A first Reiki class should leave students able to do something, not merely impressed by the teacher. That means planning backwards from a small number of outcomes: understanding what Reiki is in your lineage, knowing the basic hand positions, practising with feedback, and receiving an attunement with clear consent. Everything else — the slides, the handouts, the music — is optional.
The timetable below is an adaptable structure for that day. Use it as a starting point, adapt it to your lineage, and cut anything that does not serve those outcomes.
Start with the outcomes
Write down what a student should be able to do by the end of the day. For a first-level class, a realistic set is:
- explain, in plain language, what Reiki is and is not;
- describe the five principles and how they are used;
- demonstrate the basic hand positions for self-treatment;
- give a short supervised session to another student;
- explain consent, boundaries, and when to stop;
- know what the attunement is in your lineage and what it does not guarantee;
- know how to continue practising afterwards.
If an activity does not support one of those outcomes, it is a candidate for removal. This is especially true of long historical lectures and elaborate rituals that leave no time for practice.
Practical decisions before you teach
Scope and permission
Be clear about what level you are teaching and whether you are authorised to teach it in your lineage. Do not advertise a level or an attunement you have not been trained and permitted to pass on. If you are newly qualified, consider co-teaching with an experienced teacher or running a practice day before a full class.
Venue and accessibility
Choose a room with enough space for pairs to work without bumping into each other. Check:
- step-free access and accessible toilets;
- heating, ventilation, and lighting;
- quiet (or a way to reduce noise);
- chairs and mats for people who cannot kneel or lie down;
- a private corner for anyone who needs a break;
- clear fire exits and a first-aid kit.
Ask about allergies and fragrances before burning incense or using oils. Strong scent can be a barrier, not an atmosphere.
Insurance and agreements
Check your insurance cover for teaching, not just for treatments. Ask the venue what it requires. Have a simple enrolment form that records the student's name, contact details, any access needs, and consent to touch or to a touch-free alternative. Explain your cancellation and refund policy in writing.
Materials
Keep it simple:
- a manual or printed handout;
- a notebook and pen;
- water;
- chairs, mats, and light blankets;
- a clock or timer;
- a signed consent and contact form;
- your lineage information and certificate details.
You do not need a projector, a sound system, or a gift bag. If you use slides, make them secondary to practice.
A one-day timetable
Common class outlines move through registration, introductions, an opening, teaching, attunement, supervised practice, notes and closing. Their teaching purpose is to make sure students practise and leave with a plan, not merely to cover content.
This schedule assumes a 9:30 start and a 16:30 finish, with a mixed group of adults and a maximum of eight to ten students. It places supervised pair practice before the attunement so students rehearse consent and hand positions while they are fresh. Many lineages attune first and then practise hands-on Reiki; either order can be appropriate. Choose the order your lineage teaches, explain it to students, and leave time to settle after the attunement.
| Time | Session | Purpose |
|---|---|---|
| 09:30–09:50 | Welcome, introductions, practical agreements | Settle the group; explain toilets, breaks, consent, and the option to sit out |
| 09:50–10:20 | What Reiki is in this lineage | Context, principles, and honest limits |
| 10:20–10:35 | Break | — |
| 10:35–11:15 | The five principles and self-practice | Reflection and a short guided practice |
| 11:15–12:15 | Hand positions and self-treatment | Demonstration, then individual practice |
| 12:15–13:00 | Lunch | — |
| 13:00–13:30 | Consent, boundaries, and a short session | How to explain, ask, and stop |
| 13:30–14:30 | Supervised practice in pairs | Give and receive a short session with feedback |
| 14:30–14:45 | Break | — |
| 14:45–15:15 | The attunement | Explanation, consent, and the ritual your lineage uses |
| 15:15–15:45 | Quiet integration and notes | No requirement to report a sensation |
| 15:45–16:15 | Questions, next steps, and closing | Practice plan and follow-up |
| 16:15–16:30 | Pack down and informal questions | — |
The exact order can change with the lineage. What matters is that students practise, understand consent, and are not rushed through the attunement with no time to settle.
The teaching sequence in more detail
Welcome and agreements
Start with practical information: exits, toilets, breaks, water, and the fact that anyone can sit out an activity. Explain that touch will be offered only with consent and that a hover or no-contact option is available. Ask people to use the name and pronoun they prefer. Do not begin with an icebreaker that requires physical contact or personal disclosure.
What Reiki is, and what it is not
Give a short, grounded introduction. Explain the tradition's own language — life energy, connection, lineage — while being clear that these are spiritual descriptions, not medical diagnoses. Say plainly that Reiki is not a substitute for healthcare and that practitioners do not diagnose. The Reiki Council's public guidance is a useful model: Reiki may support relaxation and wellbeing, but it should not be regarded as a cure.
The principles
Read the five principles in the translation your lineage uses. Give students a few minutes to write one sentence about a principle that stands out. Avoid telling them what they must feel. The principles are prompts for reflection, not commands.
Hand positions and self-treatment
Demonstrate the sequence slowly, then have students practise on themselves. Walk around and correct gently. Keep the atmosphere quiet but not solemn. Students should leave knowing where their hands go and how long to hold each position, not just having watched you.
Consent and a short session
Teach a simple script:
- Explain what you propose to do and how long it will take.
- Ask whether touch is welcome, and offer a hover alternative.
- Say that the recipient can stop at any time, for any reason.
- Agree on a signal for stopping.
- After the session, ask what they noticed without implying that a particular experience was required.
Then let pairs practise. Keep the first session short — ten to fifteen minutes each — and leave time for feedback.
The attunement
Explain what the attunement is in your lineage, what it involves, and what it does not promise. Obtain specific consent for touch, breath, or proximity. Offer alternatives. Some students will feel nothing, and that is not a failure. The International Center for Reiki Training makes the same point in its own framework: an inner experience is not necessary for the attunement to have worked.
If your lineage uses a ritual with symbols or privacy requirements, explain them at the level your tradition allows. Do not invent steps you were not taught.
Closing
Give students a simple practice plan for the next week: five to ten minutes of self-treatment, one principle to reflect on, and a note of any questions. Tell them how to contact you. Do not end with a hard sell for the next level.
What not to require
Do not make any of the following a condition of belonging or passing:
- a hug or any other physical contact;
- smudging, incense, or a particular atmosphere;
- a dramatic energy experience;
- public disclosure of personal history;
- a photograph or testimonial;
- a purchase of additional products.
Offer options where appropriate, and let people decline without commentary. A class that respects choice is more trustworthy than one that confuses compliance with spiritual openness.
After the class
Send a short follow-up message with the practice plan, your contact details, and a reminder about consent and scope. Keep a record of attendance and any incidents. If a student reports a difficult experience, listen, avoid interpreting it for them, and suggest they speak to an appropriate professional if needed.
A few weeks later, consider a practice evening or a check-in. The first class is the beginning of a relationship with the practice, not the completion of it. For the wider course sequence, see the all-levels page and the guide to waiting between levels.
A short planning checklist
- [ ] Outcomes written in plain language.
- [ ] Level and teaching authorisation confirmed.
- [ ] Venue accessible and insured.
- [ ] Consent forms and touch alternatives ready.
- [ ] Manuals and materials prepared.
- [ ] Timetable explains the order of practice and attunement and matches the lineage.
- [ ] Attunement explained and consented to step by step.
- [ ] No mandatory touch, scent, or energy experience.
- [ ] Follow-up plan agreed.
Related topic: Levels and attunements, Advanced Reiki training, Reiki Level 2 course, After the third degree, Attuning your students.