The most common effects of
psychokinesis are small variations in chance, such as dice rolls, card
shuffles, and influence on electronics. These can help a person win a
board game. They can force variation in a random number generator. They
sometimes cause electronic equipment malfunctions, and often happen
without us realizing it.
Psychokinesis can also work backward in time.
The experiment uses a random number generator to produce
a set of 1's and 0's and records them on floppy disk. While it occurs, a
person is trying to force the results using PK. Another person then
looks at the numbers to see whether there are more of a number than
expected. Like the flip of a fair coin, there should be about half of
In one form of the experiment, a person with PK is told
to force 1's before the generator runs. Then it runs, a person checks
the results, and the person has successfully forced extra 1's. This is
normal cause and effect, as we understand it.
In the second form of the experiment, the number
generator runs first and the results are recorded on floppy disk. Then
afterward, the person is told whether to force it to produce extra 1's
or extra 0's. The person makes an effort, and then someone looks at the
already recorded results to see if it worked. And, it does a
scientifically significant amount of time. Since the floppy hasn't been
touched, the results must have been there all along, in the direction
No one, including top scientists, has been able to
explain how that works. All they can prove is that it does work a
significant number of times. For more details, look for studies on
retro-psychokinesis in scientific parapsychology journals.
Levitating objects is possible
though rare. This can either be straight up, or moving the object
across the room. For reasons probably tied to beliefs, this rarely
happens when people are watching. Sometimes, though, a person will turn
around just in time to see the object drop. It may account for some
objects relocating across the room when no one moved them (this happens
to a large number of people, in cases where it couldn't be just
In my experience, objects spontaneously levitated or
moved when I was daydreaming. Typically, I was relaxed, dreamy,
unfocused, and mentally energetic. I don't know how long objects
levitated. I only noticed them once they fell down with a bang. Other
than general mood, I haven't discovered any details for causing movement
Chimes rang indoors without wind, repeatedly (and just
one chime at a time, not the whole set). A pan floated straight up and
then dropped back down onto the same shelf. A cordless phone moved to a
different corner of the room while I was awake in it but not watching. A
spiral handset phone cord floated in the air in front of my eyes, until
I thought, "That can't float!" at which point it promptly dropped to
the floor. Some of these happened with friends in the room, and they
agreed with my observations. I haven't learned to control them yet,
Teleportation, which means an
object vanishes in one place and reappears somewhere else, is reported
occasionally but is extremely rare. Since I don't have the ability, I
can't teach it. I mention it here to help people research it.
Search carefully through parapsychology journals and
publications. There are stories of psychic Chinese children who can
cause flowers, pills, and other small objects to teleport on cue. There
are stories of a Scottish man from hundreds of years ago showing up in
Europe in the 1990s, very confused about what happened to his farm.
There are stories of mediums who conjure small objects during seances.
Some of these have been researched in detail. Some are
just reported as case studies. Because they aren't repeatable in a lab,
they're difficult to verify and prove. Also, it's very difficult to get
studies of such controversial topics published in the United States.
Search for psychic studies from Europe, Australia, Canada, China, and
Causes of Psychokinesis
Random Manifestations of Micro Psychokinesis
Psychokinesis most often
manifests spontaneously and accidentally as microPK. The person may not
notice microPK. Strongly wanting a dice roll or a particular hand of
cards, can cause microPK to happen. This may account for a person's good
luck or bad luck.
Random manifestation comes from a strong emotional
desire. The desire motivates the ability, which then works
subconsciously to bring about the goal.
Random Manifestations of Macro Psychokinesis
The other emotional state that
often causes psychokinesis is high adrenaline. This can be anger,
fear/terror, frustration, excitement, or pleasure.
Adrenaline psychokinesis can manifest in a big way:
objects moving around, electronic equipment breaking, or a glass
shattering. While this is impressive, it's usually not repeatable. It
usually scares the person involved, although it's unlikely to hurt
This is also the ability sometimes responsible for
poltergeist effects in homes. The poltergeist effects center around one
person with an undisciplined psychokinetic ability and usually a lot of
emotional upset and stress. The psychokinetic activity may be a way of
releasing some of the stress or making it more obvious so it gets
This may not account for all such cases, but it is the
reason behind some of them. People who have troublesome psychokinetic
activity should contact an agency with a good reputation in
parapsychology - ask for their history and references - and get
Random psychokinesis shows that the person does have a
natural ability towards psychokinesis. If the person wants to do so, she
or he may work on gaining control of the ability, and causing it on
purpose in the intended fashion. Even if a person has not had random
psychokinesis before, if he or she is willing to let it happen, it may
eventually do so.
