a circle around that triangle. You can have auditory and visual for some exercises. You can have visual and kinesthetic for some exercises. You can have auditory and kinesthetic for some exercises.

While we’ve got the individual parts of this, we’ve also got the target in the center. What we want to try to do as much as possible whenever we’re delivering is to provide new information in all three sensory systems.

Visual is any pictures, charts, diagrams, or mind maps. Very good. When you’re presenting auditory information on a PowerPoint slide and you just put a bulleted list from top to bottom, the mind has a tendency to go a little bit numb and zone out. You were trained how to zone out in a traditional classroom environment.

Instead, even on a PowerPoint slide, what you want to do as much as you can is make it a visual diagram so that you see it all over that screen with rays coming back into that center that you’re focusing on; as much as possible, mind map diagrams for visual information, visual presentation.

Auditory, obviously are the words. My encouragement is that you recognize that the pace, the rhythm, and the tonality of the words that you speak are all very important.

For example, if you speak in a way where every time you speak your voice tends to drop down at the end of your sentence, what you’re actually doing is lowering the energy of the group; whereas, if you have a tendency to bring your words up at the

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

15 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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end of your sentences, you’re going to have a tendency to raise the energy of that group.

Do you hear the difference in that? Key to auditory presentation of information is that you really pay attention to how it is you speak.

When I first started out, Jack, I actually took voice lessons from the MacPhail Center of the Performing Arts that was associated with the University of Minnesota. I took a class called, “Understanding your Voice.” It was so important for me. It really helped out.

The third type of information delivery is kinesthetic. We need to think of kinesthetic in two ways. There’s the tactile kinesthetic as well as the internal/emotional kinesthetic.

Some people learn by having things that they can hold on to, resources in the classroom. I'll have games, puzzles and Koosh balls and all kinds of things like that that people will actually manipulate.

It’s fun when a child is in a room of adult learners. They won't look at me most of the time. They’ll be playing with the toys. Their parents might say, “Don’t mess around with that. Pay attention.” They say, “I am paying attention.”

In fact, you could quiz them and they’ve heard every single thing that’s been said, but they are able to because there is something in their hand that they can play with. Some people become exceedingly unresourceful when they have to sit on their hands or be quiet or sit up straight and pay attention.

Some people literally do not know what they’ve learned until they start talking about it, auditorally, external/auditory. We pay attention to the visual, auditory, kinesthetic sensory systems.

We realize that everybody has a preference for one or more of those, and those who are single channel input/output, you’re going to notice them. Not because you’ve tested everybody, but by your own sensory acuity, you’ve recognized, “Oh my

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

16 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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goodness, these are the people that keep on missing what I'm presenting here.”

You go to those people and you discuss with them what’s happening for them. It’s in those discussions that saddling up a little bit closer to them without filters of, “Geez, these people are learning disabled,” but trying to understand how to get through their particular way of processing you will discover.

It’s not necessary to know 30 learning styles. You just need to learn those four to six that are problematic in your traditional classroom environment. That’s one way of calibrating learning styles. It’s very important to all the faculty development work that I do.

The other thing that’s quite important is something called the 4MAT System. The 4MAT System says that learners ask one of four dominant questions.

When you're designing your curriculum, what it is that you’re going to present, it’s very important that you consider these four questions and make sure that they get answered in any large group presentation that you make.

The first question that adult learners ask is the question why? Why is it important for me to know this? Why are we doing this?

Most adult learners are happy to follow you wherever you’re willing to take them; however, they need to know that there’s some payoff for doing it, so you’ve got to be able to demonstrate that payoff and explain to them why we’re doing it.

If you just take license and say, “Well, they paid to get into my workshop and so, obviously, they’re willing to follow my lead,” don’t assume that, please. You really need to always answer the question why it’s important to them. Why are we doing this particular exercise? Why is this new information important for the overall end result of the program that you’re taking? So number one is why.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

