2. Know the actual history and cultural context of your qigong methods. Are they part of a larger system or tradition? What inspired them? Don't exaggerate your knowledge or experience--or that of your teacher.
3. Be explicit about what your qigong methods are supposed to do. Being honest here may be counter intuitive. Because kinesthetic learning is characterized by continuously changing cognitive understanding, my best explanation of what a method will do is the one catered to the kinesthetic knowledge of the listener. In other words, this will not lead to pigeon-holing. More likely it will lead to complexity with some ambiguity.
For example, in In Erle Montaigue's book Power Taiji (Which by the way I like because his writing has the flexibility of a conversation.) he lists the Taijiquan posture/movement "Repulse Monkey," as being good for the Gallbladder. While I have a clear and distinct perception of my gallbladder and can evaluate "Repulse Monkey's" direct effect on my gallbladder, most people can not. I also happen to know that in classical Chinese the term "gallbladder" is not only technical but highly metaphoric, it means to open into a springtime of revitalization that will re-inspire and give support to your decision-making capabilities. In contrast, in English the gallbladder produces bile.
If you understand the statement "Repulse Monkey is good for the gallbladder" the way I do, than you also understand that it is not referring to a remedy. It is an engaged process of complete embodiment. My regular readers will recognize this statement as being in tune with a world view that encouraged long-life, slow motion, continuous and consensual exorcism.
4. Help your students understand their own motivations. Don't encourage people to practice for silly reasons or reasons which will eventually leave them feeling disappointed.
(For instance, regular practice of taijiquan will make your calf muscles smaller, so don't expect to look better in These boots!)