One phrase stuck out to me in a recent discussion about adapting KTS for short-term goals. It was acknowledged that there are some snake oil salesmen out there selling quick-fix speech lessons. These “one-hour schmucks,” as they were termed, are more than happy to prey on naive clients desperate for an authority figure to “fix” their speech…and fast! KTS teachers, on the other hand, know that there are benefits to a slower, more thoughtful approach. As someone who had ventured to describe a short-term coaching project, I left the conversation wondering, is there room for efficient, targeted work in the […]

What’s in a Pedagogy?

In talking with Master Teacher Andrea Caban about Knight-Thompson Speechwork and how we teach it, I’ve begun to reflect on what a pedagogy is. Erik and Phil have both written extensively on the pedagogy of Knight-Thompson Speechwork, its origins and its principles. But Andrea and I have also been talking about its other aspects, the aspects that are slipperier to write about, harder to enumerate, eagerer(?) to avoid lists and charts and diagrams. We bandied about the ideas of “hard” versus “soft” teaching principles, or maybe the “form” versus the “content” of the pedagogy. That distinction got me thinking about […]