February 3, 2025 • 20 mins
What if the key to your online course's success lies not just in the content you provide but in the way you present yourself as an instructor?
Join me, Francesca, as I dismantle the "invisible teacher syndrome" and uncover how your active presence can revolutionize student engagement and completion rates.
Discover how personal check-ins and involvement in course communities can create a connection that goes beyond just video lectures.
We'll explore strategies to transform the "no man's land learning experience" into a journey full of mini-wins and tangible progress, keeping your students motivated every step of the way.
In our quest for effective course creation, we tackle the infamous "too many light bulbs" problem and offer the teach-apply-pause model as a remedy for cognitive overload.
Create a supportive environment where learning from mistakes is encouraged and celebrated, addressing the "no safety net syndrome" head-on.
We'll also delve into the "invisible success trap," where documenting starting points and celebrating small wins can turn passive learning into an empowering experience.
Whether you're a seasoned course creator or just starting out, these insights promise to transform your courses from informative to truly transformational.
Links mentioned in the show:
FREE Mini Course: 5 Day Challenge: The 5 Essential Pillars Needed For Premium Courses
Join the Waitlist for Teaching Mastery Academy and get on my VIP List!
Think of your course (or your course idea,) like a luxury car. People won’t pay top dollar unless it’s high quality, delivers an incredible experience, and meets their needs perfectly. Teaching Mastery Academy teaches course creators like you how to ‘build’ that luxury-level course—one that students trust, complete, and rave about, justifying premium pricing every time. Ready to take your expertise and ensure your digital course stands out from the crowd? Premium courses (and premium returns) start with the core teaching fundamentals that all the best course creators instinctively do, but now I'm showing you how! Join the VIP waitlist for Teaching Mastery Academy now! Click here to learn more.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome back to Teaching Mastery Academy.
You're with Francesca here andtoday we're diving into a topic
that could completely transformthe way you create and deliver
your online course, and this isa podcast episode that I have
wanted to record for a while,and we have been on the summer
break here in the SouthernHemisphere, so it means the kids
(00:20):
have been at home for aboutseven, six, seven weeks and I
really wanted to wait until theywent back to school so that I
could focus on this particularpodcast episode, because it is a
goodie and I can very happilysay they are back to school
today.
So I am in the recording roomnow sharing with you this really
(00:41):
important niche when it comesto the digital course creation
world that no one talks about.
No one does, but it's soimportant and every single
course creator has the exactsame worry.
What I'm talking about are thehidden mistakes that course
creators make, not the obviousones, like picking the wrong
(01:04):
niche or not marketing enough.
Those are surface levelproblems.
The real mistakes the ones thatI wanted to devote this podcast
to, episode two are the onesthat happen inside your course
and they're the reason yourstudents drop off before
finishing.
They're the reason yourstudents struggle to implement
what you're teaching, andthey're the reason your students
struggle to implement whatyou're teaching, and they're the
(01:26):
reason that your students feellike they didn't get the
transformation that they werepromised.
Now, if any of those apply toyou, then this is an episode for
you, because here's the kickerthese mistakes have nothing to
do with your expertise.
You could be brilliant at whatyou do, but if you don't know
how to teach your knowledge,your niche, your content, your
(01:50):
expertise, effectively, yourcourse will always struggle, and
that's why, today, I'mrevealing the five biggest
course creation mistakes that noone is talking about.
These are the mistakes that aresecretly sabotaging your
student engagement results andeven your sales.
So by the end of this episode,you'll know exactly how to fix
(02:13):
them and create a course thatisn't just informative, it's
truly transformational.
So grab a notebook, getcomfortable and let's make sure
your course delivers realresults.
Let's get started.
We'll start with mistake numberone and let's make sure your
course delivers real results.
Let's get started.
We'll start with mistake numberone, and I like to call this
the invisible teacher syndrome.
What is the invisible teachersyndrome, you ask me?
(02:33):
Well, this happens when coursecreators assume that their
content speaks for itself, andthey forget to actively guide
their students through thelearning process.
And I see this all the time.
Course creators think I recordedmy videos, so therefore my
students will figure it out noproblems.
Or course creators might thinkI gave them worksheets.
(02:53):
What else do they need?
