December 30, 2024 • 20 mins
Ever wondered why your students hesitate to invest in premium courses? In this episode of the Teaching Mastery Academy podcast, Francesca Hudson uncovers the often-unspoken fear holding students back.
Dive deep into the psychology behind self-doubt, fixed mindsets, and fear of failure. Through relatable examples like Sarah and James, Francesca explores how past failures, societal conditioning, and perfectionism fuel these objections, preventing potential students from pursuing personal growth.
Francesca also shares actionable strategies to help course creators address these hidden fears, shift their students from a fixed to a growth mindset, and transform hesitation into confidence. Learn how to create compelling courses that connect with your audience, break down mental barriers, and inspire students to take action.
Whether you're an experienced educator or just starting your journey, this episode provides practical tools to elevate your offerings, attract the right audience, and ensure your students embark on a transformative learning experience.
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.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey there, fabulous educators and entrepreneurs in
other words, my favorite podcastcommunity.
Welcome back to another episodeof the Teaching Mastery Academy
podcast, your one-stop shop forall things course creation,
teaching strategies and creatinglife-changing transformations
for your students.
In other words, we're talkingpremium courses.
(00:21):
I'm Francesca, and today we aregoing to be looking at one of
the most critical yet leasttalked about objections your
potential students have whenconsidering your premium course.
And trust me, this is not yourrun-of-the-mill, it's too
expensive or I don't have timekind of objection.
Nope, today we are peeling backthe layers of a fear that's so
(00:45):
deeply personal many peoplewon't even say it out loud.
Do you think you know what itis?
Okay, here it is.
I'm afraid this won't work forme.
Now, this objection isn't aboutyou as the course creator.
It's about your students.
It's about them and the innerworld, your students' fears,
(01:06):
insecurities and doubts.
So today we're going to unpackthe psychology behind the
subjection.
We're going to do a real,thorough analysis of it, why
it's so common and, mostimportantly, how you can address
it head-on to make your courseirresistible.
Sound good, okay?
(01:28):
So grab your coffee, a notebookand let's get started.
Okay, all right, let's start bybreaking down this fear of it
won't work for me.
On the surface it might soundlike self-doubt, and it is, but
what's fascinating is how thisfear is tied to something
(01:49):
psychologists call the fixedmindset.
Now, if you're not familiar, afixed mindset is the belief that
your abilities are static.
You're either naturally good atsomething or you're not.
Contrast that with a growthmindset which I love, by the way
where people believe they canimprove with effort and practice
.
When someone says this won'twork for me, what they're often
saying is I'm not the kind ofperson who can succeed in this.
(02:09):
It's self-sabotage before theyeven start.
But here's the kicker Most ofyour potential students don't
consciously realize that they'rethinking this way.
They'll tell themselves it'sabout the price or the time or
the fact that they've failed atsomething similar in the past.
Underneath it all, they'rescared of investing in
themselves because they don'tbelieve in their own ability to
(02:32):
succeed.
Now, this fear stems from acombination of past experiences,
societal conditioning and evenperfectionism.
Let me explain so.
When you look at pastexperiences, for example and
that's if someone's tried andfailed to achieve a similar goal
before, then they're morelikely to believe that they'll
(02:52):
fail again.
Let me give you an example of afriend of mine, sarah, who
enrolled in a DIY photographycourse a year ago but she never
finished it.
Now she's considering anadvanced photography course, but
she's hesitating because shebelieves she'll fall short again
.
Does that sound familiar?
Do you know someone in yourlife who's like that?
Or are you recognising that inyourself?
(03:14):
Perhaps let's look at societalconditioning.
So we live in a world wherefailure is often stigmatised
instead of celebrated as alearning experience.
For example, another friend ofmine, james, has been told by
his family to play it safe hiswhole life and then he was
(03:34):
looking at a premium businesscoaching course recently.
But his inner voice was tellinghim what if you fail?
And everyone says I told you so.
And it's really holding himback.
