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EFT in the classroom

Important Note: This article was written prior to 2010 and is now outdated. Please use my newest advancement, Optimal EFT. It is more efficient, more powerful and clearly explained in my free e-book, The Unseen Therapist™.  Best wishes, Gary

Note: This article assumes you have a working knowledge of EFT. Newcomers can still learn from it but are advised to peruse our Free Gold Standard (Official) EFT Tutorial™ for a more complete understanding.

Hi Everyone,

Monica Broadfoot Johnson uses EFT in school classrooms. She combines several helpful ideas from our newsletter/website and displays them for you in this useful article.

Hugs, Gary

By Monica Broadfoot Johnson


Dear Gary,

I am very aware that many people are concerned about going into classes to teach EFT.  Well, I work in an elementary school, so that isn't my issue. I had to present a lesson in a 5th grade class. As the end of the school year approaches I usually go in and teach EFT for test anxiety.  However, this particular teacher already does the tapping for immediate stress.  So I thought that I'd approach it a little differently.

At the beginning we all defined the difference between traumas with a capital T and with a lower case t.  All of the kids were asked which t they were going to work on.  At that point the class went a little dead.  Then they were told that they would not have to say what the issue was.  The energy seemed to come back into the room.  At this point I told them that they would be asked some questions, but none that were personal.  So I began with a little relaxation, then a little NLP timeline was added.  When asked to raise their hands regarding when the trauma took place, most of them raised their hands at 'between 5 years and now'.

While checking out how their bodies were feeling while thinking about the trauma, they wrote their intensity numbers on a scrap of paper.  Once again, I reminded them that they would not be telling anybody about their trauma. Then we began with the set up statement 3 times. 

Even though I had this problem, I am still a great kid. 

Then the reminder statements were to the effect of this big problem, I hate it, it feels so big, I'm just a kid, I tried to control it, but I'm just a kid. I choose to have a great day, even though I've gone through this problem.

Then we went to giving our bodies permission to release all of those feelings from every cell. We tapped a round or two for that.  During the discussion period, they guessed how many cells we each had.  The answers varied from hundreds to millions.  Trillions was a little difficult to comprehend.

At this point many intensities had dropped 2-5 points; with some a 0. So then we did a round asking for the intensity to be 0 or close.  Reminder statements still included forgiveness for just being a kid.

Most kids were satisfied with being close to 0.  They are allowed and encouraged to come to my office for a personal round, if needed.

As you can see, Gary, this lesson is a combination of many letters that have been sent to you; 'How to convince an audience', Carol Look's big T’s and little t’s, and Pat Carrington's choice method. Thank you so much for continuing to send valuable information to us through the letters.  These letters have been the backbone to building ideas and confidence after we have gone to the workshops and studied the DVDs. Please continue with the supportive work that you do.


Monica Broadfoot Johnson, M.Ed.


Explore our newest advancement, Optimal EFT™, by reading my free e-book, The Unseen Therapist™. More efficient. More powerful.