communications guide

Created 2026-02-12

Status active

Tags communicationsguideemailpolicystudent-supportvendorreference

Baseworks Communications Guide

This guide provides context, principles, and reference material for responding to various types of communications with students, participants, and inquiries. It covers everything from enrollment through program completion, including edge cases and difficult situations.

For ready-to-use email templates, see: Email Templates

Core Communication Principles
Enrollment & Pre-Program
Assignment & Engagement
Attendance & Punctuality
Physical Assistance & Accommodation
Moderation & Intensity
Deferrals & Life Circumstances
Certification & Continuing Education
Refunds & Disputes
Media & Image Use Inquiries
Legal & Compliance Context
Boundary-Setting & Professional Corrections
Vendor, Contractor & Collaborator Communications
Tone & Voice Guidelines
Key Links & References
Version History

Core Communication Principles

Guiding Philosophy

Filter not funnel: Clarify methodology requirements upfront rather than accommodate varied engagement levels
Educational positioning over sales language: Lead with transformation, not logistics
Respect learner intelligence: Write for “a smart 15-year-old without a PhD in neuroscience”
Direct but warm: Clear boundaries delivered with genuine care
Consistency matters: Fairness to all participants means consistent policy application
Email signatures: Sign with whoever is sending (Patrick or Asia), not both names. They alternate on participant communications; the sign-off reflects who is actually writing.

The Teacher-Student Dynamic

From our teaching principles: “The framework presupposes that the teacher learns from the student as much as the student learns from the teacher.”

This means:

We acknowledge when students bring new information that helps us improve
We remain open to feedback while maintaining program integrity
Every new situation can inform how we handle future situations

When to Respond Publicly vs. Privately

Redirect to forum when:

The question/insight would benefit others
It’s a teachable moment that clarifies methodology
The topic could generate valuable discussion

Keep private when:

Personal circumstances are involved
The matter involves policy disputes or complaints
Medical or sensitive information is discussed
The person explicitly requests privacy

Encouraging forum use: When redirecting someone from private email or group feed to the forum, validate their contribution first, explain the benefits (searchability, threading, collective benefit), and make it an invitation rather than a requirement.

Enrollment & Pre-Program

Welcoming New Enrollees

Key information to confirm:

Location details (venue, specific studio announced weekly)
Schedule and session times
First assignment deadline and how to access it
How to access the cohort community group and forum
Encouragement to complete profile and upload photo

Assignment Expectations Before First Session

The first assignment must be completed before the first in-person session. This is non-negotiable for the hybrid format to work.

Communication sequence:

Enrollment confirmation with assignment details
Reminder emails with clear deadlines
Direct outreach to those who haven’t started (see engagement section)

Addressing Pricing Questions

Pricing varies by enrollment channel (main page vs. campaign pricing)
Currency conversion handled by payment processor or user’s bank
Document any pricing discrepancies with screenshots
One-time courtesy adjustments can be offered but are not standard

Related templates: Participant Interview Request

Assignment & Engagement

Following Up on Incomplete Assignments

We have visibility into participant progress through our platform. When someone hasn’t started or is significantly behind:

Tone escalation (use judgment based on timing and circumstances):

Light & Supportive:

Just checking in—I noticed you haven’t started the first assignment yet. Wanted to make sure you received the course access okay and see if there’s anything I can help clarify about navigating the platform.

Clear & Direct:

I’m reaching out because I noticed you haven’t started the first assignment yet, and we’re just a few days out from Saturday’s session. The program really relies on everyone completing these assignments—it’s what allows us to use our in-person time effectively.

Warm but Firm:

Quick check-in before Saturday—I see you haven’t started the first assignment yet. Wanted to reach out directly rather than wait until we’re all together. The program is structured around everyone completing the online assignments before each session. It’s not just a nice-to-have—it’s really what makes the hybrid format work.

Mid-Week Check-Ins

Between sessions, send cohort-wide updates that:

Acknowledge progress without pressure
Contextualize the upcoming assignment (duration, content)
Link to session summaries on the forum
Provide optional additional resources
Reinforce moderation/sustainability messaging when relevant

Tone: Encouraging, non-invasive, no guilt. Position resources as “threads to pull on if you’re curious” rather than homework.

