Students doing the TR's can run into different difficulties that call for a special handling.

Since these actions do not apply to all students the drills and actions are only done at the instructor's discretion.

The instructor should therefore have a good grasp of the remedies but students should know about them and say, if they run into difficulties that may require one or more of the remedies.

When doing the TR's some students can display a fixed position on the tone scale while doing the TR's.

The TR's are not about what the student auditor feels like, but how he sounds and looks. The student's TR's should sound live and interested and natural. If that is not the case and he seems to display a 'favorite tone', the mood TR's can get him out of that.

Fixed Tones
Individuals can be stuck in a chronic mood or emotion. Some people are always sad, some always angry, fearful or bored, monotonous, etc. This tends to color the session and slow down things and may even repel pc's. If this is observed in a student he should be made to do the Mood Drills to break it.

The Drills
The student is to do TR-1 in a certain manner. The student and coach is given a copy of the tone scale in full and the student has to do the TR-1 over and over on each tone levels between 0.0 and 4.0

He is to start down low and do the TR-1 in the tone of 'Dying'. When he can do that well he moves one step up and does it in 'Useless' and so on.

He goes through the tone scale in this fashion, doing each tone until he can do it well and actually communicate the tone itself and communicate in that tone. Each tone is done to a win.
(The drills can also be used more selectively so the student has his particular fixed tone addressed). 

By doing it on purpose and to a win he will be able to take over the mechanism or automaticity.

Usually these fixed tones are done by people unwittingly and automatically. The mechanism is not under their control.
By drilling it in the above fashion the student will be able to take over and control this automaticity. By doing it consciously over and over you break this fixed tone.

Body posture, tone of voice, expression in face and attitude are all part of expressing a tone or mood and a student doing Mood Drills are free to use all these things to do the drill. He is not trying to do a 'perfect TR-0' and express the mood. He is simply trying to express the mood in his TR-1, using all the above things. It is coached that way by the coach.

If they are working on Anger, the coach can ask the student to be threatening, noisy and up tight and shake his fists when doing the TR-1. The coach will make sure the student really felt the tone from time to time.

Both student and coach must make sure they understand the tones he does. He may have to look it up in the Technical Dictionary or an ordinary dictionary.

Sooner or later you will hit home. You will hit the tone the student uses all the time. Make sure to work it over until he has handled the fixed tone.

The full drill is to start low on the tone scale and do each tone level to a win and work your way up to the top, including strong interest and enthusiasm.

When the student gets real good at this he can do a communication at will on any tone level.

This drill can also be useful in connection with assessments, as on the Meter Drills. If the student sounds monotonous, too sweet or anything out of the ordinary this drill can handle it.

The 50 feet Mood Drills can be used if the normal Mood Drills doesn't seem to handle it.

Student and coach find a undisturbed place outside to do the drills.

They stand 10-15 meters from each other and the student does the TR-1 Mood Drill real loud as to overcome the distance. Otherwise they are done as above.

The Mood Drills can be a lot of fun to do and can crack some auditor's TR's so they do much better in sessions with pc's.

Handling incorrect Acks

"There is nothing wrong with expressing an appropriate mood. You will see in practice what does the job. Expressing compassion for the pc and her situation can be done with a good acknowledgment. But please notice, the Auditor's Code #9 says,  'Don't 'sympathize with the pc, but be effective". Sympathy here is 0.9 on the tone scale. It is "one individual goes onto the wave-length of another". An example of this is, if one little child cries, the whole nursery will soon be full of crying children. The purpose of TR-2 is to control the pc's communication. You loose all control if you would just sit there and cry with your pc, of course.  So you can, and often should, express some emotion and affinity in your ack. But make sure you stay in control. You do not express criticalness, ridicule or humor. That adds up to invalidations. You don't express evaluations either (which can be done like, "...OKay...?"). All these things are against the auditor's code and should be corrected and flunked in drilling."

You can drill the above on the same basis as mood drills: By doing it on purpose and to a win, the student will be able to take over the automaticity.

The student can take over the automaticity of 'sympathy' evaluative or invalidative acks by drilling them on purpose and to a win.

Premature Acknowledgement

"You should actually drill the premature acknowledgment as part of your training as to see how it works and what not to do in session.

Sit down with your twin as in the TR's and ask the twin a question. Acknowledge him before he has finished. Let your twin tell you how it feels. (You can probably see it before he answers)."

(See full data under Comm cycles in Auditing)

TR-3

"Being Interesting"

"There are different levels of being interesting on the TR's but when you come to TR-3 you should actually have no compulsions to be interesting to battle with. The student will probably be found to have difficulties just sitting in a chair and face another human being. So put him back on TR-0 and make sure he can do just that for an hour or two. When he comes back to TR-3 he will have a much better time of it."

(The 'Being interesting' part can also be drilled out as an automaticity ( as on mood drills), before going back on TR-0)

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Problems with Duplicative Commands

There is one little simple drill, the instructor can use with students, that have difficulties with 'Duplicative commands'.