Or you might think, if this isyou, I've structured my course
well.
It's clear enough.
But here's the truth.
Students don't just needcontent, they need a teacher.
Think about the best teachersyou've ever had.
What made them great?
Those intuitive, unspokenskills that go beyond the
(03:16):
content that they're teaching.
They go beyond the classroom.
Was it just their knowledge?
No, it was their ability toguide you, to encourage you and
to make you feel supported.
When students feel like they'rejust consuming content instead
of being taught, they feeldisconnected and unmotivated.
Your students might struggle tostay engaged, or your students
(03:38):
might drop off midway throughyour course because they don't
feel supported.
And your students need to feellike you're walking alongside
them, cheering them on andmaking sure that they don't get
lost.
So how do we fix it?
It's really easy, and there'stwo ways you can do this.
So number one is bring yourpresence beyond just the videos.
Your students should feel likeyou're with them throughout the
(03:58):
course.
Even in pre-recorded content.
You could add voice notes orpersonal check-ins inside your
course platform, for example, oryou could use guided reflection
exercises to make them pauseand think.
Or you could show up inside thecourse community that you've
got running.
You know, don't just leave themto chat amongst themselves.
So, for example, if you'reteaching a marketing course, I
(04:20):
would just say here's a funneltemplate, go build your own.
Instead, I would add to it.
I would say hey, before youdive into this template, take
five minutes to answer thesequestions about your audience.
This will help you get waybetter results.
This tiny change makes yourstudents feel guided, not just
dumped into content.
(04:41):
Now, the second way that you canmake sure your students don't
get lost is to create your onthe right track moments, and
what I mean by this is studentsneed reassurance that they're
making progress.
So you could add checkpointsthat say hey, look how far
you've come in your course.
Or you could offer personalizedfeedback opportunities.
(05:02):
Even if it's AI assisted, itdoesn't matter.
It's keeping that communicationthere to let them know that
you're checking in and makingsure that they're understanding
the content.
And we're only talking smalltweaks here, because small
tweaks leads to massive impactand your students will feel more
supported, which means higherengagement and completion rates
(05:22):
for your course.
Okay, so the second mistake thatall course creators make is I
like to call it the no man'sland learning experience.
What is it, you ask?
It happens when students feellike they're floating through
your course without any sense ofprogress.
Really, and if your studentsever think, am I even getting
(05:45):
anywhere?
This is why and they are in theno man's land learning
experience your course hasdrifted into no man's land.
Now why is this a problem?
Well, when students don't seeprogress, they feel stuck, and
(06:08):
when they feel stuck, theydisengage.
And when your studentsdisengage, then they won't
finish your course and then theywon't get the results.
So how do we fix that?
Well, we can build inmini-winths, so we can add I
like to call these checkpointlessons, and we go into this in
depth in Teaching MasteryAcademy, but in short, summary
form every two to three modules,when I would have a checkpoint
(06:32):
lesson where students reflect ontheir progress, and it just
means that they feel likethey've actually learned
something along the way.
They can stop and look back andreflect on how far they've come
, and sometimes you need thoselittle checkpoint lessons
because your students might notactively be reflecting on their
own work to that point.
So they're really handy.
(06:53):
They're highly effective.
The other one is using progresstrackers, and this could be as
simple as a PDF worksheet or aTrello board or a mondaycom
board.
It can be a downloaded summaryof how much they've learned at
that point in the course.
So checkpoint lessons andprogress trackers are two really
effective ways of building inmini wins.
(07:15):
Now remember, in TeachingMastery Academy we go into all
of this in depth and you gettemplates and structures and
frameworks and feedback and allthat sort of thing.
So if you are concerned aboutthe structure of your course and
if one of these problems or allof these problems apply to you,
then I highly recommendchecking Teaching Mastery
Academy out, because we go intoall of this in depth.
(07:36):
Now the other way that you canfix the no man's land scenario
in your course is to create anarrival point experience.
Now students should feel likethey've achieved something at
the end of each module.
So we want to give themsomething like an achievement
badge or a guided journal entryor a reflection moment so that
(07:58):
they can look back and reallycelebrate how far they've come
or what they've learned or howthey can apply the skills that
they've learned from your courseso far.