And that's because he's hadthat societal conditioning, that
conditioning from his family tonever take a risk, to play it
safe.
And all of a sudden, when hestarts thinking about these
(03:57):
entrepreneurial ways, behavioralways of approaching the world,
he's.
And the other thing that can beholding you back, or could be
holding someone that you knowback, is perfectionism, if you
can't guarantee a perfectoutcome sometimes.
Sometimes it's easy for us totell ourselves that if we can't
(04:20):
guarantee a perfect outcome.
We'd rather not try at all, buthere's the truth.
This fear doesn't just holdpeople back from buying your
course.
It holds them back from growinginto the person that they want
to be.
If we just remove our coursefor a minute, put it on the
shelf and just look at thepeople that we're trying to
serve, the people that we wantto help, these fears are holding
(04:41):
them back from growing into thepeople they want to be and
getting those transformationsthat you know is possible for
them.
But let's take our courses backoff the shelf and look at them.
Let's examine our own coursesunder this microscope of concern
that our potential studentsmight have and let's talk about
how this fear manifests duringthe buying process.
(05:03):
So potential students who aregrappling with this won't work
for me will exhibit certainbehaviors, and recognizing these
signs is key to addressingtheir concerns.
So there are three behaviors tolook out for.
If you think you have got apotential student who's
grappling with this fear, thiswon't work for me.
And the first clue is theyhover on the sales page.
(05:30):
They'll read your sales pagemultiple times, maybe even
bookmark it, but they won't hitbuy now.
They're searching forreassurance.
They're looking for proof thatsomeone like them can succeed.
It could be somebody that isspending an hour scrolling
through your course testimonialsbut they won't check out
because they haven't seensomeone with their unique
(05:53):
challenges A single mum jugglingtwo jobs, for example.
They haven't seen that specifictestimonial mention that goes
oh, someone exactly like me.
So that's one sign to recognize.
The second sign to recognize isthey ask hesitant questions.
You'll get questions like whatif I'm no good at a certain
(06:14):
skill yet?
Or do you offer a refund ifthis doesn't work for me?
These aren't just practicalconcerns they're asking.
They're actually cries forvalidation.
You know you might get a DMasking I'm not tech savvy at all
, will I be able to follow alongwith your online course?
And so you'll know that theyare interested and they're
(06:34):
wavering.
But then they're almost, youknow, looking for any sort of
question to ask to getvalidation from you.
And the third sign is that yourpotential students could focus
on edge cases.
They'll say things like I'vetried other courses before and
failed.
How is this different?
Or what if my situation is toounique for your strategies to
(06:58):
apply?
You might get an email sayingHi, I'm Chloe.
I'm a painter specialising inabstract arts.
Most courses are focused onrealism.
Will this even work for me?
So you will find that there'salmost a degree of scepticism in
(07:20):
their email to you.
So when you notice thesebehaviours, don't write them off
as just another tyre kicker.
These are actually goldenopportunities to connect, to
empathise and reassure yourpotential students that they can
succeed with your course.
So how do we do this?
Well, here comes the good stuffhow to tackle the subjection
head-on and build rock-solidconfidence in your students
(07:43):
before they even enroll in yourcourse.
So most of us includetestimonials on our sales page
right.
But here's the thing Peopleneed to see themselves in the
success stories you share.
If all your testimonials arefrom people who already had an
edge, like they were naturallygifted, they had prior
(08:03):
experience or were in idealcircumstances, you're
reinforcing the very belief thatthis won't work for me.
So look at your testimonialsand make sure that you've got
some in there that are fromstudents who maybe started as
complete beginners or overcamesignificant hurdles.
(08:23):
Example off the top of my headJessica, a 55 year old nurse,
had never touched a camerabefore.
Today she's taking professionallevel photographs.
I don't know something likethat.
So something you've got a rangeof testimonials where you've
got students in there who wereabsolute complete beginners and
(08:44):
then overcame significanthurdles.
The other thing that you can dois paint a relatable
transformation arc.
