Perhaps the only serious problem encountered when teaching the direct method is the excessive desire of nearly all students to try it out no matter what, preferably that very day. And that’s regardless of you forbidding them to do so. For that very reason, the direct method is brought up as late as possible, and on the last day for many instructional formats. This protects people from being tempted to try difficult direct techniques and thereby keeps them from running out of motivation, becoming demoralized, and slacking off with the relatively easy indirect techniques. To put it another way, saving the direct method for last will substantially improve your success rate. If you give out the direct and indirect techniques on the very first lesson and repeat dozens of times that the direct techniques are not necessary, you will get minimal results by the next day since a lot of the students will nevertheless try out the direct methods – so great will be their desire to try them out. Even if you teach the direct method to your students at the very end of the course, you will have to come to terms with the possibility of it ruining their subsequent personal practice.

The situation is so dire that conversations among instructors often turn to the idea that it’s best not to even mention the direct methods during seminars. This does make some sense – after all, discussing the direct methods leads to time and energy being wasted on what most of the group may never need. Even many experienced practitioners avoid direct methods due to the large amount of time and energy it takes on average to get results.

However, teaching phase states admittedly involves more than pure instruction – most of the time, at least. It’s often a form of entertainment or show business. Meanwhile, you sometimes have to sacrifice quality of instruction in order to placate the public, who are paying money to see and learn what they want. And direct techniques are what people want to know about. Many come for them alone, which is why it should be repeated from the very beginning that the direct techniques will be taught during the training program, but not right away. Otherwise, the audience may lose interest.

The most widespread internet-based method for informing people of services and events is the opt-in electronic mailing. You might use special services that will help you sign up new participants, or special programs that you would have to configure yourself. It all essentially boils down to publishing an opt-in form on the most visible part of your website where people enter their first name and e-mail address and are then promised a ton of interesting and beneficial information that they otherwise would not be able to obtain. Websites often consist of literally a single page that uses the most diverse tricks and spares no effort or expense to get the visitor to enter his e-mail address and be put on the list for mailings that are potentially of interest to him.

For example, a person might be promised new methods for exiting the body as well as free books that he wouldn’t find anywhere else. The result is that the subscriber indeed receives everything promised to him in e-mails that come at regular intervals, be they every few days or months. Meanwhile, there is always an in-passing mention of an invitation to use some service, visit some seminar or webinar, or obtain some product. With a long-enough mailing list, this might bring you some pretty good results. It’s not for nothing that this system is quite widespread worldwide, and especially in the distance-learning and educational-materials industries. It is always recommended to conduct mailings of this sort in one way or another. To keep such mailings legal, subscribers should opt-in themselves and have the ability to opt-out at any time.

Many resort to illegal mailings by simply paying for the service of sending out a mass mailing to a list of thousands or even millions of addresses from big cities or other areas. Alternatively, the address list is simply purchased (such offers are easy to find online) and then used to carry out a mailing on one’s own. Advertising in such a way is becoming less effective with each passing year. Moreover, it often angers the addressees of the unauthorized mail. Such mailing lists and services are not all that expensive, which is a testament to how ineffective they are. Mass e-mails don’t even make it to their addressees the majority of the time, and that’s even if the addresses are up-to-date. Such activity is illegal and is thus not recommended.

Maintaining out-of-body experience is one of the most difficult things not only to put into practice, but also to teach. The practitioner will inevitably encounter a large number of problems in this area, the most fundamental of which will be beliefs regarding the natural duration of out-of-body experience. The audience, steeped in various literature on the topic and having drawn its own conclusions, might reckon that such an experience can last hours or even days. That’s why the same question will often come up during the first lesson: how do you return from there? Meanwhile, the real question should be: How can I stay in there for a least a minute? As it turns out, staying in out-of-body experience for even 1 to 2 minutes is a fantastic result. This will shock many who had been counting on frolicking about there for hours. Others’ jaws will drop in disbelief. Still others will question the competence of the instructor. The task of the instructor is to defuse this situation and make people to take a cold, hard look at reality. The situation is helped by the fact that the relatively short duration of out-of-body experience experience psychological feels many times longer than it actually is, and that even a half a minute is sufficient to perform 2 or even 3 items on one’s plan of action. You could theoretically be in out-of-body experience for at least 10 minutes (and some are able to achieve this feat), but that’s more an exception than the rule. Those 10 minutes in out-of-body experience will seem like an eternity. Either way, the instructor should make it clear that experiences will be many times shorter without the use of maintaining techniques.

Even when working with practitioners long-term and on a regular basis, their failure to come up with predetermined plans of action can still be a fundamental problem. As this will have a catastrophic effect on phase quality, phase effectiveness, and even phase frequency, it’s something that you’ll need to counteract. You should periodically check to make sure that practitioners have plans of action. They should always be able to recite them by heart, no matter when you ask them. If novices still don’t really know what they can obtain from out-of-body experience, give them simple tasks that will help them to have an educational and interesting plan of action.

Most will be nevertheless unable to remain in out-of-body experience for long. This especially applies to one-off experiences. Once an experienced practitioner is able to have multiple phase entries over the course of a single morning, maintaining will cease to be an issue for him. Until he reaches that level, he should evaluate how successful he is at prolonging out-of-body experience not in terms of minutes, but in terms of the number of completed items on his plan of action. This approach will guarantee productive use of out-of-body experience, and even if experiences only last 30 seconds. Considering that such a short interval of time psychologically feels like 5 to 10 minutes, thinking in terms of the number of completed plan-of-action items completely solves the problem of unsatisfactory phase length.

Think of teaching as a way to constantly improve your skills as a public speaker and at the art of rhetoric. It’s a useful skill that will come in handy in many other areas of life. In addition, the quality of your lessons depends on your ability to talk in front of an audience, which is why you should never stop improving.

There is an enormous amount of literature and courses on the art of rhetoric and oratory. Though not required, it would be worthwhile for the instructor to study this subject in more detail if he felt he had certain challenges with it.

This book reflects not only our experience teaching the out-of-body experience/lucid dreaming phenomenon to thousands of people, but also many years studying it. Every word and every statement in this book is the result of painstaking, real-life work, and not empty theories or musings. That’s why success at using our methodologies hinges on following these tried-and-true instructions to the letter. It’s the only way that guarantees results. If it’s written here that something needs to be done in one way or another, then it means that that’s exactly what worked most of the time on thousands of people. If something is left out here or it’s written that it’s best not to do something, then that means that it didn’t work or worked poorly on thousands of people. If you already have this book in your hands, then you only need concentrate on following the instructions herein, and nothing else. This approach – and only this approach – guarantees results.