Encouraging Forum Use Over Group Feed

The group feed isn’t persistent—posts eventually drop away and can’t be searched. Forum posts with tags become part of a searchable archive.

When redirecting:

Thank you for sharing this fascinating observation. I wanted to suggest that when you have insights like this, you might consider posting them in either the cohort forum or the Primer forum rather than the group feed. The main difference is that forum posts become part of a searchable archive—someone months from now experiencing something similar could discover your post.

Forum links to reference:

Winter Cohort Forum: https://practice.baseworks.com/groups/montreal-study-group-winter-2026-cohort/forum/
Primer Community Forum (public): https://practice.baseworks.com/groups/primer-community/forum/

Technical Issues

Video playback problems:

Recommend laptop or tablet over phone
Check internet connection stability
Distinguish between “Key Points” lessons (watch for understanding) and “Practice Labs” (practice along with)

Timezone/calendar issues:

Platform defaults to UTC
Users can change timezone on Practice History page
Provide screenshot of UI if needed

Communication not received:

Ask them to check spam/junk folders
Confirm platform notification settings are enabled
Verify they’re following group discussions

Attendance & Punctuality

Late Arrivals

Arriving late affects comprehension and disrupts the group dynamic. Address directly but professionally:

We appreciate that you didn’t disrupt today’s class by entering after it started, but arriving 30+ minutes late or missing sessions will affect your comprehension and your engagement with the program structure. We suggest planning to arrive on time for all remaining sessions.

Missed Sessions

Policy: Missed sessions are non-refundable. Full attendance isn’t mandatory, but participants are responsible for catching up.

Support offered:

Session summaries posted on forum
Continued access to online materials
Can post questions in forum between sessions
Virtual office hours for Q&A

Reinforcing the Hybrid Format

When participants seem to treat online work as optional:

The synergy between online preparation and studio sessions is what makes this work. Each builds on the other. If you complete the assignments as structured and engage with the practice labs, the in-person sessions will start connecting. If the online preparation gets skipped, you won’t experience what you paid for.

Physical Assistance & Accommodation

NODAA Methodology Context

Our teaching methodology—NODAA (Narration, Observation, Demonstration, Assist, Assess)—prioritizes non-physical methods first. Physical assistance is something we use only when other approaches haven’t achieved comprehension, and we aim to be minimal and purposeful when we do.

The hierarchy:

Narration (verbal cues and explanation)
Observation (watching the student)
Demonstration (showing the movement)
Assist (physical guidance—last resort)
Assess (evaluating comprehension)

Hands-on guidance is part of what we do as a physical education modality, but it’s never our first approach.

Intake Process for Individual Needs

The participation questionnaire and waiver exist so we can understand each student’s individual needs, conditions, and preferences before we begin working together. We ask for detailed information about personal circumstances so we can assess how to approach each person appropriately.

Critical point: When students provide specific information or requests through these channels, we take that into account. When they don’t, we proceed according to our professional judgment based on what we’ve been told. The responsibility for communicating individual needs rests with each participant—we can only adapt to what we know.

Working with Neurodiverse Participants

From our FAQ:

We’ve observed that Baseworks practice can improve attention span and help mitigate symptoms related to learning deficits and attention-based conditions, including autism spectrum differences. However, group programs like the Montreal Study Program may not be suitable for all conditions depending on their severity. We offer specialized private sessions that can be adapted to address specific learning needs. Please contact us before registering to discuss whether the group format or a private session would be the best fit for your situation.

On touch preferences and autism:

We’ve worked with many autistic individuals over the years, and their preferences around touch vary considerably. Some prefer no touch at all, while others actually benefit from and prefer firm touch assistance—something supported by research on autism and tactile input.

We don’t assume a particular preference based on diagnosis alone. Each person is different, which is why we rely on clear communication through our intake process.

When someone raises touch preferences after enrollment:

Acknowledge their preference, clarify our methodology (physical assistance is not routine), explain that our intake systems exist precisely for capturing such preferences, and confirm we’ll honor their stated preference going forward.

Important: Do not make assumptions about other participants’ needs based on speculation. If someone suggests we should treat another student differently, redirect: “We appreciate your attentiveness toward other participants, but we can’t act on assumptions about someone else’s needs without hearing from them directly.”

