My work team and I are always on the lookout for new ways to work with our pool patrons. We look for new moves and songs for water exercise classes and new ideas for working with swim lesson kids.
A few weeks ago, a team member remembered an old book she’d seen titled The New Games Book. She remembered it as a resource for non-competitive games focused on play and teamwork rather than winning and losing, and we wondered if we could adapt some of the games to the water. I was interested, as I’m notoriously noncompetitive, to the point where a competition of any kind feels traumatic. Fortunately, we have a local librarian as a pool patron; she found a copy of the book. The copyright is 1976. The Dark Ages.
It is indeed filled with a variety of games, as well as black-and-white photos of people playing.
People playing. People in parks and other common outdoor areas, people of all ages, laughing, smiling, playing, and … touching. Dogs, too. It was like looking at a different world. I paged through the book, marveling, feeling sad about how much we seem to have lost. In the end, we concluded we couldn’t adapt any of the games to the water because they all involve touching.
We can’t adapt noncompetitive, team and community-building games for kids from this book because they all involve touching. It seems unbelievable.
I don’t blame the pandemic. It didn’t help matters, for sure, but social physical contact began to diminish before that. We’ve been gradually turning away from each other to look at screens for decades now, and as that’s happened social touch has become vilified.
When was the last time you went to the park to walk your dog (or just yourself), maybe with your kid(s), your mate, or a friend, met other people from your neighborhood there, and you all (dogs, too) played a silly game, or even something like frisbee?
Photo by Helena Lopes on Unsplash
Yeah. Me, too.
People play video games online together. My sons do that, one in Colorado and one in Montana. They’ve been doing it for years, even when they both lived in Colorado and could have gone to the park together.
Culturally speaking, we’ve never dealt well with touch. How could we in the context of patriarchy and rape culture? I’ve been raped, and I’ve been hit. I knew it wasn’t okay for a man to hit me, but at least it was some kind of touch. Believe me, I know how terrible that sounds, but I have always been so skin hungry because of infancy and childhood touch deprivation, even getting hit was better than no touch at all. It made me feel real. Blood and bruising are real. It made me feel alive – for a moment.
Can any of us be fully healthy without appropriate social touch? I know I can’t.
I have several friends who are uncomfortable with touch. Two were raised in the Catholic church, a fine patriarchal and shame-based system. One was sexually abused as a child.
Social touch is so complicated. How do we mandate appropriate touch? What do we do with adults who believe nonconsensual sexual contact with children is healthy and natural? How do we address boundaries, self-respect, sexuality, and family planning? What do we do about rape? How do we protect children whose parents believe physical abuse is the best way to discipline them? How do we know when it’s safe to touch someone and when it’s not? How do we incorporate the idea of consent back into our lives?
Now AI looms over us. Every day I read predictions about its influence, about those who are experimenting with it. I hear from people who predict AI is the end of all creative culture and people who believe it will support and nourish creativity.
One thing I know: No technological immersive experience, no matter how well crafted or engineered, can replace living, breathing physical interaction. Physical intimacy (not just talking about sex) is sensual – it involves all our senses, including the marvelous, taken-for-granted organ we call our skin. Human physicality is not a sterile algorithm. It’s not a porn film. It’s not filtered, airbrushed, photoshopped. A human being is a mass of contradictions, of scents, sounds, and textures. We’re unpredictable. We’re illogical. We’re beautiful and hideous, sacred and profane. Interacting in healthy, useful ways with other humans is challenging, offensive, and often dangerous. Also hilarious, fascinating and, increasingly, necessary if we want to survive. Human relationships are not fairytales, rom coms, TikTok videos, or roleplaying games.
Photo by Liane Metzler on Unsplash
I don’t believe we can make a substitute for human touch. Our bodies and perhaps our souls cannot thrive without it. Yet we are steadily eroding our ability to exchange or even recognize healthy touch, to the extent that the documented behavior of one of our most powerful political influencers is a clear demonstration of rape culture in action, and his followers, many in the top tiers of power, either don’t care or actively support his misogyny.
Touch, like climate, like food, like political systems, is unbelievably complex. At the same time, we must have a planet that supports our physical needs, we must eat to live, and unless we’re the last person on the planet we must figure out how to make decisions with others. If we don’t do those things, our species will die. Life and death as a binary are not complex at all.
If we lose touch, how much meaning, pleasure, and health will we lose from our lives? As our ability and willingness to exchange appropriate touch diminishes, are we healthier and better connected or increasingly divided and unhealthy? Note the present mental health crisis among young people. Most agree enforced isolation during the pandemic did not support our social needs, especially the health and development of children. At the same time, we deliberately and cheerfully offer ourselves every day to technology that actively and purposefully isolates us from living, breathing, face-to-face interaction with the physical world and other people without even noticing.
When I try to imagine a world without the feel of my cats, the earth and plants outside my window, supple bread dough rising in its greased bowl, the laptop keys under my fingers, a cup of hot tea between my hands, cool water against my body as I swim, the energetic little bodies of children I teach to swim, and all the other countless things I touch each day, I can’t. I don’t want to. My brain might be fooled by an immersive AI experience, but it’s hard to believe my body could ever be nourished and satisfied by one.
In the last few months I have noticed a pattern as I teach private swim lessons.
It first caught my attention over the summer as I worked with a six-year-old in her home pool. She and I have worked together for some years. We have a good relationship built on trust and affection. She’s strong and big for her age, and she’s a tiger, assertive, competitive, stubborn, determined. She’s focused on progression through Red Cross Learn-to-Swim levels. She’s less interested in the skill-building than the card proclaiming her a Level ___ swimmer, and she wants the card now.
