Notes on reading the sales page

Notes for @Jonny Miller:

The only important thing that really needs your attention now is the blue section below where some info on the sales page needs to be replaced.

The rest are some ideas I have after reading the sales page again from a student’s POV (before diving into the curriculum). I’m sure I’ll find some solutions already exist in the curriculum, so please ignore them or feel free to comment if they do.

Need your feedback: I spent 2 hours brainstorming and compiling this page. Am I too detailed? Do I need to speed up? Do you recommend better/ more efficient ways of note sharing?

Typos or missing texts:

  • sales page
    • the last sentence of the community section is cut off
    • image
    • Q&A Section Q1: first cohort -> the second cohort
    • image
    • Q&A Section Q3 : “, are” > Are
    • image

Unfamiliar words for me ( needs to google)

  • Heart Rate Variability (HRV) + ventral vagal tone
  • allostatic overload
  • dorsal shutdown

Questions I’m curious about:

  • With a set of similar techniques, how do I prioritize which to experiment with first?
  • How long do I need to practice one technique to determine if it’s effective for me or not before moving on to other techniques?
  • What if some protocol includes changes with another person unlikely to cooperate? (true story lol)
  • Should I try to regulate my emotional highs as well (i.e. moments when I’m “too happy”?)
  • (How do I communicate to people around me that learning about NSM doesn’t mean I’m worse at emotional management?) (→ this could just be Angie’s overthinking brain lol)

Possible ways to the course even more engaging:

  • Onboarding week:
    • Sign a contract with themselves to commit to change (like the Artist Way)
    • Ask students to think of one (or more) person they engage the most in everyday life that may impact their practice of NSM. Schedule a time with them to sincerely invite them to support the students throughout the course to decrease the friction of learning and increase the chance of successful change. (ex: for me, I found it hard to change my sleep schedule while living with Paul, who can be unhinged working into late at night lol)
    • Know our current inner map- are there any resources to help students understand where they are so they can go into the 5 weeks with more intention to improve on where they need help?
    • Are there any roadblocks they can think of before the course starts? (And how can we help students be open when they encounter repetitive roadblocks instead of giving up?)
    • (Using NLP to help them emotionally get into the successful state)
      • Imagine on December 5th, you finish the course, and you have a fundamental shift into your ideal existent states. You have “total control of your internal fuel system”. What is it like for you? Looking from your eyes and hearing from your ears from the “you” on 12/5. What can you see, hear, smell, and feel in that states?
      • Now stay in that state and look back on the past 5 weeks when you are still on the journey of NSM; what did you do and not do to reach that ideal state?
      • Digging down the why: students have filled out the onboarding survey. But can we do an exercise to determine why they want to be even better at X? Exploring their deeper motivation might lead to a more successful identity shift
      • Ps. I’m listing this as I read through the curriculum on the sales page and found out they are mostly covered in week 4. 🔎 Angie’s note to self: Check if there’s a mini version of week four in the pre-recorded to help them onboard the course.
  • Week1-Week 5 Curriculum
    • Similar to the comment above, I was a bit confused about all the methodologies given from week1-4 and had an “a-ha” moment when I saw week 5’s content :D
    • 🔎 Angie’s note to self: check if there’s a mini-version of week 5 in the beginning to put the rest of the week into context. If not yet, discuss with Jonny to design one
  • Building a supportive culture:
    • Shared language- Can we give students a clear shared language/ framework in giving feedback/ supporting each other and consciously approach the course from growth & abundant mindset? For example,
      1. Feedback language:

      2. If _____ happens, then use ______ approach to help your partner
      3. If your peers feel frustrated not being able to implement change, use ___ framework to help them think about alternatives/ encouraged
      4. If you feel unsafe during a conversation, you can say to your partner ____
      5. Growth Mindset

      6. Keep a journal of change
      7. We can measure improvement in these X ways. If you caught yourself being reactive but are aware of the change in your bodily sensation, it’s an improvement, too!
    • Paired Partners- Would it be useful for them to find an accountability buddy at the beginning of the course?
    • Mentors, experts, ambassadors/ stewards (naming TBD): Recruit students with more experience as ambassadors (they don’t have to be experts, just slightly more experienced than newbies)
    • Breakout room: each breakout room has (1) students with more experience (ex: breathwork practitioners) paired with students who are new to the nervous system world and (2) pair students who have the same background or goals in the same room
    • 1:1 peer support or group office hours: enable every student has the opportunity to ask questions about their particular situation (ex: assign them with the ambassador, group office hours)