Patrick’s Personal Context

Patrick has direct experience with heightened sensory issues over many years—both internal and from external environments. While he doesn’t identify as autistic, his experience with sensory sensitivity has made him very mindful of how he approaches people. This informs his teaching approach and his understanding of what participants with sensory processing differences may experience.

Moderation & Intensity

Core Principle

Strain, fatigue, or pain dampens access to perception-based aspects of practice. Developments in mobility, strength, and flexibility are byproducts of consistent moderated practice, not goals to chase.

Addressing Soreness/Overexertion

When participants report soreness or pushing too hard:

The soreness is actually useful information—it tells you something about how you were engaging with the practice. The fact that you noticed you got caught up without realizing it is the important part. That awareness is exactly what we’re developing.

Going forward, if you find yourself in “just get through it” mode, that’s usually a signal to dial back. When practicing alone, if you’re unsure about intensity, less is almost always the better choice. The in-person sessions will help calibrate this, but the principle applies everywhere: strain and fatigue work against the kind of focused attention we’re building.

Instructor Demonstrations vs. Student Expectations

When instructors hold forms for extended periods, they’re creating windows for students to release and rejoin—not setting benchmarks to meet. Moderation according to individual physical condition is fundamental. The goal is experience and discernment, not endurance or matching instructor demonstrations.

Deferrals & Life Circumstances

Policy

Enrollments cannot be transferred directly to future cohorts once a participant has started the program
Cohorts are designed as integrated experiences with specific groups
Primer course access remains active for three months from enrollment date
Participants may join future cohorts at a discounted rate (Primer component waived)
Specific future pricing discussed closer to that cohort’s enrollment period

Rationale

Many people have had difficulties managing other commitments around our programs over the years. We always want to support people, but in fairness to others—including participants who have managed difficult circumstances while honoring their commitments—we need to be consistent in how we handle these situations.

What We Can Offer

Continued access to complete the Primer course within the standard 3-month window
Option to join a future cohort at a discounted rate (won’t pay for Primer component again)
Specific pricing discussed when future cohort details are finalized

Related templates: Deferral Request Response

Certification & Continuing Education

Our Position

Baseworks is not positioned as a continuing education provider within any professional credentialing framework, whether movement education, massage therapy, occupational therapy, academic professional development, or other fields requiring annual CE hours. This is intentional, not a bureaucratic oversight.

We welcome professionals from these fields, but we want people to come to Baseworks because the work itself interests them, not because it checks a box on an annual requirement. These are different motivations that lead to different kinds of engagement.

Why We Don’t Issue CE Credentials

Even passive participation in a credentialing system positions Baseworks within a framework we’re deliberately working outside of. The moment we start issuing documentation that gets submitted to professional associations, we’ve implicitly entered that ecosystem, regardless of which field it’s attached to. Our attestation would sit in a professional file as one more credit alongside conventional continuing education, which subtly recategorizes what we do into something it isn’t.

Legal Context (Quebec)

There is no legal obligation for private training providers in Quebec to issue certificates. The obligation runs the other way: if a professional wants to count training toward their CE requirements, they need to ensure the training is recognized by their professional association, and often the training provider needs to be pre-approved by that association.

Handling Requests for Attestations

When participants request CE documentation:

Acknowledge their practical constraints without being dismissive
Explain our positioning clearly: we are not a CE provider and this is intentional
Address any marketing angle directly: attracting people who come primarily to check a box is precisely what we want to avoid
Offer accommodation if appropriate: a personal letter confirming participation and hours, explicitly noting that Baseworks is not a recognized CE provider, may be offered in specific circumstances
Clarify this isn’t routine: any such accommodation is case-by-case, not standard practice

Future Professional Development Programs

If we develop programs designed around professional development in the future, they would be structured quite differently from the Study Group, with requirements around full participation and a level of commitment that would make certification meaningful. We have offered such programs in the past (multi-year apprenticeships, 300+ hour formal training with extensive prerequisites) but are not currently running them.

Reference example: Any Guay — Continuing Education Certificate Inquiry

Refunds & Disputes

Default Policy

From Terms of Service (https://baseworks.com/terms-of-service/):

Unless otherwise specified, we do not offer refunds on any purchases of goods, services, or digital products offered on or through our Websites.

