Typical Instructional Difficulties

At this stage, there is nearly always but one primary aim: to motivate seminar participants to keep practicing and intensively try out the methods they have been taught. No matter what lengths the teacher goes to, the only person who can make a student make attempts is the student himself. Motivation is the only key to a person’s own actions. No motivation means no focused attempts and no results. The result is a total waste of time. Experience shows that the seminar success rate is much determined by how well-motivated students were at the very beginning. And this is exactly where instructors often make their mistake when starting out. An instructor who is still hardly acquainted with how people’s minds work might immediately focus on the techniques and count on them to yield results since they have been finely honed on thousands of people – and he would be correct to do so. However, what he doesn’t realize is that people need to know what’s in it for them before they will perform the techniques.

That’s why he should use all possible means to put an emphasis on motivation. He needs to do everything he can to try to light a fire under the audience so that they are extremely impatient to get to the part where he goes over the first techniques, and think to themselves, "Are we there yet? When will he finally tell us how to do it?!" After this module, students should be literally squirming in their seats with impatience. That’s exactly the level that you need to get the group to – the boiling point where they all immediately and happily "soak up" all the techniques taught and then eagerly go home to try them out.

Another obvious problem during the introductory part of the lesson is the theoretical approach to the problem. There’s practically no way to avoid questions regarding the most diverse views on out-of-body experience-state phenomenon. Groups nearly always have many people with completely contradictory views. Nearly everyone shows up for lessons counting on some unrealistic expectation they have of the phenomenon being met. That’s why there will be constant nagging like, "So what on earth is it?" Or, "So it’s all in your head?" Although at times it can’t be easy to deal with a tough audience, there are some ways to turn down the pressure.

First, never put your weight as an instructor behind any theory regarding the nature of the phenomenon. Second, state upfront that everyone has his own worldview and a different explanation for out-of-body experience phenomenon. Third, explain that your task is to provide actual practice, unlike many others instructors who teach only theory. Meanwhile, let everyone decide what out-of-body experience actually is on the basis of the actual practice you help him achieve.

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