Illustration by Gaia Orion

www.reiki.org • © REIKI NEWS MAGAZINE • WINTER 2011 19

REIKI TEACHERS have the immensepleasure and responsibility to trans-mit the knowledge and practice of

Reiki to a large number and wide variety ofeager students. In order to do this work well,it is important to take stock of our teachingmethods, taking advantage of the resourcesavailable to us that will lead to improve-ments in our presentation. As we considerthe philosophy and purpose of the Interna-tional Center for Reiki Training in relationto teaching, there are two ICRT preceptsthat capture our attention.

“Respect for the right of others to formtheir own values and beliefs.”

“To encourage students to become suc-cessful Reiki Masters if they are guided todo so.”

While it seems obvious that all Reikiteachers would strive for an attitude ofrespect and encouragement in their class-es, it is not necessarily easy to achieve thiswithout some useful techniques to add tothe ever present guidance of Reiki.

The moment a person makes the deci-sion to become a Reiki Master teacher,the energy of Reiki begins to guide one onthe path to fulfill this purpose. Acceptingthis guidance and the divine responsibili-ty that goes with it creates a process ofself-discovery and growth. As more andmore people are called to become ReikiMaster teachers, we feel compelled toshare the cultivated skills and principleswe have had the privilege of learning inour studies and experience of professionalgroup facilitation.

While many Reiki teachers have aknowledge of Reiki concepts and methods,it is the “how” of teaching that this articleis about. Teaching Reiki classes can be

enhanced exponentially when studentswho pursue the Reiki Master teacher levelhave strengthened their facilitation skillsthrough self-awareness and education.Group teaching skills and the ability to useand promote emotionally healthy commu-nication practices in Reiki classes are vitalto successful experiences for the studentsand the teacher. Neale Donald Walschonce said, “A true teacher is not the onewith the most knowledge, but the one whocauses others to have knowledge. The Mas-ter is not the one with the most students,but the one who creates the most Masters.”These are important concepts that empow-er the privilege of service through whichthe teaching of this healing art is made pos-sible. As we fulfill our role as Reiki teacherswe pass on these sacred skills so that futuregenerations may continue to benefit fromthe value Reiki has to offer.

Each of us has the ability to developour skill used in the process of teachingReiki classes. For some these skills areknown and simply need to be reviewedand for others what is needed is a newlearning experience.

Teaching Reiki EnergyIt is important for all Reiki Masters to

practice daily self-Reiki sessions to main-tain health and a high vibrational state;this is especially important for thoseinvolved in teaching Reiki classes. As soonas you choose a date for a Reiki class, inaddition to preparing your class materials,it is also important to begin energeticpreparation as well. One way to do this is tobegin praying for your students and sendingReiki to them, even before they enroll inthe class. Do this by sending distant Reiki

to all those who would benefit from theclass as well as those who have signed up.This will create an energetic invitation forpeople to join the class and make it easierfor them to decide if they’d like to take theclass. At the same time it prepares thosewho have signed up to more easily learnand be deeply healed when they are inclass. This process will help activate yourteaching Reiki energy when you teach theclass. This is another form of Reiki energythat many are not familiar with but whichis important to those who teach Reiki class-es. It is important to allow your Reiki ener-gy to flow when teaching as it will helpfacilitate the class, making it easier to teachand helping to create important healingexperiences for the students. To read moreon this topic see the section on TeachingReiki Energy by William Lee Rand atwww.spiritualone.com/Online/Oct11/OctNL11.htm#teach.

When a person makes the decision tolearn Reiki, it is our responsibility asteachers to provide a learning environ-ment that is emotionally safe and providesa respectful atmosphere. According toresearch on group dynamics the numberone emotion people experience in a newgroup setting is anxiety. This feeling canexpress itself within the group. As a leaderit is a true blessing to have skills that assiststudents to connect in honorable waysthat do not arouse feelings of anxiety, par-ticularly by establishing parameters ofconfidentiality and thoughtful practicesby all. Creating this in the beginning ofthe class is essential, and there are manyways for Reiki teachers to accomplish this.One simple way is to create a set of clearguidelines that establishes the group’s

Teaching Skillsfor Reiki Masters B Y S U S A N N A H S P A N T O N A N D W I L L I A M L E E R A N D

20 © REIKI NEWS MAGAZINE • WINTER 2011 • www.reiki.org

commitment to mutual respect, thusbuilding connection, trust, and opennessfor every member of the group.

Class Guidelines In order to create openness and a feel-

ing of emotional safety, it is important thatstudents agree to the following guidelines:

• As a group we commit to confiden-tiality.