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The second is how. What I find in any techniques that I teach, whether it be PhotoReading that Jack talked about earlier, or anything – meditation, goal setting, any event – an adult learner always wants to know, “How do I do this?” Also, “How do I know that I’m doing it right?” In other words, what’s the evidence procedure that I’m going to use that will let me know that whatever it is I’m attempting to do is actually the correct thing, and the demonstration of correctness is going to show up somehow. So the first question is why, the second question is how, and how will I know, and the third is what. This is where, again, when we’re providing a step-by-step instruction of any kind, it’s very important that when you describe it, you’re describing it in as much sensory-specific detail as possible. Many times when Jack or I are teaching classes, we’re not interested in telling them what it is they’re going to experience in an exercise. What we’re doing is we’re telling what it is that they need to be able to do, or say, or pay attention to in order to have the experience that they’re going to have. In other words, we don’t want to take away the value of the ah-ha that they get by giving them all kinds of explanations for ah-ha’s that others have gotten. We don’t need to set up expectations like that What we’re interested in is making sure that they know specifically what to do, what it is that they may be looking for or attempting to accomplish, and specifically what the steps will be that they will go through in order to accomplish it, but not specifying necessarily what it is that they’re going to get from the exercise, until afterwards when we do a debrief of the exercise. How many times has that happened, Jack, that you had an idea in mind of what people would get from the exercise, and when they started reporting on it there was far more that you learned that you didn’t even expect?

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

18 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: It happens all the time. Paul: It really does. So that’s an important distinction when we go around this concept of what specifically. The fourth question that an adult learner will ask, actually any learner, I shouldn’t limit this to an adult learner; it’s the question, “What if?” This is always fun. I mean you hear this with kids. “Oh, what if we did this? Hey dad, what if we tied this to that and then we swung it from there? What if?” Kids are great at the what-if’s, and that’s that idea of feeding forward into your environment in order to get feedback, like what if I did it this way, what would come back as feedback? What if I did this behavior in my environment, what would come back to me as feedback? And so what we want to do is certainly after the debrief we want to look at, “What’s next?” for the thing that you just learned. What are possible future applications of what you’ve learned in other contexts? In other words, what if you brought this particular exercise home to your kids? Or what if you brought this exercise home to your spouse? Or what if you brought this exercise to work with you? What if? What if? That’s a great thing to do, especially at the end of a learning activity to anticipate what we would call enrichment steps. Prior to that, any questions that are asked about what it is that we’re trying to do here are what we would call remediation steps. So there’s remedial steps and then there’s enrichment steps The first time through, basically, what we’re trying to do is remedy a situation that’s going on, correct some imbalance that’s happening, and once we’ve gone through it we want to

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

19 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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look at, “Okay, now that I’ve been able to do that, how can I take this forward and further?” That’s what we call enrichment steps. So with that, I’m going to conclude with my ideas about learning styles, if that’s good, Jack. Jack: That’s great. I just wanted to kind of speak to that for 30 seconds, about the idea of “What if?” We teach something called a heart talk , where people sit in a circle and they pass around a heart and they talk about their feelings, talking about the internal emotional experiences. We give them guidelines to make it safe, and we talk about it – you have the right to pass and so on and so forth. And then I’ll demonstrate what I would say if I was talking about the topic, usually what’s up or what I am I confronting in my life. It’s funny, always at the end we’ll have people just talk about what did you experience talking that way? What insights did you have? Then we’ll always ask the question, “What do you think would happen if you were to do this at home? What do think would happen if you were to do this with a group of teachers after school or in your seminars or at work?” It’s constantly taking it back that way and, again, I wouldn’t have thought about that in a specific step-by-step format, but it’s something intuitively I’ve been doing. You’re drawing that distinction now, I just want to underline it for everybody, that application, taking it back to their day-to-day life is so important. Paul: Let me add one additional dimension. This is from the study called neurolinguistic programming. You know how at the end of a day you’ll do a mental review of everything that happened?

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

20 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: Yes. Paul: One of the things which is great to do with an exercise is to play with the way in which a person sorts through time. When we play “what if,” it’s called a future pace. In other words, we’re looking to the future and imagining ourselves in a future situation with this new resource coming to bear and actually serving us in some way. What if we also said, “Imagine five years ago that you had learned this. What would today be like if you had been using this exercise for the last five years?” What this does is it messes with time sorting and it actually facilitates a shift in the now. It’s what I call a new history generator, because the person actually sorts through their history very quickly and unconsciously in order to imagine all the different situations which may have been significantly impacted had I already been using this five years ago. So an end meditation is always so much more powerful when you will look at it from both ends of that temporal spectrum, or what we would call a person’s timeline. Jack: That’s very good. You know, it’s funny because one of the meditations that I teach – I don’t think I’ve done it with this group yet – but is to go back to when you made a limiting decision in your life and then to make a new decision based on your current awareness and knowledge that you have now and what we’ve been learning in the workshop and so forth. Then go forward through your life looking at key events in your life and how that would have been different at work and at school if you had not made that decision or had made this other decision. So again, it’s built into the work, but what you’re helping me see is the importance of really doing that more often after all the exercises or many of the exercises. Very helpful. That’s great. I like it.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