So when you're describing thetransformation your course
offers, don't just focus on theafter picture.
Spend time talking about thebefore state in a way that
resonates with your audience.
(09:04):
And here is what the arc lookslike Something similar to this
you might feel overwhelmed rightnow, like you've tried
everything and nothing's worked.
Maybe you're worried you'rejust not cut out for this.
I get it, because so many of mystudents felt that way too.
But here's what happened whenthey gave themselves a chance
dot, dot, dot.
(09:24):
And then you would share aspecific student story that
mirrors this arc.
So you're meeting yourpotential students where they're
at.
You might feel overwhelmedright now, like you've tried
everything and nothing's worked.
You've given them somesuggestions of what they might
have tried already.
Maybe you're worried you'rejust not cut out for this.
And then you relate to them Iget it, because so many of my
(09:47):
students felt that way too andthen you give them the hope.
But here's what happened whenthey gave themselves a chance.
So it's like an arc you meetthem where they're at and you
bring them over to your side.
Now also think about quick winguarantees.
Let's just pause with thefuture students for a moment and
(10:07):
look at our already enrolledstudents that have just enrolled
and address their fear offailure as well, because not
everybody that's signing up toyour course will be confident
and ready to go.
You will still have a certainlevel of fear of failure within
your cohort for your course.
So we need to build theirconfidence early on and we need
(10:29):
to be able to give them smallquick wins very early on in your
course, because this will buildtheir confidence and reinforce
the idea that they can succeed.
So, for example, if you'reteaching a writing course, you
could have students complete ashort but powerful exercise in,
say, module one that leaves themwith a polished paragraph that
they're proud of.
So make sure that within yourcourse, within that very first
(10:51):
module, you have got some quickwins.
But back to your futurestudents that have got this fear
of failure Just be reallyreally, really clear with your
sales copy that it should feellike a warm conversation, not a
hard sell.
So speak directly to their fearsand counter them with
compassion and logic.
So, for example, you might havea line in there, something like
(11:14):
you might be thinking what if Ifail?
And my answer to that is whatif you don't?
What if this is the momentwhere everything changes for you
?
You don't have.
What if this is the momentwhere everything changes for you
?
You don't have to do thisperfectly, you just have to
start.
And that's taken directly frommy own page for Teaching Mastery
Academy.
So it's looking at the languagethat we're using and making
sure that it's like a warmconversation.
(11:36):
We're compassionate, we'reempathetic, we're logical.
Now I know some of you listeningare thinking Francesca, this is
great, but I'm nervous aboutpricing my course as a premium
offer in the first place.
What if I don't believe mycourse is worth it?
Well, here's the thing, myfriend you can't sell what you
don't believe in.
Confidence in your pricingstarts with confidence in your
(12:01):
course's value.
Let's do a really quick realitycheck.
I've got four questions for you.
Question number one what is thetransformation worth?
If your course helps someoneland a better job, grow their
business or achieve personalgrowth, what is it worth to them
?
Think beyond dollars.
Consider time saved, stressavoided and opportunities gained
(12:21):
.
Imagine if you had priced yourcourse at, say, $500 and you had
a student that went throughyour course that landed a
$10,000 contract within threemonths of completing your course
.
That's 20 times the investmentthey made in your program.
So think about it like that.
Think about the lifetime valuethat your students will gain
(12:42):
from completing your course.
The second question you can askyourself to do a really quick
reality check if you are worriedthat your course is not worth
it.
Are you over delivering?
Now, most course creatorsunderestimate how much value
they're already providing.
Do an audit of your coursecontent.
If you're offering actionablestrategies, expert insights and
(13:06):
community support, you'realready leagues ahead of most
course creators.
So think about maybe breakingdown the hours of content,
templates and bonuses you'realready including.
Quantify the value.
Okay, think about it.
Think about how much your timeand energy is worth.
(13:26):
How much have you alreadycreated that has a value?
The third question to askyourself is are you anchoring
your price with results?
