37R is a very beefy process.

It has been combined into L9S, HCOB 17 June 71, and is best done as part of this full rundown.

37R works on anyone, regardless of TA or state of case. Neither it nor L9S are used only on bad-off cases. They work on both the worst and the best.

In doing 37R the items are sometimes very heavy and it takes the pc a bit to accept them. Therefore, when one gets a BD F/N item, one asks, "Is _________ your item?" If he says "Yes," indicate it to him by saying, "_________ is your item." The meter should give a fall and the F/N will widen.

If the pc says it is NOT his item, ask the question again and continue to list. The pc will put the item back on the list usually for it was his item. But he has to list further to realize it. He can also fail to put it back on the list and if so and he is getting restless in listing, give him the BD F/N item again and he'll buy it.

A very big item that alters the pc's whole concept of things with big cogs and 2WC is a good place to stop a session. 37R doesn't all have to be done in one session. When you begin a new list before the last item is discharged the pc can get a bit overwhelmed. This is a "nice" point, not a vital one.

Also the big item will often cause the next assessment to be a bit hard as the pc's attention remains tied up in it for a while.

Two way comm where it has been described has been described for the use of an auditor, not a supervisor of a course.

If after 37R the pc's TA later goes up or down again out of normal 2.0 to 3.0 range, the action to do is an L4B in general on 37R. It usually picks up the cognitions and confirms rather than corrects. L4B reads on wrong item. Auditor says which one. Pc gives it. Quite usually it's a right item pc hasn't cogged on.

Supervisors not knowing this then run around itsa-ing students.

After the L4B, one can again run 37R. However, a better action is to:

They let the students itsa and they think they are going to get some place.

• Fly all ruds

It’s the most incredible scene that you ever heard of and the boom could go bust only on this one point. I’ve got it narrowed down to this.

Apparently no matter how many times the study tapes have been played, nobody has ever heard of them.

I watched a recent course run to find out how deep they would let the students struggle – how long it would stay bogged – and it would have stayed bogged from here on out!

When ruds are out during 37R a pc can feel strange. Of course with a high or low TA you can't get the ruds in.

And do you know what’s out?

So you can do a list of 37R and as this will F/N the meter, you can get in all ruds.

It’s the study data tapes just that – and that’s all that’s out on a course.

So when they say „two way comm the students” you’ll find the supervisors instantly start to itsa them and are using auditor two way comm on these courses. It doesn’t belong on these courses.

The pc may have NO idea of flows. So before assessing the first time one must clear "flows." The pc must understand that these words self to another mean a flow from himself to any another, etc.

I’ll give you now the total dialogue of a supervisor:

If while clearing the word "flow" and "flows" you watch your meter also you will get your first blow-up of the TA.

The supervisor shows interest. There can be a little bit of chatter, like –”I see you’ve just completed. Great!” – something like that, or he shows interest –”How are you doing?”

Student replies –”Ah well, I’m doing all right.”

By reading a flow and waiting a moment, you give the TA time to rise.

Supervisor –”Now are there any words there in that, that you have misunderstood?”

You can assess too rapidly and find that the TA has gone up, but which of the last items did it go up on? By proceeding a little more slow1y you will be sure.

Student –”No... no....”

Supervisor –”Well what is the word that you didn’t quite understand?”

There is another flow.

Student –”Ah well... ah... this one.”

H. ANOTHER TO ANOTHER.

Supervisor –”Good. Now look that word up.... Now what’s the word in the paragraph above that, where’s that?... Alright let’s look that up. Now use it in a sentence a couple of times and I’ll be back in a minute.”

This should be added to your assessment sheet.

He comes back, the student gives him the sentences for it and straightens it out and he sees the student’s got it.

That’s the two way comm of a supervisor.

An assessment form can be printed. The flows A to H (adding the new one above) are put in on the left-hand edge of the paper held the long way. They can be repeated A-H and A-H. Lines and boxes lead out for repeated assessments.

If a Supervisor does any other thing you’ve got a wrecked course. I’ve got the proof of it.

This makes it easier for the auditor.

The way you teach a TR course is you give the student the bulletin and you have him read it. You don’t check the guy out on the bulletin, he just reads it.

When you come back you say, „Alright, have you read it?”

1. Clear the word "flow."

„Yeah. I’ve read it.”

2. Clear the idea of flow (watch meter) for each flow A to H so you have no misunderstoods.

„What word don’t you understand on it?”

3. Assess the listing sheet. Take the biggest blow-up or speeded rise (if no big blow-up).

You will find things like HCOB and TR, and you get those cleared up, etc.

4. Mark it on the assessment form and W/S.

I am having some roaring success stories from FEBC students who are through this.

