Courtesy Clearbird Publishing. From 'Road to Clear' Level Three:
Note: Especially TR 8-Q is relevant to Advanced Level Three Auditing
The make or break point of Auditors in many
situations are to be able to get reads on prepared lists. This depends upon Auditor's TR-1 and metering. These drills improve the ability to make
lists read and auditing in general.
There are two main levels of usage of the drills:
1. Auditor Training: A student Auditor must become expert in the handling of prepared lists. Training the student to make a list read is the first use the Assessment Drills. The Auditor should already have completed a tough TRs Course TR 0-9 and the Meter drills.
Before starting the Assessment Drills the Auditor should review his Meter drills especially Meter Drill 27. Being able to see and read a Meter has everything to do with getting correct reads on prepared lists. The point of being able to make lists read is pointless unless the Auditor can handle his Meter correctly.
2. Auditor Correction: To handle an Auditor who is having trouble getting prepared lists to read in auditing the Assessment Drills are the answer. So a C/S can simply order an Auditor to do Assessment Drills, where his lists are suspect.
The drills have the letter Q after them to
mean that they are used for Questions. The Q is followed by a number to show
Name: Pitch of the Statement and Question.
Position: Coach and student at a musical instrument, such as piano or electronic organ or flute.
Purpose: To establish the pitch differences of (1) statements and (2) questions.
In statements the pitch goes lower. In questions the pitch goes higher.
Instructions: The coach finds the
tone on the instrument that sounds like the pitch of the student's voice, such
as middle C. This varies, of course, from women to men and from person to
Statements: In a statement the pitch goes down four or five whole notes towards the end. If the natural pitch is a C on the key board, the lower pitch would be A or G in the octave below.
The coach strikes the two notes and have student practice statements that fall in pitch towards the very end. Using these two notes, the student makes up sentences as statements. Most of the sentence is said at the pitch of the higher note, but the end of the sentence at the pitch of the lower note. Once the student can easily do it and it sounds natural and he is satisfied that it does, go on to the question step.
Questions: Questions go up in pitch. The higher pitch should be three or four whole notes above the lower. The coach has the student say "apple" as a question and then strikes the lower and higher note until the student gets it. Use other two-syllable words or sentences and have the student say these as a question, following the two instrument notes, lower to higher. When the student can do this, is satisfied that it sounds natural and doesn't have to think about doing it, go on to the next step. Here the student makes up longer questions. The first part of the question is said at the lower note and the last part is said at the higher note. The coach strikes the lower note and then the upper note to remind the student. When this sounds natural and the student does not have to think to do it and is satisfied with it, the drill is passed.
End Result: A person who can make statements and questions sound like statements or questions.
Name: Walkabout Questions.
Position: This is done Solo. The goal is to observe personal habits when asking questions. The two students split up and walk around in crowded areas; then they meet and compare notes.
Purpose: The student is to find his own communication habits and observe people's reactions to his questions.
Commands: Use common social questions such as "How are you doing?" "Do you like the weather?" etc. Ask only one or two questions to each person. The questions must be ordinary, but they must be questions.
Instructions: The two students agree on the time they will meet again and what area to cover. They split up and go. The student find people and asks a social question, listens to his own voice tones and notes the reaction of the person asked. In this drill the student does not necessarily try to use TR l-Q1 but is just himself, speaking as he would normally speak. The students then meet and compare notes and discuss what they have discovered about themselves on the subject at hand. If they have not learned or observed anything, the drill must be repeated.
End Result: A person who has detected the habits he has in asking questions and pitch. He uses his observations to cure bad habits in the drills below.
Name: Single Word Question.
Position: Student and coach facing each other with a table in between them. No Meter is used. The lists from the Meter Drills are used by student and the coach has a copy.
Purpose: To be able to ask questions using a single word taken from a list.
Commands: The coach uses the usual TR instructions of "Start," "Flunk," "That's it." The student uses single words from the prepared lists for Meter drills.
Instructions: To get the student to use the pitch of his voice to deliver a question consisting of a single word. It must sound like a question per TR 1-Q1 and use similar pitches to TR 1-Q1. The student is flunked for out-TR 1, for keeping his eyes glued to the list, for sounding unnatural. The student is also flunked for slow or hesitant delivery and pauses. The coach says which lists to use. When the student can do this easily, part 2 of the drill is begun. Here the coach uses Bull baiting. He uses the statements from the Preclear Origination Sheet to interrupt the student and force him to use TR 4 between the questions. On originations the student acknowledges appropriately and uses "I will repeat the question," before doing just that.
End Result: The ability to ask single-word questions that will be understood as questions and to be able to handle PC origins while doing so.
Name: Whole Sentence Questions.
Position: Student and coach sit facing each other at a table. A Meter is set up and used. Copies of lists from Meter Drills are used.
Purpose: To train the student to ask whole questions that sound like questions, read a Meter and handle a session at the same time.
Commands: The usual coach commands of TR drills. The prepared lists. The questions in these drills are reworded so the item occurs as the last word. Example: List 2 is "Which tree do you like best?" This is made into a full question, of "Do you like...(oak trees)?"