Or you could also usereward-based reinforcement, so
this could be a shout out insideyour course community, for
example, or on an email.
So, for example, instead ofjust moving from module three to
(08:20):
module four in your course, youcould pause and say congrats,
you've just mastered one of thetoughest parts of this process.
Take a moment to reflect.
What's your biggest takeaway sofar?
Can you see how this tinymoment really anchors your
students learning and makes themfeel like they're winning?
Oh so good, all right.
(08:40):
So mistake number three thethird mistake that we all make
as course creators, whether weknow it or not, is the too many
light bulbs problem.
What is it?
Well, it's too manybreakthroughs at once, which
leads to overwhelm with yourstudents, and when students are
overwhelmed, they don't takeaction.
(09:01):
So how do we fix this?
How do we fix this desire thatwe all have as creators to
really give and share and begenerous with our knowledge to
our students withoutoverwhelming them?
We don't want too many lightbulbs all going off at once.
So we can fix it in two ways.
The first way is to use ateach-apply-pause model, and how
(09:26):
this works is you teach aconcept, you give an activity to
apply it and then you providespace to reflect.
And, as I say, we go into allof this at Teaching Mastery
Academy, but it's a really greatmini framework that you can
quickly apply to any lesson orto any module or to any master
class that you're teaching.
And it's teach one concept,give an activity to apply it and
(09:49):
then provide space to reflect.
Super simple, super effective.
The other way that you can doit is to limit one major aha per
module.
So you want to spread out yourinsights so that your students
don't burn out.
So, for example, instead ofsaying here's how to define your
brand, target, audience andmessaging all in one lesson, try
(10:12):
.
Lesson one can be aboutdefining your brand values.
Lesson two can be clarify youraudience.
Lesson three can be developyour messaging, and this
prevents cognitive overload andkeeps your students moving
forward.
So the too many light bulbsproblem is it comes from a good
place.
We all do it because we all aregenerous with our knowledge and
we want to help people, but wejust have to sometimes stop and
(10:34):
pause and make sure that we'renot burning our students out.
We're not actually confusingthem by giving them too much
information in one hit.
Now the fourth mistake that weall make as course creators is
the no safety net syndrome.
What is this, you ask me?
Well, if students are afraid tofail, they won't take action in
(10:55):
the first place.
And the no safety net syndromecan be equally as common as the
too many light bulbs.
It's all about providing a safeenvironment for students to be
able to participate, to speak up, to ask questions, making sure
that your community has got asupportive vibe about it and
(11:17):
everybody's free and open to askquestions and supports each
other.
And you, as the course creator,are giving feedback in a very
nourishing and holistic way,because we don't want our
students to be afraid to fail.
So how do we fix it?
So we normalize failure.
Share your own mistakes.
Everybody appreciates avulnerable moment.
(11:39):
If they can see that you'vebeen where your students are at
and you've pushed through it andyou've come out the other end,
then they are so much morelikely to take action.
So we want to normalize thefailure.
It's a very normal part oflearning.
In fact, there is no learningif there's no failure because
we've come in with this attitudeof we know everything, so
you've got nothing left to teachus.
So we need to ensure thatfailure is not something to be
(12:03):
swept under the carpet andhidden, and you can do that by
sharing your own mistakes.
And the other way is to build asoft landing system and this
allows your students to redoexercises without penalty,
without feeling like they'regetting left behind or they're
going to miss out on the nextlesson or module or freebie.
So, for example, in acopywriting course, you could
(12:25):
let students submit draftswithout pressure, and then this
builds confidence rather thanfear.
Like remove the deadlines,remove the pressure.
If you've got an end of modulequiz before they unlock the next
module, they make it really,really accessible and easy, so
your students won't give up andnever actually complete the
course.
Now my final mistake that we allmake as course creators.
(12:49):
All of us do this one, and Ilike to call it the invisible
success trap.
And what is this one, you askedme?
Well, it is when students, whenyour students, don't realize
how far they've come, they don'tfeel accomplished.
It's almost like you'redangling the carrot in front of
them and you keep moving italong and your students are
(13:11):
getting to this point ofthinking, oh, when am I ever
going to achieve something?