21 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Paul: Good. Jack: So what do you want to talk about next? Paul: Well, there were a couple of things that I was thinking of just in terms of design work, because so often people focus on the methods or the facilitation methods, and they forget two other very important components. I just want to make sure that just for my own sake that I cover these other two dimensions. Jack: Okay. Please do. Paul: When I work with faculty, often times I’m working in institutions of higher education that are two-year institutions, like a community and technical colleges. I know, Jack, that you did quite a bit of work in that arena in your early days as well. Jack: I did. Paul: What’s shocking is how little facilitation skills teachers in these kinds of institutions actually receive. In fact, really what they’re doing most the time is they’re just reproducing how they were taught to. Often times, they’re handed the curriculum and told, “Well, you’re an expert in this field. Just go ahead and teach this curriculum,” without really knowing what we’ve been talking about today, which is, “Well, how do you learn the curriculum?” Not just how do you teach it, but how do you facilitate learning how to learn anything that’s in this curriculum. We’ll say that this missing area is called facilitation methods. The two other dimensions that are quite important are design, specifically curriculum design and lesson planning, if you will, and the other is the environment, the actual physical environment that the presentation is being made in. A colleague of mine, Dr. Fred Noah Gordon, how deceased, wrote a book called The Magical Classroom. In his work, he actually discovered that there were over 150 factors within the physical environment of a classroom that influence, positively or

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

22 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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negatively, the teaching that goes on and the learning that happens within that environment. It could be anything from adequate light to comfortable chairs, to adequate food and water, to good air. Just the ability to hear what’s being said, non-toxic materials in the classroom, clear visual aids and materials that can facilitate the tactile engagement of people in the room, and so on and so on. And so the environment prior to any teaching going on, it’s best to really set it up so that it’s going to facilitate learning most effectively. I do a lot of building of peripherals, peripheral information, things that are on the walls, charts, diagrams, colors, pictures and things that reinforce the key ideas that are going to be looked at and repeated during this particular lesson. Oftentimes, it’ll be built around a theme, a thematic, for example, a voyage or a space launch, or it might be a jungle metaphor that we have, or something so that there’s some peripherals that add a little color or some bit of nature to it that engages in a fun way more of the actual cerebral cortex. So it’s not just a dry, sterile bunch of chairs, desks, tables where everybody has to face forward. I’ll often have things at an angle, skewed so more people are facing each other. Charts that go up on the wall aren’t square, they’re always off a little bit. If you notice that, and I mean in your home, if you look around and you see a painting or something that’s tilted, what do you want to do? You want to go over and you want to adjust it back. And so when the room is filled this these sorts of posters, everything’s off center a little bit, part of the mind is attracted to it, because they can see that it’s something not in the regular environment that’s just trying to numb the brain out. All of these environmental components are important to stimulate a much richer learning environment. But the other

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

23 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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thing that’s quite important is the actual design of the curriculum. A curriculum in a college, for example for me, biological sciences, would be made up of multiple classes. For example, there’s a class on biology and chemistry and math and genetics and biochemistry and so on, so this overall curriculum is comprised of a number of actual classes, and each class is broken down into individual lessons. Each lesson then follows a specific rhythm or sequence, and that’s what I would like to talk about just briefly if we could here, is what is the learning cycle that a person goes through in a particular lesson that they might be doing? Now, if you’re sessioned with them and this particular session is 50 minutes or an hour-and-a-half or it’s three hours, then sometimes you can do one or two actual learning cycles. You could actually look at this particular meeting that we’re having as having a complete learning cycle as well. I’m just going to go around this learning cycle so you can hear the different components to it. In my book Natural Brilliance, I talk about four components: release, notice, respond, and witness. These are actually put into this overall learning cycle. I’ll say these again. It’s release, notice, respond, witness. Those four components are probably the bulk of what I would call the facilitation of learning. Prior to coming into this particular session that we’re going to be teaching, there’s going to be a bit of a preview, and the more information you can give at the preview the better. So there’s a preview that happens, so when people come in and they see the room and it’s all set and they’ve been excited by information they’ve received ahead of time, they walk in and there’s this kind of, “Oh wow!” kind of experience. They’re really excited to be a part of this.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