So premium pricing is justifiedwhen the results are premium.
So use specific, measurableoutcomes as anchors.
(13:47):
For example, this course helpsSarah double her revenue in
three months.
So whatever it is that you arecreating, think about how it's
going to help your futurestudents in their own lives.
Down the track.
Now.
Premium courses aren't just fora one-off high-ticket priced
(14:07):
course.
You might have a monthlymembership of, say, $99, which
over the course of the year addsup to nearly $1,200.
That's still premium.
That's still a really goodpremium course.
But you're giving it in moremanageable, bite-sized pieces
throughout the year.
And so think about, month bymonth, what are your students
(14:27):
gaining that is that becomesinvaluable in their lifetime?
What would they value theskills that they're learning
from you at if they're usingthem every day in their own
lives or they're applying it totheir own businesses, or it's
helping them get ahead in life?
How do you value it?
And so, when you're justifyingyour own pricing, view your
(14:48):
course through those lens.
And my fourth reality checkpointis practice saying your price.
Now, this might sound silly,but practice saying your price
out loud until it feels natural.
The more comfortable you arewith your pricing, the more
confident you'll be when talkingabout it.
(15:08):
So, for example, you stand infront of a mirror and say my
course is $997 because itdelivers $10,000 worth of value.
Or write it on post-it notesand stick them around the house
worth of value.
Or write it on post-it notesand stick them around the house,
really start to let that settleinto your subconscious, because
(15:28):
your course deserves it.
Your course is so worth it.
To wrap things up, remember thisthe fear of this won't work for
me is powerful, but it's notinsurmountable.
By addressing this very, verysubconscious objection with
empathy, psychology and strategy, you're not just selling a
course.
You're selling belief in yourstudents' ability to transform
(15:50):
their lives.
That's powerful stuff.
So here's my action plan foryou, my friends.
Step one is to audit yourtestimonials and make sure they
reflect a diverse range ofsuccess stories.
Step two is to update yoursales page to address the before
state with empathy.
Step three is to build quickwins into your course structure.
(16:12):
And step four is to practicepricing confidence until it's
second nature to you.
If you can cover those foursteps, you are well on the way
to ensuring that this fear ofthis won't work for me is well
and truly a thing of the past.
Thanks so much for tuning intoday and, as always, keep
(16:33):
creating, keep teaching and keeptransforming lives Until next
time.
I'm Francesca Hudson signingoff.
Hey there, fabulous educators and entrepreneurs in
other words, my favorite podcastcommunity.
Welcome back to another episodeof the Teaching Mastery Academy
podcast, your one-stop shop forall things course creation,
teaching strategies and creatinglife-changing transformations
for your students.
In other words, we're talkingpremium courses.
(00:21):
I'm Francesca, and today we aregoing to be looking at one of
the most critical yet leasttalked about objections your
potential students have whenconsidering your premium course.
And trust me, this is not yourrun-of-the-mill, it's too
expensive or I don't have timekind of objection.
Nope, today we are peeling backthe layers of a fear that's so
(00:45):
deeply personal many peoplewon't even say it out loud.
Do you think you know what itis?
Okay, here it is.
I'm afraid this won't work forme.
Now, this objection isn't aboutyou as the course creator.
It's about your students.
It's about them and the innerworld, your students' fears,
(01:06):
insecurities and doubts.
So today we're going to unpackthe psychology behind the
subjection.
We're going to do a real,thorough analysis of it, why
it's so common and, mostimportantly, how you can address
it head-on to make your courseirresistible.
Sound good, okay?
(01:28):
So grab your coffee, a notebookand let's get started.
Okay, all right, let's start bybreaking down this fear of it
won't work for me.
On the surface it might soundlike self-doubt, and it is, but
what's fascinating is how thisfear is tied to something
(01:49):
psychologists call the fixedmindset.
Now, if you're not familiar, afixed mindset is the belief that
your abilities are static.
You're either naturally good atsomething or you're not.
