“During his lectures, meditation master Chögyam Trungpa Rinpoche was sometimes known to answer students' questions by saying, "Your guess is as good as mine." This was not some form of false modesty. Those words conveyed the notion that, more so than there being a select few wisdom-keepers of these teachings, there are practices interwoven in the fabric of this very tradition that equalize us, making each person's unique, inherent wisdom and basic goodness a special contribution that only they can bring to the table.”

It's common for a new student of meditation to express concerns that they might not be doing it right or are feeling generally unclear in their approach to the practice. As a meditation teacher, providing them with adequate support and guidance at those times will require teaching two main aspects of the practice: the view and the instructions.

Teaching the view means imparting a skillful understanding of what meditation both is and isn't. That might involve exploring theoretical and philosophical questions with your student, discussing their aspirations and motivations, or debunking false myths about meditation such as the idea that it's just about suppressing one's thoughts. Personal study and an ever-deepening exploration of meditation through one's own practice, even seeking mentorship of one's own, are all invaluable tools when it comes to making oneself a trustworthy resource to others in this way.

Teaching the instructions means providing clear guidelines and principles relating to sitting meditation that your student can refer to in a literal sense as they develop their practice. These instructions should be precise, digestible, and serve as a strong container in which the view can unfold and become personally meaningful to them. This might involve tips about the seated posture, reviewing the steps of mindfulness meditation, or offering suggestions regarding the frequency and duration of their practice.

In both of these areas, it's important to maintain a delicate balance of gentleness and precision. Not enough gentleness can have the unintended effect of scaring a student off or making them feel discouraged if they aren't able to keep up with inflexible expectations; the phrase "principles, not rules" is especially useful here. On the other hand, not enough precision can lead to the arising of other challenges like stagnation, confusion, and lack of clarity if a student isn't given the support they need to access a certain depth of understanding.

Given a sturdy foundation of both view and instruction, your student will hopefully feel empowered and encouraged to stay with the practice through the early stages that can often be frustrating and confusing. As a teacher, your goal is not to shape your student's experience, but to provide them with enough guidance to engage the practice in a fruitful way and ultimately reach a point when they can begin discovering the answers to certain questions for themselves.