Psychokinesis can also
manifest on purpose. The easiest to study is micro psychokinesis
affecting random number generators (RNGs) because scientists can measure
the effect. Psychic research labs have identified people who can
consistently affect RNGs.
Computer programs are becoming a possibility for an
at-home lab with as much or almost as much control as a scientific lab.
The best of these programs use true random numbers, generated from
special hardware. Simpler programs use pseudo-random numbers, which can
have patterns or repetition in them, and are harder or impossible to
A cheap route to practicing micro psychokinesis is to
use a fair die. See the section Statistics and the Z-Score for detailed
experiments and how to interpret the results.
Intentional Manifestations of Macro Psychokinesis
Some people can also manifest
macro psychokinesis on purpose. Most will not demonstrate it, or even
let anyone else know they can do it. They would be harassed about the
ability if they did. Don't expect any demonstrations.
In many cases, these people had random macro
psychokinesis manifestations, and eventually discovered how to control
them. They may not understand the ability or be able to teach it. Some
methods for learning macro psychokinesis are discussed later in this
page. Since few people can learn it easily, they aren't as tried and
practiced as the other skills in this book.
A very large part of learning macro psychokinesis is
belief. If a person believes that it can't happen, it won't. If they
believe it might happen, then it might. If they can fully believe that
it will happen, it will.
This is covered and explained in more details in the
belief section. Disbelief is why macro psychokinesis is one of the more
rare psychic abilities. It takes a lot to overcome the initial disbelief
enough to manifest the ability a few times. Just like any other psychic
ability, it can be learned if approached correctly.
A 6-sided fair die is equally
likely to roll any of the numbers on it. So, the chance of rolling a
particular number is 1 out of 6: it will show up approximately once out
of every six rolls. Out of 30 rolls, a certain number would show up
approximately 5 times.
If a number shows up much more or much less than that,
then either the die is not fair (trick dice? weighted?), or something
else, such as psychokinesis, is affecting the roll.
Having the correct number show up extra often is called
psi hitting. It's also possible to have the correct number show up much
too rarely, and this is called psi missing, meaning that psychic
abilities cause you to miss more often than chance. It's just as
important in studies as psi hitting, since it's still affecting the
If you have a lot of psi missing, check that your
thoughts are clear and free of doubts, and then try again. Sometimes an
ability will just work backward of what's intended, and changing your
approach can fix that.
The test of scientific significance
measures how significant a certain result is. This is a common
scientific method of proving a given theory based on experimental
It gives a percentage likelihood that the results of the
experiment are due only to random chance. If there is less than a 5%
chance that the results are due to random chance, then it is accepted as
scientifically significant, meaning that the results could be due to
The math behind it is somewhat complex, so the
experiments listed on the following pages have simple tables to check
your results. You won't need to do any math for them.
As an example, the significance test says that on 30
dice rolling trials, 8 or more rolls of the same number, or less than 2
rolls of the same number, are proof that something special is
happening. That would mean that either the person is using trick dice,
or psychic abilities are affecting the rolls.
For Science and Math People
If you are interested in more
detailed math, the full z-score and probability formulas are available
in the appendix of this book, with a description of how to use them.
Also, check the Journal of Parapsychology for their statistical methods,
which are much more detailed.
If you want to do more advanced analysis of your
experiments, keep a list of exactly what the target was, and what your
actual answer was. Write your name and the date on every experiment
result. Keep all your results, even the ones that you think you did
badly on. Then find a professor of statistics or parapsychology and
explain that you've done some experiments and you'd like to learn how to
analyze the results. Most will be willing to help you out if you're
patient and friendly.
The explanation given here is
for the purpose of doing simple parapsychology experiments at home. The
charts will give you accurate results, as long as you are following the
rules about how to use them. You can do different experiments from those
listed, as long as chance is the same as listed here.