Contrast that with a growthmindset which I love, by the way
where people believe they canimprove with effort and practice
.
When someone says this won'twork for me, what they're often
saying is I'm not the kind ofperson who can succeed in this.
(02:09):
It's self-sabotage before theyeven start.
But here's the kicker Most ofyour potential students don't
consciously realize that they'rethinking this way.
They'll tell themselves it'sabout the price or the time or
the fact that they've failed atsomething similar in the past.
Underneath it all, they'rescared of investing in
themselves because they don'tbelieve in their own ability to
(02:32):
succeed.
Now, this fear stems from acombination of past experiences,
societal conditioning and evenperfectionism.
Let me explain so.
When you look at pastexperiences, for example and
that's if someone's tried andfailed to achieve a similar goal
before, then they're morelikely to believe that they'll
(02:52):
fail again.
Let me give you an example of afriend of mine, sarah, who
enrolled in a DIY photographycourse a year ago but she never
finished it.
Now she's considering anadvanced photography course, but
she's hesitating because shebelieves she'll fall short again
.
Does that sound familiar?
Do you know someone in yourlife who's like that?
Or are you recognising that inyourself?
(03:14):
Perhaps let's look at societalconditioning.
So we live in a world wherefailure is often stigmatised
instead of celebrated as alearning experience.
For example, another friend ofmine, james, has been told by
his family to play it safe hiswhole life and then he was
(03:34):
looking at a premium businesscoaching course recently.
But his inner voice was tellinghim what if you fail?
And everyone says I told you so.
And it's really holding himback.
And that's because he's hadthat societal conditioning, that
conditioning from his family tonever take a risk, to play it
safe.
And all of a sudden, when hestarts thinking about these
(03:57):
entrepreneurial ways, behavioralways of approaching the world,
he's.
And the other thing that can beholding you back, or could be
holding someone that you knowback, is perfectionism, if you
can't guarantee a perfectoutcome sometimes.
Sometimes it's easy for us totell ourselves that if we can't
(04:20):
guarantee a perfect outcome.
We'd rather not try at all, buthere's the truth.
This fear doesn't just holdpeople back from buying your
course.
It holds them back from growinginto the person that they want
to be.
If we just remove our coursefor a minute, put it on the
shelf and just look at thepeople that we're trying to
serve, the people that we wantto help, these fears are holding
(04:41):
them back from growing into thepeople they want to be and
getting those transformationsthat you know is possible for
them.
But let's take our courses backoff the shelf and look at them.
Let's examine our own coursesunder this microscope of concern
that our potential studentsmight have and let's talk about
how this fear manifests duringthe buying process.
(05:03):
So potential students who aregrappling with this won't work
for me will exhibit certainbehaviors, and recognizing these
signs is key to addressingtheir concerns.
So there are three behaviors tolook out for.
If you think you have got apotential student who's
grappling with this fear, thiswon't work for me.
And the first clue is theyhover on the sales page.
(05:30):
They'll read your sales pagemultiple times, maybe even
bookmark it, but they won't hitbuy now.
They're searching forreassurance.
They're looking for proof thatsomeone like them can succeed.
It could be somebody that isspending an hour scrolling
through your course testimonialsbut they won't check out
because they haven't seensomeone with their unique
(05:53):
challenges A single mum jugglingtwo jobs, for example.
They haven't seen that specifictestimonial mention that goes
oh, someone exactly like me.
So that's one sign to recognize.
The second sign to recognize isthey ask hesitant questions.
You'll get questions like whatif I'm no good at a certain
(06:14):
skill yet?
Or do you offer a refund ifthis doesn't work for me?
These aren't just practicalconcerns they're asking.
They're actually cries forvalidation.
You know you might get a DMasking I'm not tech savvy at all
, will I be able to follow alongwith your online course?
And so you'll know that theyare interested and they're
(06:34):
wavering.
But then they're almost, youknow, looking for any sort of
question to ask to getvalidation from you.