Health Issues & Emergencies

From Event Policy (https://baseworks.com/event-policy-support/):

If you find yourself unable to attend the workshop due to a serious medical condition, an urgent family matter, or political restrictions in your country, kindly reach out to us via email to explain your situation. We will make every effort to accommodate your request for a refund or explore the option of transferring your purchase to a future event.

Key clarification: This does not guarantee refunds. We evaluate requests case-by-case, which may include refunds or transfers, but does not guarantee them.

Handling Refund Requests

Standard approach:

Acknowledge their situation with empathy
Reference our standard non-refundable policy
Offer alternatives where appropriate (credit toward future program, transfer to Primer-only access)
Be clear these are one-time courtesies beyond standard terms

Alternatives we may offer:

Credit toward a future program
Transfer to Primer course access (may require paying difference)
Continued online access while forfeiting in-person component

Escalating/Bad-Faith Requests

Signs of bad faith:

Pattern of shifting excuses
Demanding rather than requesting
Accusations (discrimination, etc.) when alternatives are offered
Timing suggests buyer’s remorse rather than genuine emergency

When to stop responding: Once you have:

Explained your policy ✓
Offered alternatives ✓
Clarified what access remains ✓
Stated the case is closed ✓

You’re done. Do not continue engaging. Each response signals there’s still hope for negotiation.

Chargeback Defense

If a participant initiates a chargeback, provide the credit card company:

Clear terms & conditions they agreed to
Documentation showing they had notice of policies
Evidence of service usage (lesson completions, attendance)
Timeline of communications
Your case-closed correspondence

Media & Image Use Inquiries

Context

Baseworks photographs and films events for use across the website, blog posts, educational materials, and promotional materials. This is standard practice for an educational organization. Participants occasionally raise questions about how their images are used — sometimes out of genuine concern, sometimes from a position of advocacy around privacy.

Our consent process is designed so that no participant can reasonably claim they were not informed or given an opportunity to opt out:

At registration — The checkout page states that by proceeding with purchase, the participant agrees to our Terms of Service (linked directly beneath the purchase button). The Terms include a participation waiver with a media release covering photographs and video for promotional and educational use.
Before the first session — Every participant signs a standalone participation waiver (Google Form) covering assumption of risk, medical disclosure, personal responsibility, media release, and liability. The media release grants Baseworks the perpetual, irrevocable, and unrestricted right to use photographs, video, and other media. Participants who do not wish to appear physically recognizable must inform the facilitators and photographers before filming begins. We do not proceed with any event until every participant has signed.
On site — Whenever a photographer or videographer is present for focused photography or video, we verbally ask the group whether anyone does not wish to be physically recognizable in the material being captured.

Key distinction: The opt-out is about being physically recognizable, not about being excluded from all footage. This allows filming to proceed normally, with accommodations (blurring, cropping, angle selection) handled in post-production for anyone who has opted out.

Response Pattern

When a participant raises a media consent inquiry:

Acknowledge the question — It’s fair to ask, and worth addressing clearly.
Outline the three-step process — Registration terms, standalone waiver, on-site verbal check. Each includes an opt-out.
State the facts specific to their case — Were they present at filmed sessions? Did they exercise any opt-out? Do they actually appear in any material?
Clarify Baseworks’ use of event photography — Website, blog, educational and promotional materials. Honest, clear representation of what we do. No interest in misrepresenting anyone’s involvement.
Redirect administrative matters to email — The group feed and forum are for practice and program discussion. Participation terms, consent, and similar logistical questions should be addressed via email.

Channel Guidance

Media consent inquiries should be handled via email, not on the group feed or forum. If raised publicly:

Post a clear, factual response as a pinned forum post (serves as permanent reference for the cohort)
Reply briefly on the group feed linking to the forum post
Close the public thread by redirecting further discussion to email

Reference Example

The first documented media consent inquiry was from the Winter 2026 Study Group. Full response (EN + FR) and context: Media Consent — Clementine

Terms of Service media release: https://baseworks.com/terms-of-service/ (Participation Waiver section)
Winter 2026 standalone waiver: [Google Form — internal link]
Participant communications log: Contact Inquiries

Legal & Compliance Context

Bill 96 (Quebec Language Law)

What applies to Baseworks:

Website commercial information should be available in French (pricing pages, terms of service, event descriptions)
Enrollment contracts/terms should be offered in French first, then English option
Commercial communications should be available in French