Instructions: The usual TR commands are used by the coach. Correct can squeeze must be done before start. Any TR errors or metering errors should be flunked. Special attention on the student's ability to ask a question that sounds like a question and that sounds natural. The drill has three parts.
1. In the first part the ability to ask the question is concentrated upon.
2. In the second part the student's ability to look at the written questions and then ask the coach directly without comm lag or hesitation is the subject.
3. The third part is to do the first two parts and also read the Meter accurately (EM 27). Also to keep session admin. All smoothly and accurately. If any question about Meter accuracy, a third person who can watch the Meter or a video used to ensure that the student is actually not missing or inventing reads.
End Result: A person who can do all the actions of asking questions from a prepared list and run a session smoothly without errors or confusions.
Name: Tone 40 Assessment.
Position: The student is in one chair facing another chair on which an ashtray is placed; the coach sits beside the student in a third chair. This is the set-up of TR-8. A heavy ashtray is used, preferably of glass.
Purpose: To deliver the thought of a question into an exact position with or without words.
Commands: For the first part of the drill: "Are you an ashtray?" "Are you made of glass?" "Are you sitting there?" Second part of drill: Same questions silently. Third part of drill: "Are you a corner?" to each corner of the ashtray, verbal and with intention at the same time. Fourth part of drill: Any applicable question, verbal and with intention at the same time, put broad and narrow at choice into the ashtray, exact parts of it and the surroundings.
Instructions: The coach uses usual TR coaching instructions. There are four stages to the drill.
1. The first stage is to land a verbal command into the ashtray.
2. The second stage is to put the question with full intention silently into the ashtray.
3. The third stage is to put verbal command and silent intention at the same time into exact parts of the ashtray.
4. The fourth stage is to put any applicable question both verbally and with intention into any narrow or any broad portion of the ashtray or its surroundings at will. The coach puts out his finger to indicate various spots and locations in space around the ashtray. The coach also makes the student put thoughts precisely into areas, some narrow and some wide, above the student's head and behind his back by putting his finger or hands in those places. (Coach doesn't touch student's body.) When ending off the whole drill imagine the ashtray saying, "Yes, yes, yes, yes" in an avalanche of "yeses" to balance the flow (in actual life, people, PCs and Meters do respond and return the flow).
End Result: The ability to land a question with full intention into an exact target area, broad or narrow, at will and effectively, whether verbally or silently.
Name: Tone 40 Assessment Prepared List Session Drill.
The number, TR 4/8-Q1, means: TR 4 for Pc Origin; TR 8 Intention and Q for Question; 1 for first part.
Position: Student and coach sitting at a table; A Meter is used, session admin, using prepared lists.
Purpose: To train a student to do all the actions necessary to deliver a full session smoothly, using prepared lists done with Tone 40 Assessment.
Commands: Coach commands are the usual TR instructions. The student uses all commands of starting a session, giving an R-factor and assessing a prepared list, indicating any item found and ending session. It is done with full admin. The prepared lists, as in TR 1-Q4, are used. Origins for coach are from Preclear Origination Sheet.
Statements used by student: "Squeeze the cans." "Take a deep breath and let it out." "This is the session." "We are going to assess a prepared list." (Assessment.) "Your item is." (Indicate any F/N.) "End of Assessment." "End of Session."
Instructions: Permit the student to continue to his first error; then have him drill and correct that error before going on. For final pass, the student has to go through the entirety of the drill three times without error or flunk. This includes that the student do not flub any TRs or metering or session patter. Metering may need a third student watching or video. All assessing is done Tone 40 with full intention and exactly placed. The student must not wait to see if the Meter read but catch the read of the last question as he starts the next one. His vision may shift from list to PC but at all times must include awareness of list, Meter and PC.
End Result: A person who can do a flawless and productive Assessment session, Tone 40.
Name: Listing and Nulling Tone 40 Assessment.
Position: Same as TR 4/8-Q1.
Purpose: To teach a student to do Listing and Nulling with all metering and admin, using Tone 40 Assessment.
Commands: The usual coach TR instructions. Two copies of Meter lists. A prepared list from that is picked by the coach and both use the same prepared list. The student reads the question and asks it and the coach reads the replies from his copy of the list. The student must write down the answers on a proper session worksheet list with reads. An F/N would end the listing if it occurs. The coach need not use the whole list of replies but about half a dozen chosen at random. The sequence of commands is the same as TR 4/8-Q1 except that the R-factor is " We are going to list a question." If no item F/Ns and no significant read has occurred, the additional action of nulling the list is done with the R-factor, "I will now assess the list."
Instructions: The Laws of Listing & Nulling apply. These are very important laws and ignoring them can result in severe ARC breaks in actual sessions. The coach may also require use of Suppress and Invalidate Buttons per the Laws. All errors, etc. and not using Tone 40 by the student are flunked. It is coached as TR 4/8-Q1. Pass is given when the student can do it three consecutive times without error.
End Result: A person able to do a perfect L&N list in session format, with all TRs in, perfect metering and proper admin and using Tone 40 in his listing and assessing.