|
 |
| Leading a Dynamic
TeleClass
|
|
Powerful Openers
(Ways to Welcome and Begin Your TeleClass)
- 1. Welcome each person warmly, as if you know him or her.
- 'Glad you could make it'.
'Where are you calling from?'
- 2. Ask people to tell you about themselves and why they
joined the call. (Only if you have a small class)
- 'What intrigued you enough about his class in order to
come this evening?' 'How will this class improve your work/life?'
- 3. Start out with a strong, engaging question.
- 'Who has ever had X happen to them?' 'I would like you
to ask yourself this question. . ..' 'When was the last
time you. . .?'
- 4. Ask participants to contrast something.
- 'Let's compare the strategies of Internet Marketing to
those of traditional marketing.' 'In your view, what's the
difference between balance and harmony?' 'During the selling
process, what constitutes bad form vs. good form today?'
- 5. Ask participants what the biggest problem they are
having in the area of concern?
- 'What's the biggest problem you are having with your boss
today?' 'What's the biggest fear you have about teaching
TeleClasses today?' 'What are you tolerating the most about
your life today?'
- 6. Quote a statistic that alters people's perspective.
- "Today, 30% of Americans are on the Internet. Within 5
years, 90 % of Americans will be on the Internet.' "In a
recent study, 80% of Americans said they have or planned
to have their own business in the next 5 years." " Stress
is the number one problem that people say they are experiencing."
- 7. Turn the first part of the Call into a Q&A Format.
- 'We're going to start the call by making a list of questions
you have about this subject. I am going to answer your questions
about this subject for the first 15 minutes of our class
today. Who has a question about. . .'
- 8. Tell a relevant story that gets people's attention.
- 'I'd like to start today with a story of the. . .' 'As
I was preparing for the course, I encountered. . .' 'A client
of mine was facing a similar problem and she. . ..'
|
|
|