Let us consider each student who is tearing along successfully in his studies to be an F/Ning student.

As a supervisor, you would want to handle anything that slowed or interfered with such a student’s F/N.

If you consider each student who is tearing along successfully as an F/Ning student, you would check anything that slowed the F/N.

Using dope-off as the only detection of misunderstoods is supervising at a below F/N level. The F/N went off long before the student reached the point of dope-off, so waiting for dope-off to occur before handling is waiting too long.

Using dope-off as the detection of misunderstoods is running at a below F/N level.

Let us look at this from the point of view of the tone scale.

So if you consider that each student who is not 5.0 during study has a misunderstood word (not phrase or idea or concept) you could drive up velocity. Like auditing by slowed F/N instead of TA rise.

If you consider that each student who is not at tone 5.0 during study has a misunderstood word – and if you do something about the misunderstood word – then you can drive up study velocity so that all students are flying along as F/Ning students.

An estimation of tone level of the current students shows them at about + or 2.5. A very tight meter.

(It’s not a misunderstood phrase or idea or concept but a misunderstood word.) This always occurs before the subject itself is not understood.

This could be remedied.

In comparison with waiting for dope-off to occur before handling the misunderstoods, this method is like high level auditing where slowed F/Ns are taken as reads – rather than TA rise being the read.

If I had this problem and a group of students at 2.5 I might approach it this way:

An estimation of the tone level of students on one course showed them at about plus or minus 2.5.

Put a meter on the desk. Use “I am not auditing you” so not to in-session them and start with the faster students. I would check “In your study have you encountered any word you did not fully understand?” If I got a read I’d send them to make up a list from the first P/L or tape and look them up and use them in sentences and take the next one. Any real BIs, I’d send directly to a Word Clearing session.

This would mean many students had a very tight meter needle if we compare them to the F/Ning student who is flying along successfully.

I’d work on them until all their language was ironed out. Then I’d push this back to a first few days action on the new ones – when I had the old ones handled.

This could be remedied.

Now possibly this is in to some degree.

If you had this problem of a group of students at tone 2.5 it could be approached this way:

5,235 (points per week) is of course high. There are however lows that take it down. By eliminating these as slows, this average would rise.

1. Set up one or more word clearers in the classroom.

These are not orders. They are organization steps to speed product flow – which can be done without shattering stops such as “all students to TRs.”

2. Start with the faster study students, but not those at tone 5.0 or above.

Quality would rise as well as speed.

3. If TA above 3.5 or below 2.0 send to Qual for a C/S 53RI.

4. Word clearer inspects student stats graphs and locates with simple two way comm what was being studied at the specific period just before the graph leveled or started to go down. If the graph has not done either but just maintained at a low level, the word clearer selects out the earliest materials on the course.

5. Do method 4 on the materials selected on each student, taking each word to F/N.

6. Any student with BIs which do not clear up, or who runs into trouble on method 4 is sent to Qual for WCCL.

7. Push back the action so it’s done within the first few days of course for all new students, once all existing students are handled.

8. Keep in the M4 for all new students within the first few days as a standard action.

9. Do method 4 or use other methods of word clearing on all course students at the first sign of a non-F/Ning student.

By eliminating all these slows (misunderstood words), the students’ average points will rise and you will get all students flying along as F/Ning students.

The above actions can be done on all students who are not at tone 5 or above on courses, whether super literate or on fast flow courses.

These are organizing actions to speed production flow, which can be done without shattering stops such as “all students off course onto TRs”.

Quality will rise as well as speed.