Teacher uses mental projection to establish rapport with students
Shortly after completing the Silva training, Marie Buckingham (now Burleson) found herself faced with a challenge in a junior high school classroom.
There were four troublemakers in the room; four girls who seemed to have no interest in getting an education. Instead, they wanted to attract attention to themselves and disrupt the class so nobody else could participate.
It was not limited to this one classroom. The same four girls had a reputation among the faculty and counselor at the school for causing similar trouble in all their classes.
For one week, Marie programmed herself to wake up a little earlier than usual so that she could project to these four girls while they were still sleeping.
“I would get up, maybe fifteen minutes early,” she recalled, “and project each one on my mental screen, sometimes all of them together, and spend maybe five minutes, maybe less, with each one. I’d just remind her that I thought she was a wonderful person.
“And they were all nice little girls. They were rebellious. They didn’t know what they were rebelling against, but they were rebelling against the system of boredom and all that, because they were very intelligent.
“And I told them that I did love them, and I hoped that they would cooperate in the class so that they, and their classmates and I, could all enjoy the class, and that I looked forward to having them do this, and I’d appreciate it. And I thanked them.”
After the next class session, Marie asked the four girls to stay for one minute.
“I told them verbally that they were creating problems in the class, and that I knew they could enjoy the class, and help the other students enjoy it.
“Then I told them, ‘I know what kind of people you are.’
“One little girl looked alarmed. Then I said, ‘I don’t know what you’re doing that for, because I happen to know you’re a nice person, but you don’t seem to think so.’
“And I told them that we were just not going to have that kind of behavior in class, and I wanted them to know it.”
Class met only twice a week. When they came the next week, Marie reported, the ringleader refused to let herself become involved with the antics of the other three. She sat apart from them, and while she did not actually become involved in the activity of the class, she did not cause any trouble.
The next class, one week after Marie had projected to them subjectively for the first time, the ringleader asked a question in class.
“The others looked at her like they didn’t believe it,” Marie said. “We answered the question. Pretty soon, she came up with some ideas. And by the end of class, they were all participating, coming up with ideas, asking and answering questions.
“As they left the room at the end of class, the ringleader looked at me and smiled and said, ‘You know, Mrs. Buckingham, I think it’s more fun being good than being bad.’ And I just reached across and hugged her shoulder and assured her that I think so too.”
The ringleader and the other girls smiled as they left.
“I saw the school counselor later,” Marie added. “I asked her to guess what the girl, the ringleader, had done. She said, ‘No telling!’ I told her that she had been asking and answering questions, and had looked up at me and smiled and she said she thinks it is more fun being good. And the counselor exclaimed, ‘That girl said that?!’ She couldn’t seem to believe it.
“I never had any more problems with them,” Marie said. “That doesn’t mean they never did anything out of place, but they were really quite good.”