Or when am I ever going to, youknow, get to the end.
And it's a really easy fix.
And we do this as course gradsbecause we want to keep our
students motivated, right, wewant to keep them feeling like
they can keep going, keep going,because there's something at
the end if you keep going.
But we also have to rememberthat our students need to know
(13:34):
how much success they've gainedthroughout the course, rather
than just at the very end.
So we can fix this in two ways.
We can have our studentsdocument their starting point so
that they can see theirtransformation as they go
through, they can refer back toit.
Or even if they do get to theend and that's the point where
you have them look back on theirtransformation there is
(13:55):
something there at the verystart that has been documented
that they can really measure.
And the other way to fix it isthat you want to celebrate wins
small wins, not big wins, smallwins inside the course community
.
So if you have got a Facebookpage, for example or it might
just be within your learningframework, or it could just be
(14:17):
between you and your student.
Make sure that you do encourage, praise and celebrate the small
wins, because we know how farour students can come and we can
see them working their waythrough the modules.
But we want them to also knowthat they are doing well,
they're getting through it,they're achieving, they're
succeeding Bit by bit.
(14:38):
They're learning all of thosevery, very subtle skills, those
transferable skills, because youwill have your overall
transformation promise right.
But also along the way they'llbe picking up and learning other
little bits and pieces, likethe language that might be
applied to your particular niche.
You know technical words or youknow little frameworks to apply
(14:59):
the knowledge that you'reteaching them.
So there's a whole range ofways that you can celebrate
those wins.
So these five mistakes arebarely scratching the surface.
They are the five top ones,right, but there are a whole
range of other very, very subtle, subconscious mistakes that we
(15:20):
all make as course creators thatTeaching Mastery Academy can
sort out, can iron out and getyou onto the right track.
No more bad mistakes.
So we really want to make yourcourse transformational and the
best way that you can do that isby joining the waitlist for
Teaching Mastery Academy,because then you will go onto my
VIP list with some extrabonuses, and you will be the
(15:41):
first to be notified when we areopening the doors next, because
, remember, your students arewaiting.
Let's make your courseunforgettable.
So that's it for today's episode.
I have been very, very busytoday putting together a mini
course for you.
If you are serious, this isonly for serious course creators
(16:04):
out there who really want totap into premium course pricing.
But if you want to know whatthe five key pillars are for
premium courses, what you needto include, what you must
include if you want to startcharging higher rates for your
courses, then you can sign up tomy free mini course.
I will put the link in the shownotes as well.
(16:25):
As I say, I have been puttingthe bells and whistles on this
today, the finishing touches, soI think you're really going to
enjoy this one.
It's completely free.
Normally it would be an upsellat $197, but for you, my podcast
friends, you get this free.
You get videos, you getworkbooks, you get secret
landing pages, you get all sorts.
So it's huge value and I willlink it in the show notes.
(16:48):
Until next time.
Keep creating, keep striving,keep teaching.
You've got this.
Bye for now.
Welcome back to Teaching Mastery Academy.
You're with Francesca here andtoday we're diving into a topic
that could completely transformthe way you create and deliver
your online course, and this isa podcast episode that I have
wanted to record for a while,and we have been on the summer
break here in the SouthernHemisphere, so it means the kids
(00:20):
have been at home for aboutseven, six, seven weeks and I
really wanted to wait until theywent back to school so that I
could focus on this particularpodcast episode, because it is a
goodie and I can very happilysay they are back to school
today.
So I am in the recording roomnow sharing with you this really
(00:41):
important niche when it comesto the digital course creation
world that no one talks about.
No one does, but it's soimportant and every single
course creator has the exactsame worry.
What I'm talking about are thehidden mistakes that course
creators make, not the obviousones, like picking the wrong
(01:04):
niche or not marketing enough.
Those are surface levelproblems.
The real mistakes the ones thatI wanted to devote this podcast
to, episode two are the onesthat happen inside your course
and they're the reason yourstudents drop off before
finishing.
They're the reason yourstudents struggle to implement
what you're teaching, andthey're the reason your students
struggle to implement whatyou're teaching, and they're the
(01:26):
reason that your students feellike they didn't get the
transformation that they werepromised.