And the third sign is that yourpotential students could focus
on edge cases.
They'll say things like I'vetried other courses before and
failed.
How is this different?
Or what if my situation is toounique for your strategies to
(06:58):
apply?
You might get an email sayingHi, I'm Chloe.
I'm a painter specialising inabstract arts.
Most courses are focused onrealism.
Will this even work for me?
So you will find that there'salmost a degree of scepticism in
(07:20):
their email to you.
So when you notice thesebehaviours, don't write them off
as just another tyre kicker.
These are actually goldenopportunities to connect, to
empathise and reassure yourpotential students that they can
succeed with your course.
So how do we do this?
Well, here comes the good stuffhow to tackle the subjection
head-on and build rock-solidconfidence in your students
(07:43):
before they even enroll in yourcourse.
So most of us includetestimonials on our sales page
right.
But here's the thing Peopleneed to see themselves in the
success stories you share.
If all your testimonials arefrom people who already had an
edge, like they were naturallygifted, they had prior
(08:03):
experience or were in idealcircumstances, you're
reinforcing the very belief thatthis won't work for me.
So look at your testimonialsand make sure that you've got
some in there that are fromstudents who maybe started as
complete beginners or overcamesignificant hurdles.
(08:23):
Example off the top of my headJessica, a 55 year old nurse,
had never touched a camerabefore.
Today she's taking professionallevel photographs.
I don't know something likethat.
So something you've got a rangeof testimonials where you've
got students in there who wereabsolute complete beginners and
(08:44):
then overcame significanthurdles.
The other thing that you can dois paint a relatable
transformation arc.
So when you're describing thetransformation your course
offers, don't just focus on theafter picture.
Spend time talking about thebefore state in a way that
resonates with your audience.
(09:04):
And here is what the arc lookslike Something similar to this
you might feel overwhelmed rightnow, like you've tried
everything and nothing's worked.
Maybe you're worried you'rejust not cut out for this.
I get it, because so many of mystudents felt that way too.
But here's what happened whenthey gave themselves a chance
dot, dot, dot.
(09:24):
And then you would share aspecific student story that
mirrors this arc.
So you're meeting yourpotential students where they're
at.
You might feel overwhelmedright now, like you've tried
everything and nothing's worked.
You've given them somesuggestions of what they might
have tried already.
Maybe you're worried you'rejust not cut out for this.
And then you relate to them Iget it, because so many of my
(09:47):
students felt that way too andthen you give them the hope.
But here's what happened whenthey gave themselves a chance.
So it's like an arc you meetthem where they're at and you
bring them over to your side.
Now also think about quick winguarantees.
Let's just pause with thefuture students for a moment and
(10:07):
look at our already enrolledstudents that have just enrolled
and address their fear offailure as well, because not
everybody that's signing up toyour course will be confident
and ready to go.
You will still have a certainlevel of fear of failure within
your cohort for your course.
So we need to build theirconfidence early on and we need
(10:29):
to be able to give them smallquick wins very early on in your
course, because this will buildtheir confidence and reinforce
the idea that they can succeed.
So, for example, if you'reteaching a writing course, you
could have students complete ashort but powerful exercise in,
say, module one that leaves themwith a polished paragraph that
they're proud of.
So make sure that within yourcourse, within that very first
(10:51):
module, you have got some quickwins.
But back to your futurestudents that have got this fear
of failure Just be reallyreally, really clear with your
sales copy that it should feellike a warm conversation, not a
hard sell.
So speak directly to their fearsand counter them with
compassion and logic.
So, for example, you might havea line in there, something like
(11:14):
you might be thinking what if Ifail?
And my answer to that is whatif you don't?
What if this is the momentwhere everything changes for you
?
You don't have.
What if this is the momentwhere everything changes for you
?
You don't have to do thisperfectly, you just have to
start.
And that's taken directly frommy own page for Teaching Mastery
Academy.
So it's looking at the languagethat we're using and making
sure that it's like a warmconversation.
