Teacher; Intentions for Prayerful Reflection

Prepared by: Łukasz Szczęk

Technical matters concerning the idea and sentence-building method used when working with intentions.
Article: “800 Intentions for Cleansing” – Link
“Building Extensive Intentions and Prayers. Skype Conversation About the Technique” – Link 
“One-Sentence Scheme for Intentions” – Link

The word (–not) added during work with intentions means that it is worth expressing the opposite meaning as well, or even independently finding and speaking synonyms that come to mind together with their opposites.

Example:
— being poor, sick — it is good to also say the opposite:

— being poor, sick; not being poor, sick.

This allows a given pattern to be activated as broadly as possible in various aspects, including its opposite side.

It is also worth knowing that Souls often think or claim they do not possess opposite patterns, for example that they are not idol worshippers in a given context.

Another example:

A woman’s Soul denies ever having been a bad mother. Therefore adding the negation:

— being a bad mother; not being a bad mother —

may allow her to understand the state she is in.

“No way, never in my life! Those are not my patterns. What I do is my private matter.”
— Very often said or thought by the Soul.

1. Becoming upset, stressed, frustrated, or feeling fulfillment because of working at school or places where adults or children are taught as a teacher, educator, mentor, tutor, instructor, or person teaching others.
2. Struggling with children or adults as a teacher, educator, mentor, tutor, instructor, or person teaching others.
3. Teaching others, limiting or expanding their horizons of thinking as a teacher, educator, mentor, tutor, instructor, or person teaching others.
4. Conducting lessons, classes, lectures for adults or children.
5. Organizing trips, events, outings, meetings, activities, supervision for adults or children.
6. Enforcing silence, proper behavior, social norms, attentiveness from children or adults.
7. Being responsible for our own or other people’s children.
8. Appearing in court regarding matters connected with children.
9. Having paid or unpaid holidays, vacations, breaks, public holidays.
10. Feeling helpless toward children or adults.
11. Possessing or exerting influence on children or adults.
12. Giving grades, remarks, positive and negative notes in paper or electronic registers.
13. Explaining grades and remarks to parents or guardians.
14. Explaining our work, grades, remarks to children, adults, principals, deputy principals, educational supervisors.
15. Being accused of mistakes, improper teaching, intimidating children, creating anxiety, shouting, unfair grading.
16. Reporting problems concerning children or parents to principals, psychologists, educators.
17. Experiencing complaints, reports, denunciations submitted about us.
18. Being treated as someone who should simply be grateful to have a job.
19. Teaching children or adults who are demanding, selfish, responsible, entitled, polite or difficult.
20. Teaching children or adults with disorders, autism, ADHD, hyperactivity, Asperger syndrome, physical or intellectual disabilities.
21. Teaching or raising people perceived as dull, intoxicated, difficult, confused or severely challenging.
22. Being held accountable for actions committed by children.
23. Experiencing very high or very low expectations from parents.
24. Experiencing helplessness in attempts to enforce behaviors or actions from children or parents.
25. Participating in pedagogical councils, subject teams, class teams.
26. Supervising children during dances, trips, breaks, ceremonies.
27. Being responsible for school symbols and ceremonial responsibilities.
28. Organizing school events, meetings, training sessions.
29. Participating in professional training regarding school work and documentation.
30. Having our time wasted by principals, parents, children or others.
31. Calling children insulting names.
32. Trying to ensure children achieve results allowing promotion to the next grade.
33. Explaining ourselves regarding grades, remarks, documentation and actions taken.
34. Ensuring children arrive at assigned activities.
35. Calling or writing messages to parents or school management.
36. Supervising children during school breaks.
37. Experiencing excessive paperwork, bureaucracy, unreasonable instructions.
38. Participating in committees or evaluation teams.
39. Collecting money from children or adults.
40. Preparing children for ceremonies, performances, assemblies.
41. Performing additional teaching obligations.
42. Correcting students’ grades.
43. Being pressured to raise grades.
44. Arguing with parents, children, administrators, teachers.
45. Experiencing fear or anxiety about leaving the teaching profession.
46. Asking God the Giver of Life to show a better professional path than teaching.
47. Receiving from God the Giver of Life the best professional path according to God’s category.
48. Living without fear regarding what I will do when no longer working at school.
49. Leaving work relationships with colleagues from school.
50. Breaking agreements with principals, colleagues, students, school personnel.
51. Trying to save or fix others as a teacher.
52. Holding within ourselves trances, programming, hypnosis imposing teaching work upon us.
53. Compensating others for pain or suffering caused by us through teaching.
54. Causing ourselves or others to carry hypnotic patterns or beliefs imposing educational work.
55. Giving consent to permanent liberation from teaching work.
56. Experiencing difficulties because of our or others’ work as teachers.
57. Becoming stressed because of teaching work.
58. Being guardians, controllers, verifiers of others experiencing educational work.
59. Having or dismissing guardians or controllers connected with our educational work.
60. Surrendering to God the Giver of Life all intentions, energies, trances, missions and thought-forms binding us to educational work.
61. Calling upon God’s act of grace concerning liberation from teaching work.
62. Accepting God’s act of grace fully freeing us from hidden and visible patterns connected to educational work.
63. Giving teachers difficulty.
64. Not listening to teachers.
65. Causing teachers problems.
66. Insulting teachers.
67. Making teachers’ work or lives harder.
68. Testing teachers’ patience and nerves.
69. Showing respect and obedience toward teachers and mentors.
70. Repaying karmic debts and obligations as student, learner, teacher, educator, mentor, tutor, instructor or person teaching others.

Opublikowano: 20/05/2026
Autor: Sławomir Majda
Kateogrie: Psychology – being yourself

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