Now, if any of those apply toyou, then this is an episode for
you, because here's the kickerthese mistakes have nothing to
do with your expertise.
You could be brilliant at whatyou do, but if you don't know
how to teach your knowledge,your niche, your content, your
(01:50):
expertise, effectively, yourcourse will always struggle, and
that's why, today, I'mrevealing the five biggest
course creation mistakes that noone is talking about.
These are the mistakes that aresecretly sabotaging your
student engagement results andeven your sales.
So by the end of this episode,you'll know exactly how to fix
(02:13):
them and create a course thatisn't just informative, it's
truly transformational.
So grab a notebook, getcomfortable and let's make sure
your course delivers realresults.
Let's get started.
We'll start with mistake numberone and let's make sure your
course delivers real results.
Let's get started.
We'll start with mistake numberone, and I like to call this
the invisible teacher syndrome.
What is the invisible teachersyndrome, you ask me?
(02:33):
Well, this happens when coursecreators assume that their
content speaks for itself, andthey forget to actively guide
their students through thelearning process.
And I see this all the time.
Course creators think I recordedmy videos, so therefore my
students will figure it out noproblems.
Or course creators might thinkI gave them worksheets.
(02:53):
What else do they need?
Or you might think, if this isyou, I've structured my course
well.
It's clear enough.
But here's the truth.
Students don't just needcontent, they need a teacher.
Think about the best teachersyou've ever had.
What made them great?
Those intuitive, unspokenskills that go beyond the
(03:16):
content that they're teaching.
They go beyond the classroom.
Was it just their knowledge?
No, it was their ability toguide you, to encourage you and
to make you feel supported.
When students feel like they'rejust consuming content instead
of being taught, they feeldisconnected and unmotivated.
Your students might struggle tostay engaged, or your students
(03:38):
might drop off midway throughyour course because they don't
feel supported.
And your students need to feellike you're walking alongside
them, cheering them on andmaking sure that they don't get
lost.
So how do we fix it?
It's really easy, and there'stwo ways you can do this.
So number one is bring yourpresence beyond just the videos.
Your students should feel likeyou're with them throughout the
(03:58):
course.
Even in pre-recorded content.
You could add voice notes orpersonal check-ins inside your
course platform, for example, oryou could use guided reflection
exercises to make them pauseand think.
Or you could show up inside thecourse community that you've
got running.
You know, don't just leave themto chat amongst themselves.
So, for example, if you'reteaching a marketing course, I
(04:20):
would just say here's a funneltemplate, go build your own.
Instead, I would add to it.
I would say hey, before youdive into this template, take
five minutes to answer thesequestions about your audience.
This will help you get waybetter results.
This tiny change makes yourstudents feel guided, not just
dumped into content.
(04:41):
Now, the second way that you canmake sure your students don't
get lost is to create your onthe right track moments, and
what I mean by this is studentsneed reassurance that they're
making progress.
So you could add checkpointsthat say hey, look how far
you've come in your course.
Or you could offer personalizedfeedback opportunities.
(05:02):
Even if it's AI assisted, itdoesn't matter.
It's keeping that communicationthere to let them know that
you're checking in and makingsure that they're understanding
the content.
And we're only talking smalltweaks here, because small
tweaks leads to massive impactand your students will feel more
supported, which means higherengagement and completion rates
(05:22):
for your course.
Okay, so the second mistake thatall course creators make is I
like to call it the no man'sland learning experience.
What is it, you ask?
It happens when students feellike they're floating through
your course without any sense ofprogress.
Really, and if your studentsever think, am I even getting
(05:45):
anywhere?
This is why and they are in theno man's land learning
experience your course hasdrifted into no man's land.
Now why is this a problem?
Well, when students don't seeprogress, they feel stuck, and
(06:08):
when they feel stuck, theydisengage.
And when your studentsdisengage, then they won't
finish your course and then theywon't get the results.
So how do we fix that?
Well, we can build inmini-winths, so we can add I
like to call these checkpointlessons, and we go into this in
depth in Teaching MasteryAcademy, but in short, summary
form every two to three modules,when I would have a checkpoint
(06:32):
lesson where students reflect ontheir progress, and it just
means that they feel likethey've actually learned
something along the way.