What does NOT apply (educational exemption):

Course content itself doesn’t need to be in French
In-person instruction can be in English
Educational materials are exempt
Private, non-subsidized educational institutions have exemptions

Our current compliance:

French landing page exists for Montreal programs
French page clearly states course conducted in English
French subtitles provided for online video content

Participation Waiver Key Points

Participants acknowledge:

Physical activities carry inherent risk
They are responsible for monitoring their own condition
They will inform facilitators of pain/discomfort and modify or stop as needed
Medical conditions that could be aggravated are their responsibility
Media release for photos/video (can opt out with advance notice)

Age Requirements (Quebec)

Participants 18+: Can register independently
Participants 14-17: Require parental consent
Under 14: Contact us to discuss

Boundary-Setting & Professional Corrections

Situations where someone has overstepped, misrepresented what was communicated, or behaved in a way that needs to be addressed directly. These require a specific register: clear, factual, and firm — without hostility or over-explaining.

Principles

State facts, not interpretations. Describe what happened, what was actually communicated, and where the discrepancy is. Do not speculate about motives.
Correct the record directly. If someone has misrepresented what you said or did, name the specific misrepresentation and state what actually occurred. Do not soften this to the point where the correction is ambiguous.
Set the boundary once, clearly. State what is and is not acceptable going forward. Do not repeat the boundary across multiple paragraphs — that signals uncertainty.
Do not apologize for setting the boundary. Warmth is appropriate; apology is not. You can acknowledge the person’s perspective without conceding the point.
Keep it short. The longer a boundary-setting message is, the more it reads as negotiation. Say what needs to be said and close.

Tone by Severity

Situation	Tone	Example framing
Minor misunderstanding	Warm, clarifying	”Just to clarify what was discussed — …”
Overstepping or presumption	Direct, factual	”I want to address something directly. What was communicated to [third party] does not reflect what we discussed.”
Repeated boundary crossing	Firm, final	”This is the second time this has come up. Going forward, [specific boundary].”
Bad faith or misrepresentation to third parties	Factual, corrective, no warmth needed	State the facts. Correct the record with the third party separately. Close the conversation.

When a Third Party Is Involved

If someone has misrepresented your position to a venue, collaborator, or service provider:

Contact the third party directly to correct the record — keep it brief and factual
Then address the person who caused the issue — reference that you’ve already clarified with the third party
Do not let the third-party relationship be damaged by delay

Channel

Boundary-setting communications are always private (email or DM). Never on the forum, group feed, or any shared space.

Reference example: James Murray — Boundary Setting (Follow-Up 5)

Vendor, Contractor & Collaborator Communications

Communications with venues, photographers, videographers, social media consultants, and other professional service providers. These relationships are collaborative but professional — the tone is different from participant communications.

General Principles

Peer-to-peer, not client-to-vendor. Baseworks relationships with collaborators tend toward partnership. The tone should reflect mutual respect and shared interest, not a transactional service dynamic.
Be specific about what you need. Collaborators are not inside the Baseworks ecosystem. Provide clear context — what the project is, what their role would be, what the timeline looks like, what the deliverables are.
Acknowledge their operational preferences. If a venue prefers minimal administrative overhead, respect that. If a photographer works on a portfolio-building basis, frame the arrangement accordingly.
Put agreements in writing. Even informal collaborations should have the key terms documented in an email thread — scope, timing, compensation (if any), usage rights. This protects both sides.

By Relationship Type

Venues (Proto Studio, etc.)

Tone: Collegial, respectful of their space and operations
Keep requests simple and consolidated — don’t create unnecessary back-and-forth
When issues arise (e.g., a participant contacts the venue directly in a way that creates confusion), address it promptly with both the venue and the participant
Always confirm logistics (studio number, access times, wifi, equipment) in advance of each session block, not session by session

Photographers and Videographers

Tone: Professional, collaborative, appreciative of creative contribution
Be explicit about usage rights and media release terms at the outset — not after the work is done
Credit photographers in all published materials (web, email, social)
For student/emerging photographers: frame the arrangement as portfolio-building + modest compensation, not as a favor

Social Media and Marketing Consultants

Tone: Professional, clear about brand constraints
Provide the unified voice guide and any relevant brand materials before they produce content
Review all content before publication — Baseworks voice compliance is non-negotiable, regardless of who drafts the copy
Be clear about what platforms we use, what the posting conventions are, and what requires approval

General Contractors and Service Providers

Tone: Professional, clear scope
Confirm deliverables, timeline, and compensation in writing before work begins
For ongoing relationships, establish a communication cadence (weekly check-in, per-deliverable review, etc.)