24 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Now immediately upon getting into the room and sitting down, we’re going to do a release. The release is a mind calm. It’s, “Let’s let go of everything else that’s going in your life right now and let’s just focus in for the next few minutes while we’re together.” That release is a closed-eye process that allows them to be fully present now. The next component is notice. Here’s where I do my little mini-lecture. This is where the new information is being presented. I would have models that could help demonstrate this as well, so they’re going to see things, charts, or whatever it might be. It’s fairly short, just enough information get them into an exercise where they can take the next step, and that’s respond. In other words, they’re going to work with each other or they’re going to do an exercise. Probably part of it will be their own internal thinking, then it’s going to be a small group of some kind, and then it’s going to be a large group of some kind. There’s a series of repetitions in which they’re actually responding to this information, doing something with it, and developing either the new knowledge, attitudes, or skills necessary for them to be successful at whatever it is we’re teaching in this particular lesson. In order to know, they’ve got to have a time of witnessing. It’s a time to step back and get some good information, a self-assessment, an assessment from you as one of my peers in this, and then an assessment of some kind from the facilitator. The facilitator is giving kind of that third person. If you think about three perceptual positions for witnessing, this gives us a rich mechanism for feedback. Again, it’s first person or self, second person from another, and third person is from the context, the bigger picture usually that the facilitator’s keeping track of. For example, “Here’s what I saw in the group today, and everybody in here seems to be really making some good

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

25 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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progress. For example, I saw this. I heard this. I recognized these things going on.” And so the facilitator is giving rich feedback. My peer evaluation is giving rich feedback on what that person saw in me. And I am also self-assessing in order to get rich feedback from myself. As we’ve gone through this, it’s preview, release, notice, respond, witness, and now follow-through. The follow-through may be, “I didn’t really get it. I’ve got to release something else, I’ve got to notice something new. I’ve got to try it again and I’ll get some new feedback.” So I might cycle back through it. The other way that I might go is I might exit. In other words, I’m going to now go out and apply this. The follow-through would either be to cycle back, or it’s going to be to go out and apply. Apply is the enrichment step. Cycling back is the remediation step. Remember I talked about that earlier? Remediation is, “I’m getting a little bit more, trying to work out the details of it. Trying to make sure I connect all the dots for myself.” And the enrichment is go out and apply it, find out what else could occur, like what if you tried it in other ways in different contexts? This is what I call the learning cycle. I call it the Accelements Learning Cycle, because this is what I teach in a course that I do called Accelements. You can look at these four stages in my Natural Brilliance book – the release, notice, respond, and witness – in order to know about that as well. In the course that Jack and I did as well, the curriculum that we designed together also follows this same methodology with each lesson. So you actually will hear us taking you through this kind of a step-by-step process in each of the various programs that we do together. That’s it for me, Jack.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

26 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: That’s a lot. There will be a test tomorrow at 4:00. Let’s open up the lines for questions. I have one question to start it with, and then Robert can start to call on people. When you were talking about different parts of the stage for taking a question, answering a question, doing a closed-eye process in a different chair, is there a certain position you purposely pick because of some psychological principle? Or is it just that it be consistent, the area on the stage? Paul: That’s a great question. It really is more about consistency. One of the things, for example, a grade school teacher learns is they never admonish or punish a child from the front of the room, because that’s where the teaching goes on. They always do it somewhere else in the room, like back and offstage and so on. But what I like to do is I like to build that consistency. Part of it’s for me, I know, because I’m going to be more congruent when I know that, hey, what goes on here is a certain state that I want to be in. And what helps for everyone else is that they kind of settle to a kind of a rhythm. They can kind of predict, “Okay, Paul’s going here, that means it’s time for asking questions. I should get my questions put together.” “He’s going through new information.” I tend to deliver new information right from the front center of the stage. I’ll tend to move around slightly, but really it’s almost like my toes are hanging off the front of the stage. I mean I’m way engaged and I’m really associated. I may even run out into a group of people, for example. I’m not pulled back like I would be where I’m asking questions or I’m giving others the opportunity to take the floor, for example. So I don’t want to be there with that, and especially when there’s information, I want to go to a different place to address any confusion that might be going on, because I don’t want to anchor confusion with the presentation of new information.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

