Teaching psychic abilities requires strong confidence in your own skills, and knowing your strengths,

weaknesses, and limits.

 Teaching can also be one of the best ways to become more confident.

A relaxed, consistent teacher inspires confidence in students, which makes it easier for them to succeed.

 A teacher encourages students to explore on their own and trust what they find.

This way, the student will continue to use the abilities well even without the teacher nearby, and this

reduces the long-term burden on the teacher.

The most common problem a teacher helps with is lack of self-confidence.

 Doubt will make students quit early, withhold information, and generally be uncooperative.

 Games can help overcome that, by distracting the students from their doubts long enough to get results.

This is also why the basic skills start very gradually.

The first skills are for building confidence.

Scientific experimentation too early reduces confidence and cause performance pressure.

 Instead, play games and practice without counting results

. After the student has several months of experience, then controlled experiments can be done.

If the student has trouble with feeling pressured then, practice for many more months (or years) before

 controlling things.

You wouldn't put a 16-year-old, inexperienced driver into a rush hour traffic obstacle course.

You also can't expect an inexperienced psychic student to perform under high pressure.

Young children are sometimes the best to work with, because they are extremely open to learning and play

easily.

Invent games appropriate to the age of the children.

 Play them only as long as they are interesting and entertaining.

 Remember, too, that nobody is too old to learn.

There are many different traditions for teaching psychic abilities.

If a tradition works and you like it, use it.

 It's usually to your advantage to research a few other traditions and see how some things are done

differently.

You may find something useful.

 Various religions have different approaches, and there are also many methods that don't use religion at all.

One requirement, though, is that the student and teacher need to be working with cooperative methods.

They don't need to be the same, but they need to agree on some basics.

Discuss spiritual or religious beliefs early.

Decide whether you will use a primarily mental approach, or a primarily ritual approach, or a combination of

both.

 Decide on a mood that works well for both of you.

 Be ready to resolve disagreements in your perceptions.

 One or both of you might be wrong, or you may both be right but from different perspectives.

Determine how much responsibility is on the teacher for providing course material and direction, and how

much is on the student.

 It doesn't matter which person has more, as long as you both agree to do it one way.

Will you follow a predetermined order of skills?

 Or, will you follow the student's interest and enthusiasm?

Do certain skills need to be learned first before others can be attempted?

How much feedback will the teacher give on each student's progress?

 Is it the student's responsibility to measure his or her own progress?

Whatever traditions and methods you choose to use, be sure you agree on them or find a compromise to

which you can both agree.

As you work with students, your energy and aura will affect theirs very strongly.

 Grounding, centering, and keeping your energy stable and clean are helpful.

 Your energy and psychic skill use will raise your students to a higher energy level and awareness.

 The more active you are around them, the faster their skills will develop.

To some extent, this is very good; you're providing stimulus to a sense they are learning to use.

However, it can be overwhelming for some students.

You may need to lower your energy level, shield carefully and gently, and project less energy, to avoid

flooding a few of the students.

Your energy is many times stronger than theirs is, and so your control also needs to be stronger and more

careful.

Some students appreciate an occasional flood of energy; it helps them feel connected to you and

confident of the link.

 It will tend to cause headaches and shield failure, though, so be aware of when you are doing it.

You have the capability of, literally, forcing the student's energy and aura to shift very significantly.

 This can be a great help in lifting the student past a difficulty or explaining and showing a new skill

. It can also be misused and cause the student pain or more difficulty.

The student has opened up to you as a teacher, with trust that you will be helpful.

If you are instead hurtful, he or she will eventually shield you out and leave, and you'll both be prevented

from a useful learning experience.

On some skills, such as shielding and astral projection, psychic sparring or wrestling with energy can be

fun.

As long as the people involved agree and understand, it's a good workout.

 If they don't know ahead of time, they may perceive it as a real attack.

The teacher can also observe and influence the aura interactions between students.

 This can help strengthen a practice session with an empathic or telepathic link.

 It can magnify the strength of an energy effect, or add a stabilizing ground and center.

 It can also cut off a link or lower energy levels.

Working with a group is very similar to working with an individual.

Mostly, it takes more time and attention.

Keeping a stable mood is very important.

As long as everyone is cooperating, and the mood is set, things will generally go well.

 If one or a few students are interfering with the mood, goofing off when it's not appropriate, or disturbing

other students, remind them of the purpose of the meeting.

They are present to practice and discuss psychic abilities in a fun but serious context, and if they aren't

interested they can simply leave.

 If they persist, tell each one,

 "You are interfering with the group.

Will you be quiet and participate, or would you rather leave?

Choose now."

 Don't be afraid to kick them out if necessary; you're in charge.

Encourage people to talk with each other, and let them answer each other's questions.

 Only offer information if no one else understands what's going on.

Obviously, this is different when you first present a new skill.

 But once practice has started, let the students work with it and figure it out.

 Be patient. Some of them may take longer than you're used to.

As a teacher, your basic job is to present information that the students need, guide and encourage them to

learn it, and make sure they understand and remember it.

You can choose to use your energy and skills to help them past difficulties, or you can encourage them to

confront the problems by themselves.

You can choose to set the mood, or you can ask a particular student to set up a room ahead of time to help

 everyone settle (candles, music, pillows, whatever).

Conduct your classes any way you choose. You're in charge; it's all up to you.