They can stop and look back andreflect on how far they've come
, and sometimes you need thoselittle checkpoint lessons
because your students might notactively be reflecting on their
own work to that point.
So they're really handy.
(06:53):
They're highly effective.
The other one is using progresstrackers, and this could be as
simple as a PDF worksheet or aTrello board or a mondaycom
board.
It can be a downloaded summaryof how much they've learned at
that point in the course.
So checkpoint lessons andprogress trackers are two really
effective ways of building inmini wins.
(07:15):
Now remember, in TeachingMastery Academy we go into all
of this in depth and you gettemplates and structures and
frameworks and feedback and allthat sort of thing.
So if you are concerned aboutthe structure of your course and
if one of these problems or allof these problems apply to you,
then I highly recommendchecking Teaching Mastery
Academy out, because we go intoall of this in depth.
(07:36):
Now the other way that you canfix the no man's land scenario
in your course is to create anarrival point experience.
Now students should feel likethey've achieved something at
the end of each module.
So we want to give themsomething like an achievement
badge or a guided journal entryor a reflection moment so that
(07:58):
they can look back and reallycelebrate how far they've come
or what they've learned or howthey can apply the skills that
they've learned from your courseso far.
Or you could also usereward-based reinforcement, so
this could be a shout out insideyour course community, for
example, or on an email.
So, for example, instead ofjust moving from module three to
(08:20):
module four in your course, youcould pause and say congrats,
you've just mastered one of thetoughest parts of this process.
Take a moment to reflect.
What's your biggest takeaway sofar?
Can you see how this tinymoment really anchors your
students learning and makes themfeel like they're winning?
Oh so good, all right.
(08:40):
So mistake number three thethird mistake that we all make
as course creators, whether weknow it or not, is the too many
light bulbs problem.
What is it?
Well, it's too manybreakthroughs at once, which
leads to overwhelm with yourstudents, and when students are
overwhelmed, they don't takeaction.
(09:01):
So how do we fix this?
How do we fix this desire thatwe all have as creators to
really give and share and begenerous with our knowledge to
our students withoutoverwhelming them?
We don't want too many lightbulbs all going off at once.
So we can fix it in two ways.
The first way is to use ateach-apply-pause model, and how
(09:26):
this works is you teach aconcept, you give an activity to
apply it and then you providespace to reflect.
And, as I say, we go into allof this at Teaching Mastery
Academy, but it's a really greatmini framework that you can
quickly apply to any lesson orto any module or to any master
class that you're teaching.
And it's teach one concept,give an activity to apply it and
(09:49):
then provide space to reflect.
Super simple, super effective.
The other way that you can doit is to limit one major aha per
module.
So you want to spread out yourinsights so that your students
don't burn out.
So, for example, instead ofsaying here's how to define your
brand, target, audience andmessaging all in one lesson, try
(10:12):
.
Lesson one can be aboutdefining your brand values.
Lesson two can be clarify youraudience.
Lesson three can be developyour messaging, and this
prevents cognitive overload andkeeps your students moving
forward.
So the too many light bulbsproblem is it comes from a good
place.
We all do it because we all aregenerous with our knowledge and
we want to help people, but wejust have to sometimes stop and
(10:34):
pause and make sure that we'renot burning our students out.
We're not actually confusingthem by giving them too much
information in one hit.
Now the fourth mistake that weall make as course creators is
the no safety net syndrome.
What is this, you ask me?
Well, if students are afraid tofail, they won't take action in
(10:55):
the first place.
And the no safety net syndromecan be equally as common as the
too many light bulbs.
It's all about providing a safeenvironment for students to be
able to participate, to speak up, to ask questions, making sure
that your community has got asupportive vibe about it and
(11:17):
everybody's free and open to askquestions and supports each
other.
And you, as the course creator,are giving feedback in a very
nourishing and holistic way,because we don't want our
students to be afraid to fail.
So how do we fix it?
So we normalize failure.
Share your own mistakes.
Everybody appreciates avulnerable moment.
(11:39):
If they can see that you'vebeen where your students are at
and you've pushed through it andyou've come out the other end,
then they are so much morelikely to take action.
So we want to normalize thefailure.