27 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: That’s a good point. Cool. So Robert, time to be a DJ. If there are any questions, just indicate that. Robert: If people have a question, they can just press 1 on their phone and I will see it on my screen here and can call on people one at a time. It looks like I have a couple coming up. Mike Pate has a question. Mike, are you there? Mike: Hey, hi there. Hi Robert, hi Jack, hi Paul. I have a question that is rooted in a personal challenge I’m facing now. I took your statement, “Everyone has the capacity to learn what you’re teaching,” and that was a challenging thought for me because right now I’m attempting to learn options trading in the stock market, and I’m having a bear of a time just capturing the components of it and just understanding. I see the same challenge in one of my four kids. My daughter has trouble with math concepts and things. How should someone approach a topic that is foreign or difficult like that? Options trading is a very technical thing, it’s a new type of thing for me to learn, so how would you teach someone something like that where it’s easier to break through those barriers? Paul: Excellent. Thanks for that. There are a couple of things that are sort of standard operating procedures that I have. The first is that it’s always best to go whole to parts. The problem with the way we learned in traditional education, which is compulsory, by the way, is it’s broken down into very minute parts that don’t tend to fit together very well. So what happens is we learn how to learn by saying, “Okay, I didn’t get it, so now I’ve got to really drill down on this and I’ve got to really focus hard and see if I can remember something that is completely irrelevant to me.” Instead, what I recommend is go to the biggest picture possible. In PhotoReading, we have you go through an entire book in

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

28 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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about five or six minutes. Then you formulate questions, and then you go back to the areas of the book where you can get those questions answered and you read just those sections. You do all of that before you read the book cover-to-cover. In fact, most people in business and in school will never read a book cover-to-cover because they will have gotten everything they needed through the PhotoReading and through the activation stages. The mistake that people make, for example, if your average reading rate is 250 words a minute, which is typical in the U.S., your average studying speed is half that. It’s about 100 to 125 wpm. What happens is instead of keeping your whole mind going, you move really into the left hemisphere. When it comes to math, as you mentioned, Mike, oftentimes this is more left hemisphere, and you’re trained to just focus so narrowly that you essentially lose the forest for the trees. The problem with options trading is that if you get too focused too narrowly, you end up losing the bigger trends that are going on and you micromanage instead of letting things ride. Certainly, what’s very important is to try to be able to stay in a state where you can go in and out of very small focus microanalysis, to very big picture view. If you could take, for example, the 10 most important books on options trading and read each one of them in no more than 15 minutes, what will happen is you’ll begin to get what the through line of reasoning is that each author is presenting. Out of those 10 books that you look at, two of them are going to be very relevant to you. You’re going to see right away, “Oh, this one’s really going to carry some good juice for me.” Those two you should then read. When you read it, again, read it whole to parts. Don’t start on the first word of the first page and read slowly one word at a time until you get to the end. Try to breeze through it a little bit

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

29 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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and see it from the bigger perspective of what this author is trying to get at. In this way, it’s applicable to all teaching as well. Preview, release, notice. The notice is the big picture down to the small details of what you need to do. As much as possible, we want to help people go whole to parts. I hope that helps. Mike: Thank you. Paul: You’re welcome. Good luck. Robert: Jason has our next question. Jason: My question is – and if you covered it, I would like for you to just touch on it one more time – just generally speaking, what do you see the most effective ways of tapping into that other 90%? Paul: Well, the best way to do that is to always recognize that that part of the person’s brain mind is in the room with you and it’s noticing everything when you’re facilitating as a teacher. Your state from the time you get anywhere near the building where the teaching is going to go on until you’re back at home should be very congruent. Any time you’re talking with somebody – when you’re in the hallway, when you’re in the bathroom, when you’re at lunch – you’re on. Everything that you’re doing is picked up by the learner, because the visual processing of the eye and the brain is picking up about 10 million bits of information per second, and the conscious mind is only getting 40 bits of that 10 million bits. So realize that in the room when anybody is in their body and conscious, they’re actually processing millions of bits of information per second. So your non-verbal behavior, your gestures, the words you speak, the tonality that you use, all of it is communicating all the time.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

