One of the first endeavors I undertook upon arriving at the school in which I was teaching was dowsing the school premises to find channels of beneficial and detrimental energy. It’s important to know where these energy fields are located in any location that is regular host to people, and schools are no exception. One located, I endeavored to move the field lines to areas off school grounds, and if this was not an option, move them to areas with the least amount of regular traffic.

Another major concern in modern school buildings is the intensity level of wireless internet hubs, which are often installed into wings of schools or into individual classrooms. The difficulty in dealing with these and other microwave-type radio frequencies is striking a balance between usability and harm. On the one hand, the functionality of the devices emitting these signals must be preserved as best as possible. On the other hand, the detrimental effects of these microwave-emitting devices must be minimized.

To strike this balance, I communicated with the devices in the schools to ask whether they were able to direct the energy they emitted away from staff and students when the energy was not needed, such as when students’ laptops were not in use. After receiving an affirmative response, I then asked whether the devices were able to minimize the detrimental field effects they emitted when their energy was called upon, while at the same time maintaining an acceptable level of functionality. I again received an affirmative response.

Upon entering the classroom every day, I performed a number of small dowsing exercises to improve upon the learning environment of the classroom for the present day. I requested that the presence of thought forms created during the previous day by anyone in the room which were beneficial to the teaching and learning process be increased in appropriate proportion to the teaching and learning that lay ahead. Likewise, I requested that the presence of thought forms which were detrimental to the teaching and learning process be decreased in appropriate proportion. I found that doing so helped ‘clear the air’ and create a more actively productive learning environment for the day’s work.

Another important use of dowsing in the classroom was deviceless dowsing on the fly to help me decide how to answer questions from my students. I am an honest teacher and do not give my students whitewashed answers to important questions they ask. However, working in a public institution there are limits to the potency of raw information that any teacher can deliver. This makes for a particularly interesting dynamic in middle school when students begin developing complex logical thought patterns and probe deeper into the questions of life.

Rather than getting caught flat-footed when a student asked a tough question, be it about politics, science, sex, or religion, I briefly closed my eyes and pictured a quarter-circle pendulum chart in my eidetic vision. I do this even now in conversation when I am presented with a question which puts me in a similar predicament. It looks much like a traditional fuel gauge in a vehicle. The one side of the chart represents ‘tone your reply down heavily.’ The other side of the chart represents ‘go for it!’ Somewhere on the chart, a line appears running from the vertex to the outside of the chart which indicates the degree to which I must temper my response to achieve the best possible outcome for all people affected or potentially affected with the answer I deliver. (Correctly formulating this question involves a great many variables, as any teacher will tell you!)

I quickly interpret the chart, open my eyes, and let the words flow.

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