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Demonstration is the key here. The moment you ask this type of student to
demonstrate a rule or theory with his hands or the paper clips on your desk
this
glibness will shatter.
The reason for this is that in memorizing words or ideas, the student
can still hold
the position that it has nothing to do with him or her. It is a total
circuit action.
Therefore, very glib. The moment you say "Demonstrate" that word or idea or
principle, the student has to have something to do with it. And shatters.
The thoroughly dull student is just stuck in the non-comprehend
blankness
following some misunderstood word.
The "very bright" student who yet can't use the data isn't there at all.
He has long
since ceased to confront the subject matter or the subject.
The cure for either of these conditions of "bright non-comprehension" or
"dull"
is to find the missing word.
But these conditions can be prevented by not letting the student go
beyond the
missed word without grasping its meaning. And that is the duty of the twin.
COACHING IN THEORY
Coaching Theory means getting a student to define all the words, give
all the
rules, demonstrate things in the text with his hands or bits of things, and
also may
include doing Definitions of Scientology terms.
The usual Course Supervisor action would be to have any student who is
having
any trouble or is slow or glib team up with a twin of comparable
difficulties and have
them turn about with each other with Theory Coaching.
Then when they have a text assignment coached, they gi/e their twin a
checkout.
The checkout is a spot checkout, a few definitions or rules and some
demonstration of
them.
DEMONSTRATION
Giving a text assignment check by seeing if it can be quoted or
paraphrased proves
exactly nothing. This will not guarantee that the student knows the data or
can use or
apply it nor even guarantees that the student is there. Neither the
"bright" student nor
the "dull" student (both suffering from the same malady) will benefit from
such an
examination.
So examining by seeing if somebody "knows" the text and can quote or
paraphrase it is completely false and must not be done.
Correct examination is done only by making the person being tested
answer
(a) The meanings of the words (re-defining the words used in his own
words and
demonstrating their use in his own made up sentences), and
(b) Demonstrating how the data is used.
The twin can ask what the words mean. And the twin can ask for examples
of
action or application.
"What is the first paragraph?" is about as dull as one can get. "What
are the rules
given about _____ ?" is a question I would never bother to ask. Neither of
these
tells the twin whether he has the bright non-applier or the dull student
before him.
Such questions just beg for natter and course blows.
I would go over the first paragraph of any material I was examining a
student on
and pick out some uncommon words. I'd ask the student to define each and
demonstrate its use in a made up sentence and flunk the first "Well...
,er... .let me
see...." and that would be the end of that checkout. I wouldn't pick out
only
Scientologese. I'd pick out words that weren't too ordinary such as
"benefit"
"permissive" "calculated" as well as "engram".
Students I was personally examining would begin to get a hunted look and
carry
dictionaries-BUT THEY WOULDN'T BEGIN TO NATTER OR GET SICK OR
BLOW. AND THEY'D USE WHAT THEY LEARNED.