30 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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It’s very important that you recognize that that magnificent accelerated learner is in the room with you and realize that much of the content is less important than the aptitude, the beliefs, the skills and knowledge that you have that you’re modeling in everything that you’re teaching. It doesn’t mean that you need to be the world’s leading expert at something. Here’s an important distinction that made a huge difference for me, Jason. In the early days of being a teacher, I thought I had to be the world’s leading content and skills authority at what it was I was teaching. In other words, I had to be the best model of the person who could do what it was I was teaching. What happened is, people started shooting me down. I couldn’t understand why that was until I realized that they didn’t want the best teacher. What they wanted was the best learner. So what I recognized is that when I am in a classroom environment teaching, what I’m modeling is the best ability to learn what it is that I’m teaching. I’m one of the world’s leading authorities at learning what it is that I’m teaching, not necessarily that I’m the world’s greatest authority at it, but I’m one of the best in the world at learning. One of the things that I dearly adore about working with Jack Canfield is you’ll never meet anybody on the planet who is more of a learner than Jack is. He is the consummate model of the lifelong learner. He’s always sitting in the front of the room at any program he goes to. He’s always got a notepad, he’s always working internally, he’s processing it, he’s trying it on, he’s asking questions, he’s engaged fully. When you model that in your classrooms and anything that you teach, you’re going to teach with an amazing amount of passion like Jack does. So that’s really, I think, the most effective way to engage the other 90% of the brain.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

31 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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The final note on that is, as much as you can, take the conscious time to really stop to do that release step, to do the mind calming, to do the visualization before you start a lesson, and then after a lesson, to do a review in the same way, to close your eyes, go inside, and let’s future pace. What you’re doing is you’re saying, “Hey, I know that inside of you there is this magnificent accelerated learner who can take this way beyond what your conscious mind can do. “It has the complex ability to run all the algorithms and to make all the computations in order to put this into your behavior immediately, automatically, spontaneously, and in all of the appropriate circumstances and situations and when you need it. “I know that that’s operating. I know that accelerated learner is in you. That’s who I’m speaking to.” I hope that helps. Jason: Wow, that was great. Thank you so much. Paul: You’re very welcome. Jack: How are you doing, Paul? Do you have another five or do you need to go? Paul: I have five more. Jack: Okay. So, we’ll go five more minutes if there are questions. Robert: There are questions. Chris, you are next. Chris: Hi Jack, Paul, and Robert. I’m calling from New Zealand. I want to take my business into Japan, and I don’t know the Japanese language and I’m going to start learning. But I have difficulty learning another language. Is there a simplified way in learning a language quickly?

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

32 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Paul: Well, yes. Learning Strategies produces something called the Easy Learn Language program. We don’t have Japanese in it, but I’m actually worked with a Japanese company to put together How To Learn English Easy, and so there’s a company in Japan called Learning Solutions, the folks that we work with. Jack, I think you know Masanori Kondo, don’t you? Jack: I know of him. I don’t know him personally. Paul: He’s done an amazing job, and certainly there are ways to facilitate the acquisition of learning of languages. I talk a bit about this in my PhotoReading book, and certainly, the paraliminal recording called Easy Learn Language. So that might be of some benefit to you. The other thing is try to find accelerated learning schools that teach it. Colin Rose has Accelerated Learning and I believe that Japanese is a part of it as well. Those who are teaching Accelerated Learning who are through the International Alliance for Learning, the IAL, there are schools that teach languages that are associated with that. I took accelerated learning courses in Spanish and I found those to be extremely beneficial, and they really overcame a lot of my barriers about learning a language as an adult. I would encourage you to pursue it that way. Jack: Very good. Robert, any more questions? Robert: Yes, we do have a couple more. Dinyah was being a smart aleck and pressing 5 instead of 1, we’ll call on her. Dinyah: I wanted you to know it was intentional. I wasn’t trying to be a smart aleck. What an intro, Robert. Hi, you guys. How is everybody? I’m curious, Paul, when I think about learning, one of the challenges I have in both presenting workshops and working with people, maybe I’d call it the stickiness of what I present.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