5. Fit it into the Q on a separate listing sheet "What could ________ continue to do to________?"

One had gone through the bulletin 10 times and had found words he didn’t know all 10 times, and he was all of a sudden finding new things on the bulletin that he’d never heard of be­fore.

6. Ask the question of the pc.

Another student had gone through it 20 times with the same result and they were doing fine and getting down to TRs and passing them.

7. Get the pc to give you items.

On a TR course you give them the bulletin and let them read it and you find what word they didn’t understand. That’s the routine.

8. Write the items down while watching the meter. Mark needle reads o BDs. Put down TA reads regularly on the list.

Now that sounds so impossible – and it’s been on the study tapes for so long – that you wouldn’t believe that this thing is the key.

9. Get the first item that blows down (or up) and F/Ns.

Do you know there were students there for 15 or 20 days until we started doing this, then all of a sudden there was a breakthrough and their enthusiasm started coming up.

10. Ask pc if ________ is his item.

They had been just going lose, lose, lose, out the bottom because supervisors were letting them itsa.

11. If pc says "Yes" say, " ________ is your item." Circle it on listing sheet and mark the F/N and "Ind" for indicated to pc. If pc says "No," continue to list. Pc will put item back on the list, at which time, do (10) and (11) above. Pc will accept it. If he goes on and begins to protest, give him the first BD F/N item and do (11) and (12). He will accept it.

Maybe supervisors thought they were auditors.

12. Mark item and TA and any 2WC on the item or cogs on the W/S.

They aren’t.

Neither are they supposed to give advice or tell students how – or ask them if they blinked or anything else.

Don't do this process without:

The other thing they were doing was only emphasizing all the „can’ts”.

a. Checking out on C/S Series 37R, with Additions 1, 2 and this one, 3.

The students just went into despair.

b. Do 1 hour confront and 1 hour Reach and Withdraw on your meter.

This was because the supervisors were inviting all kinds of itsa and criticizing and so forth.

c. Dummy-running the 12 steps above with no pc but all the paper and tools until it is a faultless action.

You may say, „Gee! Everybody knows it’s a misunderstood word.”

d. Don't call pc's attention to the meter with comments or stares or looks of horror or edginess or fumbles.

Yeh – but they don’t use it.

e. Have smooth, perfect TRs.

Now I’ll give you another one.

f. Follow the Auditor's Code.

I set up a test so that each student was brought up to the D of T who had a meter on his desk and he’d ask them if they had anything they misunderstood – and see if they got a read on the meter.

If it didn’t clear up at once he’d send them back to get the definitions and look the thing up and of course use the word in a couple of sentences and then if it didn’t clear up he’d send them to the word clearer and really let them get worked over because it goes way back.

If used in conjunction with L9S, then L9S should also be drilled on Dating and Locating and dummy run.

They even found a student who had a misunderstood word clear back into his last life.

There wasn’t any other two way comm and no other interest and they just about blew the roof off with student stat points.

These processes and rundowns are done in a streamlined session form.

This is the action of a supervisor and that’s ALL the action a supervisor does – and he can do that.

The course has plenty of dictionaries and so on.

The various flows of auditor to pc can be run and indeed an assessment of many subjects or dynamics can be assessed by rise and then flow‑patterned as in auditor‑pc as below.

But, the main point is, it is the misunderstood word. This has been proven again.

This special 37R is mentioned here but will be laid out in full for other subjects in another issue.

On a TR practical course it’s the misunderstood word and the misunderstood action.

Pcs who have protest on auditing can be done in this way.

On other courses it’s just misunderstood words and misunderstood words and misunder­stood words, one right after the other.

The flows are:

As fast as they clear this up – up the student’s production goes.

• Auditor to pc _________

It’s painfully slow on some of them at first and I suppose the supervisors have so many misunderstood words of their own that they just won’t key into doing this action and that’s what’s wrecking courses.

It’s elementary, and it’s the wildest discovery of all time but they don’t use it.

If it is used, your courses start running fast, your students start learning quickly and all starts going well.

Other course outnesses like supervisors not giving anybody a pack or no one to give checkouts are all administrative outnesses.

As far as actual supervision is concerned it’s this other line of handling misunderstood words.

The second that line is in there are wins all over the place.

Aside from list change, auditor-pc is done like general 37R.

The second that line is out there is no delivery.

If auditors are goofing, then in their training they have not been made to look up the mis­understood word and a lot of itsa has gone on and people have evaluated for them. Then these auditors having made mistakes they never corrected with this tech, think they need something new to run on pcs, but they just wreck new tech too.

We are shooting for a target, using just this misunderstood word tech, of a reduction of time by about a third on all major courses.

Just using this misunderstood word tech. That’s all.

If some student is a totally slow student, you can get him back to the first bulletin or book he ever read and make him get every word in it he didn’t understand, and it will go up in a chain.

People on courses were being itsa’d to death.