(11:36):
We're compassionate, we'reempathetic, we're logical.
Now I know some of you listeningare thinking Francesca, this is
great, but I'm nervous aboutpricing my course as a premium
offer in the first place.
What if I don't believe mycourse is worth it?
Well, here's the thing, myfriend you can't sell what you
don't believe in.
Confidence in your pricingstarts with confidence in your
(12:01):
course's value.
Let's do a really quick realitycheck.
I've got four questions for you.
Question number one what is thetransformation worth?
If your course helps someoneland a better job, grow their
business or achieve personalgrowth, what is it worth to them
?
Think beyond dollars.
Consider time saved, stressavoided and opportunities gained
(12:21):
.
Imagine if you had priced yourcourse at, say, $500 and you had
a student that went throughyour course that landed a
$10,000 contract within threemonths of completing your course
.
That's 20 times the investmentthey made in your program.
So think about it like that.
Think about the lifetime valuethat your students will gain
(12:42):
from completing your course.
The second question you can askyourself to do a really quick
reality check if you are worriedthat your course is not worth
it.
Are you over delivering?
Now, most course creatorsunderestimate how much value
they're already providing.
Do an audit of your coursecontent.
If you're offering actionablestrategies, expert insights and
(13:06):
community support, you'realready leagues ahead of most
course creators.
So think about maybe breakingdown the hours of content,
templates and bonuses you'realready including.
Quantify the value.
Okay, think about it.
Think about how much your timeand energy is worth.
(13:26):
How much have you alreadycreated that has a value?
The third question to askyourself is are you anchoring
your price with results?
So premium pricing is justifiedwhen the results are premium.
So use specific, measurableoutcomes as anchors.
(13:47):
For example, this course helpsSarah double her revenue in
three months.
So whatever it is that you arecreating, think about how it's
going to help your futurestudents in their own lives.
Down the track.
Now.
Premium courses aren't just fora one-off high-ticket priced
(14:07):
course.
You might have a monthlymembership of, say, $99, which
over the course of the year addsup to nearly $1,200.
That's still premium.
That's still a really goodpremium course.
But you're giving it in moremanageable, bite-sized pieces
throughout the year.
And so think about, month bymonth, what are your students
(14:27):
gaining that is that becomesinvaluable in their lifetime?
What would they value theskills that they're learning
from you at if they're usingthem every day in their own
lives or they're applying it totheir own businesses, or it's
helping them get ahead in life?
How do you value it?
And so, when you're justifyingyour own pricing, view your
(14:48):
course through those lens.
And my fourth reality checkpointis practice saying your price.
Now, this might sound silly,but practice saying your price
out loud until it feels natural.
The more comfortable you arewith your pricing, the more
confident you'll be when talkingabout it.
(15:08):
So, for example, you stand infront of a mirror and say my
course is $997 because itdelivers $10,000 worth of value.
Or write it on post-it notesand stick them around the house
worth of value.
Or write it on post-it notesand stick them around the house,
really start to let that settleinto your subconscious, because
(15:28):
your course deserves it.
Your course is so worth it.
To wrap things up, remember thisthe fear of this won't work for
me is powerful, but it's notinsurmountable.
By addressing this very, verysubconscious objection with
empathy, psychology and strategy, you're not just selling a
course.
You're selling belief in yourstudents' ability to transform
(15:50):
their lives.
That's powerful stuff.
So here's my action plan foryou, my friends.
Step one is to audit yourtestimonials and make sure they
reflect a diverse range ofsuccess stories.
Step two is to update yoursales page to address the before
state with empathy.
Step three is to build quickwins into your course structure.
(16:12):
And step four is to practicepricing confidence until it's
second nature to you.
If you can cover those foursteps, you are well on the way
to ensuring that this fear ofthis won't work for me is well
and truly a thing of the past.
Thanks so much for tuning intoday and, as always, keep
(16:33):
creating, keep teaching and keeptransforming lives Until next
time.
I'm Francesca Hudson signingoff.
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