• Each person will be respected andhas a right to his or her own opinion.

• Group members are encouraged tolisten to the speaker of the moment.

• Cell phones will be turned off dur-ing class.

• Students are encouraged to honorstarting times throughout the class.

Group management skills and tips canassist in the enrichment of the learningenvironment. The following list is a col-lection of ideas from several professionalsin the field of teaching and learning:

• Some people prefer not to closetheir eyes in group settings for per-sonal reasons. The neurosciencecommunity encourages educatorsand professionals to be traumaaware when in a position of leader-ship. When an activity such as ameditation or attunement is uti-lized, an acknowledgement isoffered to the group that partici-pants may close their eyes or keeptheir eyes downcast, if they wish.

• For thousands of years, storytellinghas been a powerful teaching tool.Storytelling is a meaningful way tocommunicate ideas, principles andthe essence of our collective Reikiexperience. It is important to remem-ber to balance the number of person-al stories told as a leader. A helpfulreminder is to think of personal sto-ries like cayenne pepper in a fabulousrecipe. Just the right amount and theflavor is delicious; too much and itcan ruin a potentially great meal.

• With all the information avail-able to teach, time can go by

quickly in a Reiki class. It isimportant to add gentle remindersin reference to returning on timeafter breaks and meals.

• Utilizing a class outline provides atemplate to guide you through yourday of teaching.

• Creating a supplies list that can beused in each class, as part of your classpreparation, is a very helpful tool.

• Reiki Master teachers are encour-aged to honor all schools and line-ages. It is imperative to model nonjudgment especially when studentsbring up topics or comments thatare controversial or that you maynot agree with. Acceptance, finesseand Reiki guidance can infusemindfulness and non-judgmentinto our leadership skills.

Group DevelopmentBruce Tuckman, an American psychol-

ogist known for his theories on groupdynamics, relates that there are specificstages of group development. These stagescan be especially evident during Reikiclasses when students are together over aperiod of time. Tuckman teaches thatforming, norming, storming and perform-ing phases are natural and inevitable aspart of the human experience.

According to Tuckman, these phasesare as follows:

• Forming: The group comes togetherand gets to know one another.

• Norming: The group begins to feelnurtured and has a sense of con-nection.

• Storming: The group may challengethe leader or one another and alsocreate strategies to move beyondthis stage.

• Performing: The group practices itscraft and creates a sense of flow.

Participants in Reiki classes can experi-ence some or all of these stages. As a ReikiMaster teacher, the cultivation of knowl-edge and theories espoused by Tuckmanand his colleagues can be exhilarating. Theopportunity to acquire increased confi-

dence when facilitating groups is in align-ment with the vision and philosophy of theInternational Center for Reiki Training.

Creating Group RapportAs mentioned above, the group com-

ing together and feeling a sense of connec-tion and group nurturing are importantparts of the class dynamic. And in fact,this is necessary if the group is to enterinto a higher learning state. However, it’snot necessary to simply observe the classand wait for this to happen. Group rapportis something you can facilitate. And thegreater sense of group rapport you can cre-ate in your class, the easier it will be foryou to teach and for your students tolearn. This is something that needs to bedone at the beginning of class.

A powerful tool for creating group rap-port is to create group activities. Whenpeople do things together, they conscious-ly and unconsciously observe each other’sbody language, which helps them becomefamiliar with each other. Familiarity is akey element in dispelling group anxiety.This becomes even more powerful whenthe group does things that are helpful toeach other.

Here are a number of ideas and activi-ties that will develop group rapport:

• Smudging. Have the students smudgeeach other using sage or anothersacred herb. This can be done withthe sage in a cup if you are indoors orwith a sprig of sage if outdoors. Ifindoors ask if anyone is sensitive tosmoke and if so, ask them to stand byan open door. If a person's sensitivityis too great, you could use an energyclearing method instead of smudging.

• Energy Clearing. Have the studentschoose a partner and then demon-strate how to clear each other’senergy field. This is done by sayinga short prayer giving thanks for theclearing that is about to take place,and next placing one’s hands oneither side of the partner, above thehead with palms down, thenmotioning the hands up and downslightly as one moves the hands

T E A C H I N G S K I L L S F O R R E I K I M A S T E R S

www.reiki.org • © REIKI NEWS MAGAZINE • WINTER 2011 21

gradually down from above thehead all the way to the floor, thentapping the floor three times. Thisis done on the sides as well as frontto back. Once completed, the stu-dents hug each other and switch.

