Typical Instructional Difficulties

Basically, the indirect method is simple: wake up, try to separate, and if you are unsuccessful – alternate techniques for 3 to 5 seconds each over the course of a minute; if something works, try to separate. If you are unable to separate, intensify the sensation derived from the technique that is working and try again to separate. If nothing works over the course of a minute, then fall asleep with the desire to catch the next awakening and make another attempt. However, even after spoon-feeding the group this procedure for a good two hours, it might seem that many still do not grasp the simplest and most obvious points. For example, someone might make attempts while falling asleep for the night instead of upon awakening. This is precisely why it’s important to simulate attempts during the lessons and thus avoid such situations as much as possible.

Three purely psychological points are hardest of all to drive home. First, upon awakening to physical movement or what seems to be an alert awakening, your students will often simply forgo making attempts at a time when they could make them and could achieve results. It will seem to them that nothing will work out anyway ("Why try now?… I’ll try next time…"). This alone can reduce the success rate of your lessons by a third! You should therefore strictly forbid any improvisation. If it is written that they need to awaken and try, that means that they really need to do so, no matter what it might seem to them or what they might think.

Second, the effectiveness of employing the techniques upon awakening nearly completely depends on one’s desire to get them to work, one’s belief in their effectiveness, and the aggressiveness in one’s desire to achieve it. If your students don’t get this, they will perform everything sluggishly and passively, which will substantially lower your success rate. Therefore, when teaching theory or leading practice of the techniques, frequently emphasize the importance of internal drive when performing the indirect method.

Third, what’s hardest of all is to get the students to perform the indirect-technique cycling procedure in a step-by-step manner. Most people will try to ignore the rule that the techniques should be alternated for between 30 and 60 seconds, even if they don’t work. Only afterwards may you back go to sleep for your next attempt. Human psychology is what’s at the root of this. After waking up and unsuccessfully going through one cycle of techniques, the student sees no results. It seems to him that nothing will work, even if he keeps up with it. However, the point of cycling is to obtain results when out-of-body experience does not come immediately.

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