Have the student touch the wall five times and make him distinguish one of the touches from the rest. This can have some good benefits for the student. Soon he will be able to tell all 5 touches apart and now he can suddenly do TR-3 successfully.

Another situation that requires a remedy is bad confront. If even extensive drilling doesn't handle a student's confront, it means he has withholds (things he doesn't want known).

These withholds need to be pulled.

He has committed overts he doesn't want known and this causes him to withhold his attention. He is unwilling to look people in the eyes and his confront is lessened.

Overts and withholds on a subject can also cause a person to make the subject more complicated than it is. To see the basic simplicities of something takes confront.

There is a lot to know about withholds and confront. Withholds as such are usually handled in auditing. The full subject is taught on ST Level 2.

An instructor having difficulties with such a student does not need to condemn him or give up on him. He simply needs to apply the above data in a sensible manner.

The student should preferably have the withholds pulled in session by a Class two auditor when available. He can do a write up of his overts and withholds and have his end rudiments checked as another solution.

Robotic TR's

Stiff, unnatural TR's are called robotic TR's. Robotic TR's are deadly to auditing.

You want TR's that sound and look natural so you don't think of the student auditor DOING TR's, but rather: The TR's are a natural part of his beingness and communication. He is BEING the TR's.

Individuals are different. They sound and act differently.

In the past, attempts to make all auditors 'Standard' and sound exactly alike proved very unsuccessful and was a dead end. Military drill masters do not make good TR's coaches.

What you are cultivating with the TR's is live and natural communication based on the communication formula.

The student is simply expected to be able to keep a pc 'in-session' (willing to talk to the auditor and interested in his own case) with his TR's alone.

If he can do that, and doesn't Q and A's, etc., his TR's are in.

Here is how robotic TR's come about:

1. Robots don't know what the comm cycle is.
2. They have never really passed OT TR-0
3. Neither have they passed TR-0 or TR-0 Bullbait.
4. On TR-1, they don't realize each command has to be done in its own unit of time. They all sound alike - like a broken record or voice mail.

They have either TR-1 mixed up with TR-3 or they are stuck in an unflat TR-0 series (all three).

5. They don't realize they have to address the person in front of them with live communication, but may be stuck in rough coaching and are simply trying to perform to a pass.

Different combinations of the above will make students look and act like robots.

If you keep in mind that one of your most important products from doing TR's is: "to be able to keep a pc 'in-session' with your TR's alone", you will know what to work towards.

To handle a student with robotic TR's you put him back to restudy the basics. He has to fully understand ARC and the ARC triangle, the communication formula and the valuable final products of the TR's.

He then has to redo the TR's from OT TR-0 and up - each one to a real pass this time.

Graduates of Auditor's TR's Course should be natural and easy going in their communication. If somebody seems to become robotic about it he is going in the wrong direction.

To do and pass the TR's the right way is how you become a good auditor. It is also how you become better with other people and in handling all kinds of situations in life.

The TR's Debug List

The following list can be done by the TR's instructor on a student in difficulties. It is done after any word clearing on the TR's materials haven't resolved the situation.

The instructor, to do the list must be experienced in assessment and qualified for the action.

The student is put on the Meter and the instructor ensures he is sessionable (has had enough to eat and is rested).

Student is given the R-factor: "We are going to do a short assessment to find out what the real trouble is on doing TR's".

Clear the words in each line. Last word first and then backwards. Take each misunderstood word to F/N.

Then you check the line on the Meter and handle before going on.

    1. Have you been doing TR's over a misunderstood word?
            (Clear the m/u words. Each to F/N.)

    2. Have you gone exterior while doing a TR?
        (Indicate. If no F/N. Ask: "How many times?" and work it over to F/N. If no F/N on this, route the session report to C/S for handling.)

    3. Have you been overrun on a TR?
        (Indicate, rehab if no F/N.)

    4. Were you put on the TR Course in the middle of another auditing action?
        (TWC the action he was incomplete on to F/N. Send data to C/S
        for OK or not OK on continuing TRs.)

    5. While on the TR Course did you already have an upset in life?
        (Handle the ARC break or send to C/S.)

    6. While on the TR Course did you already have a pressing problem?
        (Handle the problem or send to C/S.)

   7. While on the TR Course did you already have an unwillingness to let something be known?
        (Pull the W/H or send to C/S.)

    8. On the TR Course have you been falsely passed?
        (Treat it as a missed withhold E/S to F/N).

   9. Have you falsely passed someone?
            (Treat it as a withhold E/S to F/N).

    10. Did you fake passing so you could get out of doing more?
            (Treat it as a missed withhold E/S to F/N).

   11. Is there some other reason?
        (Get the data. Send to C/S for further action.)

    12. Was this list unnecessary?
        (Indicate it and return student to course.)

Another action used as a remedy on TR's is False Data Stripping.

The False Data Stripping Procedure is included in Standard Clearing Technology, ST 0 (web link).

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