• Clearing and Energizing the Room.Have the students walk around theroom sending Reiki to the walls,ceiling and floor and into the room.If they don’t have Reiki yet, askthem to imagine they are blessingthe room.

• Hugs. Ask the students to hug eachother (with permission). Thisquickly changes the energy of thegroup, creating lots of smiles and anurturing and loving space.

• Introductions. Have each studentshare his or her name, where theyare from, why they decided to takethe class and something they likeabout themselves.

• Group Reiki. If the students haveReiki, ask them to sit in a circle andplace their hands on each other’sshoulders and think of Reiki. Dothis for 5–10 minutes or so. This isvery healing, helps to release ten-sion and anxiety and creates groupacceptance and nurturing.

• Guided Meditation. Conduct a guid-ed meditation in which the studentshold hands and feel the group ener-gy or actually move in consciousnessfrom one person to another as part ofthe meditation. This causes the indi-viduals to feel the energy of thegroup and become part of it.

Listening SkillsMastering the skill of mindful listening

as a Reiki Teacher is another importanttool in the Reiki class. Many studentsneed to be heard in empathetic and tenderways. Mindful listening allows this to hap-pen. Some of the principles that can behelpful in developing listening skills are:

• Giving the student who is talkingyour undivided attention with bothyour eye contact and overall bodylanguage.

T E A C H I N G S K I L L S F O R R E I K I M A S T E R S

• Practicing non-judgment, whichencourages emotional safety. As youlisten you may or may not agree butyou can accept what the speaker issaying as being true for him or her.

• Attuning to the speaker. Notice thebody language, tone of voice andemotions behind the words. Is thespeaker angry, afraid, joyful orexcited? It can be very important torespond to the emotion in additionto the verbal information.

• Listen carefully to the question tomake sure you understand it. Youmay need to ask questions to reallyunderstand what the student is ask-ing. You might also restate the ques-tion to get acknowledgement of yourunderstanding. Once you are sureyou understand the question, createan answer that specifically addressesthe student’s question. This may bean answer you have used before, butthe question could require that youuse your experience and knowledgeto create an answer that you havenever used before. Don’t make themistake of allowing key words thestudent uses early in the question totrigger preformed answers. This canoften lead to giving an answer to aquestion the student hasn’t asked.

• Being Quiet. An immediate reply isoften perceived as unsolicitedadvisement. In addition, when youallow some quiet after the speakerhas spoken, a self-discoverymoment can emerge during thepause in which the speaker realizesthe answer for himself.

Mindful listening is a talent that comesnaturally for some people. However formost, the ability to be present, attunedand empathetic as a communicator is a setof skills that can take time to develop.Developing mindful listening as a power-ful tool is a gift for both the Reiki Masterteacher and the students we serve.

Though the brain plays a crucial rolein the way we experience group dynamicsand communication with others, itappears that the heart is the stronger

force. Therefore heart friendly teachingskills, which come easily when we arecentered in Reiki energy, have far-reach-ing implications based on new and inno-vative research. Today many interdisci-plinary fields of study are researching thebenefits of heart intelligence. Forinstance The Institute of HeartMath, anon-profit organization, encouragesheart-based living for all people. Theyare passionate about sharing many oftheir latest research findings that relateto the promotion of thriving educationalsettings. HeartMind believes that theself-regulation of emotions, one area oftheir studies, can be improved when peo-ple experience the emotional safety ofrelationships.

Emotional healing and resiliencedevelop when people have learning expe-riences that are rich in heart-intelligentpractices. According to Howard Martin,Executive Vice President of HeartMath,the exciting new research suggests thatthe heart is a sensory organ that learnsand remembers. Martin passionatelydescribes the heart as the strongestsource of bioelectric energy in the physi-cal body. Martin teaches that it isthrough the heart that our spirit inte-grates with our humanness. Theseextraordinary new findings indicate thatour heart senses much more than tradi-tional research once believed. Develop-ing the ability to follow our hearts whileteaching will create the flexibility need-ed for students to more easily grow andlearn. (See www.heartmath.org)

As we teach, our students are giftedwith the wonder and joy of Reiki. Thevalue of this experience can be enhancedthrough the awareness and practice ofheart friendly skills including mindful lis-tening and group facilitation techniques.As we allow Reiki to work through us andmerge with its flow our skill naturallydevelops and the value we offer becomesan experience of love and nurturing forthe students and for the teacher. 1—Susannah can be reached by Email atsmspanton@aol.com and William can bereached by Email at William@reiki.org.