Chance needs to be one choice out of a set, with each choice equally likely.
You need to do enough trials to be able to use the chart. This is
listed under each experiment. In general, you need enough trials to make
the number correct by chance be at least five. So if chance is 1/4, you
need to do at least 20 trials, so chance would be 5 correct. If chance
is 1/6, you need to do 30 trials, so chance is 5 correct.
You need to keep track of how many answers were correct and how many incorrect.
If you are using a normal die,
chance is 1/6 because there are six sides. The table below gives
probability values for any results with chance 1/6. You will be making
You will be doing one set to test the die and another
set to try out psychokinesis. The method for each is the same. It's
important that you test the die first, so that if it's lopsided, you can
find a better one to practice with.
Here you will be trying to
roll a 3. (You can pick any number, but these instructions will assume 3
for now.) Roll a single die, and record whether it came up as a 3.
Repeat this for all 36 rolls. At the end, count how many 3's you had and
find that number in the "Correct" column in the chart.
If you are just testing the
die, it should roll anywhere from four to eight 3's during that time. If
it rolls differently from that, it's probably not a fair die. Try using
a different one, especially a new one. If you are testing your
psychokinetic ability, you need zero, one, or eleven, or more 3's to
prove that you did it. If you get more than thirteen 3's, then you've
really proven it.
If you want to use a
traditional ESP card deck with 5 shapes, or a set of 5 photos, chance is
1/5 because there are 5 cards. The table below gives probability values
for any results with chance 1/5.
The sender and receiver each need paper. You will be
doing 30 trials. Record the time, your results, and whether you are
sending or receiving, so you can match the results later.
The sender needs to choose which photo will be sent for
each trial. In order for chance to stay 1/5, shuffle the stack of cards
for each trial and draw one at random.
The sender says the number of
the trial (1-30), then selects and and concentrates on a card. The
receiver writes down which card it was and says, "Next." The sender
should say the number before picking the card, so that voice intonation
doesn't give anything away.
At the end, compare results and count the number of correct answers. Then find that number in the "Correct" column of the chart.
If you want to use a deck of
playing cards and only consider the suit, change is 1/4 because there
are 4 suits. The table below gives probability values for any results
with chance 1/4.
Each person takes a piece of paper, and writes the
numbers 1-24 on it. You will be doing 24 trials. Also put your name, the
date, and the time on it.
Shuffle a deck of cards several times.
Close your eyes and shuffle
the deck of cards. At some point, stop shuffling. Decide which suit the
top card is, and write it down. Then turn over the card, and record the
actual suit. For the next trial, shuffle the deck again (this assures
that chance stays 1/4).
At the end, compare results and count the number of correct answers. Then find that number in the "Correct" column of the chart.
Magick, in this context,
refers to using rituals, objects, or habits to cause changes, either in a
person's mind and attitude, or in the world. It may involve invoking a
higher power to do work for you, or using a ritual to bring forth power
within you to do work.
Some religions use magical ceremonies for blessings,
rites of passage, and recognition. Examples would be baptism, communion,
weddings and hand-fastings, prayers, rain dances, and some
The traditions around magick
vary greatly. Most Christian traditions have magical ceremonies of
various sorts, conducted by the priest or pastor, and involving
sometimes an entire congregation. They may not be referred to as magick,
but the rites fit the definition, involve God's power in some way, and
have a purpose in the minds of the people involved.
Most Christian traditions restrict the use of magick to
only religious officials, and only in the ways defined by the church.
They discourage general people from pursuing psychic perceptions, and
especially from practicing ritual magick without the church.
Other religions, such as Wicca, are much more open about
who can use magick. Wicca is a nature-loving religion with a God and a
Goddess. Its basic message is as long as you harm no one, do whatever
you want. It supports the use of rituals to help you think differently,
to accomplish things, and accepts the existence of psychic perception.
There are many other religions that support psychic abilities and ritual magick.
Magick and psychic abilities
are related but somewhat different. Psychic abilities come entirely from
within, and are generally under the control of the person involved.
