درسنامه تعاملی دوم

Hi, this is AJ, welcome to part B of our Interactive lesson for this month. In this part I will again read the essay out loud and this time I will ask some very easy and simple questions. Answer the questions loudly, if you can; if you’re alone answer the questions loudly. Short answers are fine. Do your best to answer quickly. Focus on speed, not long answers.

All right, let’s go back to the beginning.

Excellent performers judge themselves differently from the way other people do. They’re more specific, just as they are when they set goals and strategies. Average performers are content to tell themselves that they did great or poorly or okay.

What kind of performers are content to tell themselves they did great or poorly or okay, what kind?

Average. Average performers are content to do that.

Are great performers content to tell themselves that they did great or poorly or okay, very general?

No, not great performers.

Average performers are what?

Content. Stress that word correctly, content. Average performers are content to tell themselves that they did great, poorly or okay.

The best performers judge themselves against a standard that’s relevant for what they’re trying to achieve.

They judge themselves against a standard that’s what?

That’s relevant.

Relevant for what?

What they’re trying to achieve, a standard that’s relevant for what they’re trying to achieve.

Who judges themselves against a standard that’s relevant for what they’re trying to achieve, average performers or the best performers?

The best. The best performers judge themselves against a standard that’s relevant for what they’re trying to achieve.

Sometimes they compare their performance with their own what? Personal best. Sometimes they compare their performance with their own personal best.

Do they always compare their performance with their own personal best?

No, no, no not always. They don’t always compare their performance with their own personal best.

How often do they compare their performance with their own personal best?

Sometimes, just sometimes. Sometimes they compare their performance with their own personal best.

Sometimes they compare their performance with the performance of competitors they’re facing or expect to face. Sometimes they compare with the best known performance by anyone in the field. Any of those can make sense, the key, as in all deliberate practice…

What kind of practice?

Deliberate. Get the stress correct in this pronunciation, deliberate practice.

Lazy practice or deliberate practice?

Deliberate practice.

Unplanned practice or deliberate practice?

Deliberate practice, you need deliberate, planned and focused practice to get better.

So the key, as in all deliberate practice is to choose a comparison that stretches you just beyond your current limits. Research confirms what common sense tells us.

Does research confirm or deny what common sense tells us?

It confirms, it agrees with what common sense tells us.

That too high a standard is discouraging and not very instructive.

Are super high standards correct, helpful?

Sometimes.

But, too high a standard, if it’s too high it is what?

Discouraging. It’s discouraging. Too high a standard is discouraging.

Encouraging or discouraging?

Discouraging, and not very instructive.

While too low a standard produces no advancement. If you’re pushing yourself appropriately…

Pushing yourself how?

Appropriately. Appropriately.

Listen to that pronunciation and say it correctly, appropriately.

Should you push yourself appropriately or inappropriately?

Appropriately. Correctly, appropriately.

And if you have evaluated yourself rigorously…

Rigorously or in a lazy way?

Rigorously; also, listen to that pronunciation rigorously. Practice that. Rigorously, rigorously, rigorously… good.

Then you will have identified errors that you made. A critical part of self-evaluation is deciding what caused the errors. Is this an important part or is it not important?

It’s important.

Is it a little important or super important?

It’s super important, it’s critical. It’s a critical part. It’s a super important part of self-evaluation.

A critical part of self-evaluation is deciding what caused the errors.

Average performers believe their errors were caused by factors in their control or outside their control?

Outside their control. Average performers believe their errors were caused by factors outside their control.

Do the best performers believe that their errors were caused by factors outside their control?

No, no, no not the best performers.

Which performers believe errors were caused by factors outside their control?

Average. Average performers believe their errors were caused by factors outside their control. For example they say, my opponent got lucky . The task was too hard. I just don’t have any natural ability for this.

Top performers, by contrast, believe they are responsible for their errors. Note that this is not just a difference of personality or attitude. Recall (hear the stress of that word) Recall that the best performers have set highly specific technique-based goals and strategies for themselves.

What kind of goals do the best performers set general or specific?

Specific. Highly specific goals. The best performers set highly specific goals. In fact they set technique-based goals.

Which performers set, create technique-based goals?

The best performers. The best performers set technique-based goals. Their goals are focused on the techniques being correct.

Do average performers usually set technique-based goals?

No, no, no not usually. They don’t usually set technique-based goals.

What kind of goals do average performers usually set?

Very general, they usually set very general goals like, I will get better or I will improve my score… but the best performers set highly specific technique-based goals and strategies for themselves.

They have thought through exactly how they intend to achieve what they want.

Have the best performers thought carefully or just a little?

Carefully. They have thought through exactly how they intend, how they plan to achieve what they want.

So which performers think through their goals carefully?

The best ones. The top performers think through. The best performers think through, think carefully, exactly how they intend to achieve what they want.

So, when something doesn’t work, when something doesn’t work they can relate the failure to specific elements of their performance that may have misfired.

Let’s go back.

They can relate their failures to what?

Specific elements, specific elements of their performance, specific parts of their performance.

They can connect their failures to specific, specific elements of their performance that may have fired or misfired?

Misfired. Been incorrect.

Research on champion golfers, for example, has uncovered precisely this pattern, exactly this pattern. Champion golfers are much less likely than average golfers to blame their problems on the weather, the course or chance factors. Do champion golfers blame luck?

No, no they don’t. Champion golfers do not blame chance factors.

Do they blame chance factors or do they blame their own performance?

They blame their own performance. The champions blame their own performance they never blame chance factors. They never blame luck.

Instead, they focus relentlessly on their own performance.

The champions focus how?

They focus relentlessly.

They focus relentlessly on whose performance?

Their own. They focus relentlessly on their own performance.

Okay that’s all.

Again, the vocabulary a little easier this month. That’s okay because we’re focusing a little more on pronunciation, so listen carefully and in part C we’re going to focus especially on improving your pronunciation.

See you in part C.