Future Expansion

As Baseworks grows, this section may be expanded to cover HR and employment communications — offers, expectations, performance conversations, and contractor-to-employee transitions. That content will be added here when the need arises.

Tone & Voice Guidelines

For comprehensive voice and tone guidance, refer to the dedicated voice guides:

All communications: Unified Voice Guide (v2.5) — core principles, by-context guidance, word lists, AI generation warnings
Writing as Patrick: Patrick’s Voice Guide — personal voice characteristics, sentence structure, warmth conventions
Writing as Asia: Asia’s Voice Guide — personal voice characteristics

The voice guides are the authoritative source for tone. This section covers only what is specific to the communications context and not already addressed in the voice guides.

Communication-Specific Tone Patterns

Context	Register	Key principle
First contact (inbound inquiry)	Warm, informational, validating	Assess fit through conversation, not interrogation
Ongoing participant support	Direct, encouraging, team voice (“we”)	Match the energy of the relationship so far
Policy enforcement	Clear, firm, empathetic but not apologetic	State the policy, explain the rationale once, offer alternatives if they exist
Boundary-setting	Factual, direct, short	See Boundary-Setting & Professional Corrections
Vendor/collaborator	Collegial, specific, peer-to-peer	See Vendor, Contractor & Collaborator Communications
Cohort-wide emails	Warm, practical, signed by whoever is sending	No generic enthusiasm; specificity over filler
De-escalation	Calm, factual, non-reactive	Acknowledge their experience without conceding the point; do not match elevated tone

Bilingual Communication

Match the language the person writes in
For cohort-wide communications, provide both English and French versions
Main instruction language is English; French subtitles provided for video content
French landing pages clearly state English instruction

Key Links & References

Policy Documents

Terms of Service: https://baseworks.com/terms-of-service/
Event Policy & Support: https://baseworks.com/event-policy-support/
Teaching Principles: https://baseworks.com/teaching/

Platform Links

Spring 2026 Cohort Forum: https://practice.baseworks.com/groups/montreal-study-group-spring-2026-cohort/forum/
Winter 2026 Cohort Forum: https://practice.baseworks.com/groups/montreal-study-group-winter-2026-cohort/forum/
Primer Community Forum: https://practice.baseworks.com/groups/primer-community/forum/
Practice History (timezone settings): Referenced in platform

Email Templates

Deferral Request Response — Responding to deferral/transfer requests
Participant Interview Request — Requesting participant interviews

Reference Responses — Documented participant inquiries and responses
Baseworks Taxonomy — Standardized terminology

Version History

Version	Date	Changes	Author
1.0	2026-02-12	Initial creation	Patrick/Claude
1.1	2026-03-31	Added email signature convention: sign with whoever is sending (Patrick or Asia), not both	Patrick
1.2	2026-04-08	Added §12 Boundary-Setting, §13 Vendor/Contractor/Collaborator Communications; rewrote §14 Tone & Voice to defer to voice guides and add communication-context tone table; added Spring 2026 platform links	Patrick/Claude

Changelog

2026-04-08 (v1.2)

Added Boundary-Setting & Professional Corrections section — principles, tone-by-severity table, third-party guidance, channel rules
Added Vendor, Contractor & Collaborator Communications section — general principles, by-relationship-type guidance (venues, photographers, social media, general contractors), future HR expansion note
Rewrote Tone & Voice section: removed duplicated voice guide content, replaced with direct links to voice guides (now authoritative source), added communication-specific tone pattern table covering seven contexts
Added Spring 2026 cohort forum to platform links
Updated TOC numbering

2026-02-12 (v1.0)

Initial document created
Compiled from conversation history and past communications
Sections: Core principles, Enrollment, Assignment/Engagement, Attendance, Physical Assistance, Moderation, Deferrals, Refunds, Legal, Tone/Voice
Cross-referenced email templates