Magick can come from within or from other sources, and may or may not be
They are two similar but different ways of causing
changes in the world. They often work well together, because ritual is
especially helpful for setting a mood that psi will work in.
Giving psychic readings to
friends can be fun. This includes all methods of telling the future,
describing the past, learning about a distant place, practicing
telepathy, and any other psychic use you can imagine.
Decide, before starting, how much responsibility you are taking for what the person does with the information.
Is it "for entertainment purposes only?" Do you expect
your advice to be followed? Do you want your advice to be followed, or
just noted and observed? How confident are you of what you are saying?
If what you are saying is wrong, how will you expect the person to
respond to you?
There are no wrong answers, just consider the questions
before you start giving readings. Make your expectations clear to the
person receiving the reading You can place as much or as little
importance as you want on the your answers, as long as you communicate
Confidence is very important
when giving readings. It helps prevent anxiety, and keep you relaxed.
This is the main reason readings are classified as Advanced rather than
To stay confident, avoid verification until the end of
the reading. It prevents comments from distracting you or making you
analyze too soon. After you have given all the information you can, then
the person getting the reading can verify how much seemed accurate.
There are many methods for
doing readings, such as runes, tarot, dice, cards, I Ching, angel
oracle, freeform telepathy, and others. Learn the history and common
uses of a method before using it. Anything that gives you good results
is a good choice.
Regardless of the method used,
once the information is recorded, it's useful to determine which parts
were correct. You should only do this after all impressions are
recorded, so it doesn't influence the results.
Check details carefully, for colors, sizes, shapes,
similarities, word sounds, and other things that may match. Watch out
for the extremely general things that don't provide useful information.
"You will have difficulty tomorrow" is too general. "You will have
trouble with your car at lunch time" is not general; it's very specific
and easily proven.
It's ok to be inaccurate at first. You will improve with
time and practice. Give at least three months of readings before
deciding whether you are generally accurate or not. If possible, keep
records of each reading and how much of it proved correct. That way, you
can see your progress over time.
Practical uses of psychic
abilities rarely involve only one ability. For that reason, I'm grouping
together the abilities that are frequently used together, and listing
some of their common uses. There will always be more uses for them than I
can list; be creative, try things, and see what works for you.
These abilities can show the
emotional state and overall health of a person, animal, or plant. They
can help diagnose medical problems, areas needing attention or energy,
relieve cramps, assist massage, and encourage healing when combined with
traditional medicine. (They are never a replacement, but often a good
partner.) Aura vision can also identify whether a person is honest,
relaxed, hidden, frightened, or lying.
These can be used to
communicate with friends or family who are far away or for any reason
unreachable. Like seeing or speaking, they can be used to learn nearly
anything: current location and activities, opinions, experiences,
interests, etc. They can be used to find lost pets and missing objects
(keys, socks, and toys). They can be used for anything you think of
The following story is my personal experience using
remote viewing to keep my family safe in a storm. With some practice,
you can do the same.
The rain began to lessen. As we sat in the restaurant, my mother asked jokingly, "Can you use your psychic powers to make the storm go away, or tell us when it's safe?"
I was nervous enough, when we hadn't been able to see
this driveway through the rain. I certainly didn't want to go back onto
the road, just to be chased into the next driveway. The storm terrified
me so much I almost felt like I was dreaming, or in another world.
My little sister, almost asleep on her damp pillow, was
gazing half-focused out the window. Other travelers were stranded in the
restaurant, too. There was a mother with three children, soaking wet
and shivering. The thunderstorm caught us all unprepared, trapping us in
a family restaurant amid miles of Illinois farmland.
I decided to try my psychic abilities. I wouldn't be
able to affect the storm; it threatened much too large an area. Perhaps I
could visualize it and learn its path, though. I finished taking in my
surroundings so I could stop thinking about them, and closed my eyes.
Realizing my heart was racing, I breathed in slowly and
shakily a few times. In a few moments, my muscles relaxed and I calmed
down a little. I focused completely on my emotions, blocked out sounds
of the storm, and let go of the fear. I needed to be calm, not anxious,
to use my abilities. I relaxed.
