The Oscar winning movie, “The King’s Speech,” tells the story of Lionel Logue and his speech therapy training of England’s King George VI. Logue is an excellent example of a master trainer at work. The producers describe the true story as follows.

After the death of his father, King George V (Michael Gambon), and the scandalous abdication of King Edward VIII (Guy Pearce), Bertie (Colin Firth)—who has suffered from a debilitating speech impediment all his life—is suddenly crowned King George VI of England. With his country on the brink of war and in desperate need of a leader, Bertie’s wife, Elizabeth (Helena Bonham Carter), the future Queen Mother, arranges for her husband to see an eccentric speech therapist, Lionel Logue (Geoffrey Rush). After a rough start, the two men delve into an unorthodox course of treatment and eventually form an unbreakable bond. With the support of Logue, his family, his government, and Winston Churchill (Timothy Spall), the King overcomes his stammer and delivers a radio address that inspires his people and unites them in battle.

The movie was deserving of the best picture award it received in 2011. Perhaps more interestingly for us trainers and teachers, it also demonstrated a number of effective teaching principles.

Logue focused foremost on the King’s need, viewing his own success as one where the King succeeded. This outward, unselfish focus sometimes worked to his own detriment. He treated the King as a person in need, not as a celebrity he could profit from. He so tried to avoid personal gain that he didn’t even tell his wife who his trainee was.

Logue focused on the root, emotive, cause of the problem, not just the speech impediment. Georgi Lozanov, the father of accelerated learning, suggested that 90 percent of learning takes place on a subconscious level and that if trainers can reach past unconscious blocking mechanisms, learning can be successful. Logue focused his efforts on getting past those blocking mechanisms through a combination of prodding about the past and displaying unshakable confidence in the King’s ability to master his stuttering problem.

Logue used a wide variety of techniques, even the unusual: anything that would further the goal of success. He tried rolling around on the floor, vocal warm-up exercises, betting with the King and demanding payment when the King lost the bet, rewarding the King with the task of gluing a wing on a model airplane, and distracting the King with music while he talked and was recorded.

Logue insisted on maintaining control over the training. Although placing the needs of the King first, Logue insisted on being in charge during the sessions. It is a bargain where the trainer says, “I am going to manipulate you, but I will do it only for your benefit.” In return, the trainee says, “I will submit to this manipulation, but reserve the right to withdraw at the first hint that you are not operating in my best interest.” It is the grand bargain all presenters make with their audiences, and one that, when broken, leads to hostility and resentment.

Logue divided the phrases the King would speak into shorter, digestible bits the King could handle. Pausing during sentences for impact is something we presenters often forget to do. Pauses have many advantages. They build tension. They entice curiosity. They allow listeners to think.

The proof of Lionel Logue’s success can be heard in the recording of the King’s successful speech, given on September 3, 1939. It is the kind of success we should all hope to achieve in our training, teaching, and speaking endeavors. Lionel Logue provides that role model.

Listen to the actual speech on YouTube.

Watch the movie trailer on YouTube.

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