It's a very normal part oflearning.
In fact, there is no learningif there's no failure because
we've come in with this attitudeof we know everything, so
you've got nothing left to teachus.
So we need to ensure thatfailure is not something to be
(12:03):
swept under the carpet andhidden, and you can do that by
sharing your own mistakes.
And the other way is to build asoft landing system and this
allows your students to redoexercises without penalty,
without feeling like they'regetting left behind or they're
going to miss out on the nextlesson or module or freebie.
So, for example, in acopywriting course, you could
(12:25):
let students submit draftswithout pressure, and then this
builds confidence rather thanfear.
Like remove the deadlines,remove the pressure.
If you've got an end of modulequiz before they unlock the next
module, they make it really,really accessible and easy, so
your students won't give up andnever actually complete the
course.
Now my final mistake that we allmake as course creators.
(12:49):
All of us do this one, and Ilike to call it the invisible
success trap.
And what is this one, you askedme?
Well, it is when students, whenyour students, don't realize
how far they've come, they don'tfeel accomplished.
It's almost like you'redangling the carrot in front of
them and you keep moving italong and your students are
(13:11):
getting to this point ofthinking, oh, when am I ever
going to achieve something?
Or when am I ever going to, youknow, get to the end.
And it's a really easy fix.
And we do this as course gradsbecause we want to keep our
students motivated, right, wewant to keep them feeling like
they can keep going, keep going,because there's something at
the end if you keep going.
But we also have to rememberthat our students need to know
(13:34):
how much success they've gainedthroughout the course, rather
than just at the very end.
So we can fix this in two ways.
We can have our studentsdocument their starting point so
that they can see theirtransformation as they go
through, they can refer back toit.
Or even if they do get to theend and that's the point where
you have them look back on theirtransformation there is
(13:55):
something there at the verystart that has been documented
that they can really measure.
And the other way to fix it isthat you want to celebrate wins
small wins, not big wins, smallwins inside the course community
.
So if you have got a Facebookpage, for example or it might
just be within your learningframework, or it could just be
(14:17):
between you and your student.
Make sure that you do encourage, praise and celebrate the small
wins, because we know how farour students can come and we can
see them working their waythrough the modules.
But we want them to also knowthat they are doing well,
they're getting through it,they're achieving, they're
succeeding Bit by bit.
(14:38):
They're learning all of thosevery, very subtle skills, those
transferable skills, because youwill have your overall
transformation promise right.
But also along the way they'llbe picking up and learning other
little bits and pieces, likethe language that might be
applied to your particular niche.
You know technical words or youknow little frameworks to apply
(14:59):
the knowledge that you'reteaching them.
So there's a whole range ofways that you can celebrate
those wins.
So these five mistakes arebarely scratching the surface.
They are the five top ones,right, but there are a whole
range of other very, very subtle, subconscious mistakes that we
(15:20):
all make as course creators thatTeaching Mastery Academy can
sort out, can iron out and getyou onto the right track.
No more bad mistakes.
So we really want to make yourcourse transformational and the
best way that you can do that isby joining the waitlist for
Teaching Mastery Academy,because then you will go onto my
VIP list with some extrabonuses, and you will be the
(15:41):
first to be notified when we areopening the doors next, because
, remember, your students arewaiting.
Let's make your courseunforgettable.
So that's it for today's episode.
I have been very, very busytoday putting together a mini
course for you.
If you are serious, this isonly for serious course creators
(16:04):
out there who really want totap into premium course pricing.
But if you want to know whatthe five key pillars are for
premium courses, what you needto include, what you must
include if you want to startcharging higher rates for your
courses, then you can sign up tomy free mini course.
I will put the link in the shownotes as well.
(16:25):
As I say, I have been puttingthe bells and whistles on this
today, the finishing touches, soI think you're really going to
enjoy this one.
It's completely free.
Normally it would be an upsellat $197, but for you, my podcast
friends, you get this free.
You get videos, you getworkbooks, you get secret
landing pages, you get all sorts.
So it's huge value and I willlink it in the show notes.
(16:48):
Until next time.
Keep creating, keep striving,keep teaching.
You've got this.
Bye for now.
Popular Podcasts
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.