I reached gently high into the clouds until I could look
down on them from above. Then I stretched out, gradually farther, until
I felt the edges of the storm in all four directions. I slid inside the
storm, flowing through it like honey, mixing my essence with it until
As the storm cloud engulfed me, my heart raced. I
realized there was too much information; it would overwhelm me. I needed
to simplify my perceptions, to understand any of it.
I chose a simple way to see the shape of the cloud. It
should show up like a weather map, but in shades of gray. Once I had
decided how to handle the information, I reopened myself to the cloud.
This time the information was comfortable, even easy, to understand. I
wasn't scared anymore, and felt that I could understand the storm's
A weather map with the storm cloud perching above it
appeared in my mind. It had eight arms, spinning slightly. It reminded
me of a squid or a spinning star. I focused on each arm in turn, noting
its location and intensity, studying it with the calm interest of a
scientist. I looked closely for the arm near us, and examined each
finger and strand floating off of it. Satisfied, I anchored a part of
myself in the cloud, brought the rest back to Earth, and opened my eyes.
I must not have taken more than fifteen or twenty
seconds, because my mother hadn't even noticed my eyes closed. She was
looking out the window at the storm, wondering what to do.
"Ok... I checked on the storm psychically. I don't know
how reliable my information will be, but then, it can't be any worse
than guessing." I explained the shape, size, and intensity of the cloud
to her. I could probably identify bursts before we drove into them. She
must have trusted my information more than I did, because she decided to
go ahead and travel the next time the rain let up.
We drove somewhat nervously through light rain for the
remaining four hours of the trip, adjusting speed to avoid bursts ahead
of us. Although we heard many reports of flash floods on the radio, we
had no more trouble ourselves and made it home at 9:50 PM.
At 10:00, we turned on the television for the weather.
The Doppler radar showed exactly the size and shape storm I had
described, with the same number of arms. Although I usually believed my
skills, I still jumped with surprise that night in 1993, when the image
If we had left the restaurant any earlier, we would have
traveled inside the arm. If we had left later, the next arm would have
caught us. We had managed to travel with the lightest section of the
storm. As the news reporter described all the accidents from the storm, I
realized that my abilities might have saved my life.
This game combines empathy,
telepathy, and remote viewing, since it's difficult to separate them.
The goal is for the receiver to accurately describe a picture that the
sender is looking at.
One person is the sender, and chooses a fairly complex
picture out of a book, magazine, art collection, web page, etc. The
picture should include at least four objects, and it is best if it also
has emotional impact. The sender says, "Ready," and then both the sender
and receiver are quiet until the receiver is done.
The receiver writes down any objects or descriptions he
or she receives, and draws a simple sketch of their arrangement in the
picture. Crayons, colored pencils, markers, or pens can be used. If the
receiver is very young and hasn't learned to read/write yet, just draw
pictures and be ready to describe what each item is.
After the receiver has drawn the picture and is done
receiving, get together and compare pictures. Discuss how well they
match or are different, and how both people felt as they practiced. You
might be surprised at the similarities!
This game combines telepathy
and astral projection. The goal is for the participants to all explore
one astral area together. The area can be the creation of one of the
group, or it can be something created by someone else. If no one has an
idea what to create, roll dice and pick something from this list. Then
create it as you go.
Outer space/Alien Planet
After someone has chosen and created an astral place,
the group arrives and starts to explore. Each person should describe
what he or she sees, aloud to the group. It may take some practice to
stay in projection, while talking physically, but it is certainly
possible. Explore and have fun discussing as long as everyone is
comfortable and not too tired. This is usually easiest if everyone keeps
his or her eyes closed.
For an advanced version of this, everyone projects
together, but does not discuss what they see until they are all done
(about 10-15 minutes later).
This game is the same as
normal hide-and-seek, with everyone hiding and one person finding them.
The difference is that psychic perceptions are encouraged. It uses aura
vision to watch for hidden people, and telepathy and remote viewing to
try to locate people. Anyone hiding will need to either shield very
strongly, or shutdown, to be harder to find.
For a more advanced version, each person who is found
helps look for other people. The person who stayed hidden the longest is
the seeker next time.
Many other games can be
invented, and variations used. Traditional dice games give a place to
practice psychokinesis. Card games give a chance for empathy and
telepathy practice. Try anything that seems fun.
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
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.