Holding the Students’ Attention

Considering the large amount of information provided and the duration of most lesson formats, the instructor will inevitably encounter the issue of holding the audience’s attention during each lesson. Losing the audience’s attention and concentration will lead to catastrophic outcomes both in terms of the seminar success rate and the students’ general impression of it. You should be versed in all of the primary tactics for saving the situation and getting people to happily absorb large amounts of information.

First, try to give as many breaks as possible. As soon as a lesson goes over 90 uninterrupted minutes, everyone will start to fidget and many will want to eat, drink, go to the bathroom, chat with somebody in the group, or make a business/family phone call. Relieve the tension with a 15 to 20 minute break and then carry on. It’s best to offer some light snacks or refreshments during breaks. You can also use breaks to sell an assortment of topic-related products (books, sleep masks, etc.). The teacher himself should go off somewhere on his own during breaks. Otherwise, he will be inundated with questions and will not have a chance to gather the strength to continue on delivering high-quality instruction.

Second, don’t sit or stand in one place. Try to not only move about in front of the audience, but also periodically go into it. This simple action in concert with active gesticulation and enthusiasm will add dynamism to the event. Otherwise, most of the audience will start to nod off within several minutes.

When working with the audience, use various drawings, graphics, and even props. Frequently alternate between auditory, visual, and kinesthetic ways of delivering information – let the students hear you say something, then let them watch you draw something, and then finally let them do something where they have to move themselves.

Fourth, don’t forget the old adage that people forget 90% of what they hear, 60% of what they see, and only 10% of what they do. These are of course only rough estimates, but they do a great job at illustrating the way things really are. A big advantage to teaching out-of-body experiences and lucid dreaming is the fact that there are a lot of things you can do. You need to take full advantage of this. Practically all of the techniques can be practiced right during the lessons. You can practice not only techniques, but also entire procedures. All of this can be practiced in the mind or through real movements using the physical body. For example, the technique of visualizing the hands can be started off with the physical hands and then continued in the mind’s eye. Techniques like deepening and sensory amplification can basically only be practiced in real life by actually palpating and scrutinizing the details of a room while actively moving about it.

Fifth, occasionally digress from directly describing the techniques and either completely change the subject or move on to examples from actual practice. Let everyone’s brain take a breather and soak in some non-mandatory information while at ease.

Sixth, you should periodically give people a good mental workout by making them go through the creative process of coming upon the techniques. Don’t merely describe the techniques, but instead let people come to them on their own – make them think a little.

To make all of the above diversions work, you need to combine them together and constantly alternate them without staying on one for more than a few minutes. This will force people to participate with their whole being in the process of putting together the procedures for using the techniques. The lessons will become faster-paced, easier, more interesting, and more effective. They will become professional.

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