Parents and students are either indifferent or greedy for cheap. Let parents put you off with a "reconsider" when they formally report to class.
Your experience class seems very tired, laborious and passive. Today, I have compiled some tips for organizations that have done a good job in experience classes and have a high conversion rate for your reference.
Avoid the minefield and stop stepping on it.
The factor that directly determines the conversion rate of the experience class is actually the satisfaction of students and parents during the experience class. Especially the satisfaction of parents.
The factors that affect the satisfaction of parents and students are nothing more than these three aspects: the number of classes, the content of experience classes and the allocation of teachers.
A good and effective experience lesson naturally starts from these three aspects. Let's analyze the untouchable minefield from these three aspects and see how to avoid it more effectively when setting up the experience class.
There are too few experience classes.
For cost reasons, some institutions will only offer a three-hour class on Sunday when offering experience classes.
Of course, the experience class does cost the organization, but apart from the opening and subsequent attacks, how much time is left to really talk about the content? During these three hours, can parents really understand the strength of the organization? Can students make obvious changes after class?
Of course not.
We must recognize a rule, that is, step by step, not too eager for quick success. Otherwise, we give parents the impression that you just want to make money, which is not reliable at all. So, who dares to give the child to us? It is best to set the experience class as deep experience and the number of classes as four or six times, so that the transformation effect will be better.
The content selection of experience class should not be general.
Just because some institutions only have one experience class, the content is naturally extremely insufficient. Some teachers will choose to summarize a few knowledge points in the textbook, which are general and cannot be delved into. No matter how good a teacher is, he can't do it well, and his teaching characteristics can't be fully displayed.
Similarly, as students, they will feel that teachers are unattractive in class, and their performance in class will naturally be sloppy and unable to concentrate. When parents see this situation, they will doubt the teacher's teaching ability.
If each experience class can explain only one or two knowledge points in detail, coupled with the teacher's unique class style, so that parents can understand, students can listen happily and remember the content, then the success rate of experience class transformation will naturally rise.
The teacher dares to speak.
The choice of experience class teachers is also a science. Experience class is an open performance occasion, and how the teaching level of teachers will affect the judgment of parents and students on institutions. Because of the different classification of teachers in teaching auxiliary institutions, some only do one-on-one tutoring, some only attend classes, and some may work part-time. Therefore, when assigning teachers, try to choose teachers who are used to taking classes, and they will be more comfortable and less nervous in class.
Moreover, if a teacher dares to speak, he must "have the cheek" to sign up with the teacher. Because under normal circumstances, the registration is the responsibility of the consultant and the teacher only teaches, but the special feature of the experience class is that students and parents do not communicate with the consultant, but they are more familiar with the teacher directly. Therefore, teachers must "dare to speak" to sign up and lay the foundation for singles.
If teachers in auxiliary education institutions are embarrassed to let parents sign up or continue their classes, or feel that enrollment is not within their responsibilities, it will inevitably increase the difficulty of the transformation of the experience class and the enrollment effect.
In teaching auxiliary institutions, teachers should also have a certain sense of enrollment. At the critical moment, you should dare to ask for registration. After avoiding some of the minefields mentioned above, how to improve the student conversion rate by adjusting the content setting of the experience class?