33 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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People, especially in a workshop setting, so often leave all filled up with their great intentions for how they’re going to use what they just “learned.” And then it fades so quickly. Or I work one-on-one with clients and I talk to them every week and I’m amazed how much things just disappear. I love the structure you that you just gave. I do something similar, not with the rigor I hope to have learned from you today. But even with myself, I’m aware of that fading process. I’m wondering what, from your knowledge of learning strategies and effective learning, you would most point us to to counter-act that, or to get things in practice rather than just in good intention. Paul: That’s a great question, and Jack is going to be great at dealing with that in a lot of ways throughout your program, I’m sure, because I know both he and I have spent a lot of our professional lives looking at that very question. In fact, my dissertation is going to be about transformative learning. How do we more reliably produce a transformative learning experience? Almost always it has to do with critical reflection that takes place. Even if a person does make a significant leap in their cognitive skills or in their affective domain, that they really emotionally are very committed to it, the truth is that behaviorally it’s not a part of their repertoire yet, and so it’s very easy to have that kind of New Year’s resolution sort of thing. The book that I’ve been referencing most, which I would encourage you to take a look at, is a book called Immunity to Change. It’s by Kegan and Lahey. In this book Immunity to Change, it really talks about why it is that even though a person has made absolute commitment, really gets it and is emotionally ready, that it’s not likely that much change is going to occur.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

34 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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What we’re really looking at and what I have found to be most effective is to try to get that over-achiever adult learner to back off a little bit and give me not their wish or their most outrageous goal, but their minimum commitment. What’s the minimum commitment that you absolutely know that you can do? Jack likes to talk about this in terms of a law of five. What five things could you do between now and next time we’re together? That sort of thing. The other thing that is huge for me in all of this is that technique that Ben Franklin taught. He said it was the most important thing in terms of his own personal and professional development, and that was the idea of mentally reviewing at the end of the day, and I know Jack has taught everyone this. It’s a very powerful way to keep someone exceedingly honest. I think that’s it. Jack talked about that as a teacher, his honesty and what I would also say his authenticity as a learner is never flashy. He’s like the model for taking a hell of a long time to achieve a goal, but once he got it he could reproduce it over and over again. So I wouldn’t say that Jack and I are models for excelling very rapidly at something, but we’re like the tortoise. There’s a great book called Hare Brain, Tortoise Mind. It’s by a man named Guy Claxton. He talks about that distinction between knowing what is you want and your ability to actually have it manifest. Living the Law of Attraction, The Success Principles, all of that is a great way to really study and come to the bigger answer about that particular issue of stickiness. I think those resources might help you devote some of your professional life to really answering some of that. That’s a difficult question. It really is a challenge for all of us. Dinyah: Thank you.

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

35 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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Jack: Thank you for the question, Dinyah. Thank you for your being here, Paul, and thank you for staying as long as you have. I really appreciate that. Robert and I have to get off the phone, and in seven minutes we’re going to be on the phone with Roxanne Emerick, another Minnesota person. We’re dealing with Minnesota experts today for our Platinum Mastermind group. I just really appreciate the information. I took seven pages of notes. You were making a lot of distinctions today, and some of these we will drill down on in our March gathering with the group. There were a number of points that I want to take and develop with people, so you’ve really helped me clarify some of the finer points of what I want to teach. I appreciate you. And I think for all the people on this call and all the people that are listening in later on the iPod podcast, I want to just say thank you and how grateful we are that at one point in time you did feel you needed to be an expert on all the content, because the amount you know is amazing, so we really appreciate it. Paul: Thanks so much, Jack. It was my pleasure and my honor. Jack: Thank you very much. For everyone else, we’ll see you again next month on one of these calls, and I’ll see you in March. Until then, have a great month. Keep doing your speeches and your trainings so that we have a lot to talk about when we get together in March. If you have any questions other than what we were able to deal with tonight, forward them to Andrea or Robert and we will deal with them. We love you all, and so with that we’ll say good night everyone. ============================================

Train the Trainer with Jack Canfield Guest: Paul Scheele Guest Expert Tele-Training January 12, 2010

36 © 2009 The Canfield Training Group - All Rights Reserved - www.CanfieldTrainTheTrainer.com

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RESOURCES: Immunity to Change: How to Overcome It and Unlock the

Potential in Yourself and Your Organization,

~ Robert Kegan and Lisa Laskow Lahey

Hare Brain, Tortoise Mind: How Intelligence Increases When You Think Less ~ Guy Claxton PhotoReading Natural Brilliance Genius Code Abundance for Life Living the Law of Attraction ~ Paul Scheele Steps to an Ecology of Mindset ~ Gregory Bateson The Magical Classroom ~ Fred Noah Gordon