Photo by Chris Kristiansen on Unsplash
I started out her summer lessons the way I always do, with a review of the skills I knew she had already mastered. Then we began working on next-level skills. Except things fell apart. I began to feel frustrated. Her behavior, instead of sunny and eager (she was always waiting in the water for me until this), became oppositional. She stopped laughing with me. She stopped looking me in the eye. She stopped cooperating. She wouldn’t follow directions, she had to be coaxed into the water, and suddenly it wasn’t fun for either of us.
Her mom and I were puzzled. We agreed to take a couple of weeks off and regroup. My little student seemed relieved. During that time I thought about things and my student had some talks with her parents as we all tried to figure out what was wrong. Young children often lack the language to communicate their difficulties. Adults need to decode the behavior and provide the language.
I threw away my lesson plans for the next level and worked on games incorporating skills she already had. I made sure she knew our next lesson would be games. When I got to her house, she was able to tell me, with her mom’s support, that she didn’t want to learn some of the new skills I was presenting.
I suddenly recalled I was working with a six-year-old. Big, strong, determined, yes. But six years old! The level she and I had reached is typically a skill set nine to eleven-year-olds are working on.
Too much, too fast. Her competitiveness and determination had outstripped her physical and developmental ability, and in my delight in teaching and sharing my love for swimming, I simply forgot what was age-appropriate.
So, we spent the summer playing games and giggling. We practiced all the skills she already had, and we worked on some new ones, too, but she didn’t know that because they were games. If she didn’t like the game, we stopped immediately and did something else. She made up some games, too. We had a lot of fun. She waited in the water for me and pouted when our lessons ended. We were back in business.
I spoke privately with her mom and we agreed to slow down. This little girl needs time. Time to grow. Time to develop. Time to play and simply enjoy the water. Next summer she’ll be seven. If I work with her again, I’ll pay attention. She may be ready for next-level skills. She may not. But this time I’ll adjust more quickly, and she’ll have better language skills, too.
I have been observing this pattern during the autumn months as I teach. Sometimes kids want to learn more but we don’t have a lot more to teach them. Sometimes they want to learn more, or their parents want them to learn more, but they’re simply not ready physically or developmentally. An activity that used to be fun and easy starts to be stressful. Parents are frustrated. I’m not having fun. Children are uncooperative.
I’ve been thinking about time lately because in October I caught COVID for the first time and I’ve been sick ever since. I took good care of myself during COVID, in part because I was too sick to fight it. As I began to feel better, I slowly started exercising again. I didn’t want to slide backwards or develop a secondary infection. I was worried about weight loss and weakness, as well as my fatigue and lack of endurance. I gradually began walking to work again, and doing a mile at a time on the elliptical. I even got back in the pool and did an easy half a mile instead of my usual ¾ of a mile with intermittent sprinting.
I was just beginning to feel better when I got sick again. Not with COVID and not as sick, but I filled up with congestion and started to cough.
Photo by Travis Bozeman on Unsplash
So, it’s been doctor visits. More nasal swab testing. Masks at work. Shortened shifts. Teaching lessons from the deck rather than in the water. No gym. No swimming. No walking to work.
The doctor keeps saying rest. My friends keep saying rest. I am resting, I swear it! I don’t have a lot of choice. If I do housework for an hour I’m worn out. I can rest, but sleep has been hard to come by because when I lie down I start to cough and nothing really stops it. The nights have been hard. And haunted.
I’ve been dreaming about my mother, who died in August. Bad dreams, where she’s in trouble and I’m trying to rescue her. Often we’re in water, which is ridiculous because Mom hated the water. Often we’re in the dark, but I can hear her end-stage breathing and death rattle and I grope through the dream, trying to find her. Sometimes I find her and get my arms around her, but then I wake up. In fact, Mom hated to be touched and I never held her the way I do in my dreams. Only in her deep dementia would she tolerate touch. The dreams hurt me with their promise of loving contact that never happened and now never will happen. I doze in my recliner and wake up weeping.
I want to move, to be at work, to go out and rake leaves, to scrub the kitchen floor. Something. Anything. I trail into the kitchen, make another cup of tea, have another half cup of chicken soup, read a few pages, write a bit. I get in the car to go to work instead of walking (everyone at works frowns at me when they find out I walked), and I’m resentful. I want my life back. I want my strong, fit body back. I want my energy back. I want it back NOW.
And, clearly, I need time. I don’t want it … but I need it. I suppose it doesn’t much matter if my experience is post-COVID, or post-whatever-this-last-virus was or grief or trauma or just getting old (!). Whatever it is, I am not in charge, and my stubbornness and determination are presently more than my physical and perhaps emotional reality can live up to.
Time is enigmatic, isn’t it? We say time heals all wounds. Does it, or does it just give us a chance to process our wounds, to clean them out, breathe on them, bind them up and learn to live with them? How can I help myself? What am I supposed to be doing with all this unwanted time? I think of my little swimmer. She doesn’t need to do anything. She’s perfect. She simply needs to give herself some time to grow. That’s it. Time does the work. Our job is to allow it to do the work.
This is unsatisfying. I’ve read that rest is productive, which makes me mad. It cannot be true. I can’t remember ever feeling loved, valued, or wanted because I rested well. Quite the reverse. (On the other hand, when has unceasing production ever worked to buy love, value, or a sense of being wanted? Never.) I have a feeling Time doesn’t need me to do anything, at least not anything I’m not already doing. Another cup of tea. All the calories I can take in. Rest. Tears. Dreams. Writing. Reading and dozing on the couch with the cats.
Photo by Benjamin Combs on Unsplash
Time.
I worked two days Thanksgiving week before having five days off. My physical upper respiratory symptoms are certainly better. Normal sleep patterns are returning. Yet a dragging fatigue and bewildered feeling remain. “It’s detox,” my massage therapist says. “It’s transformation,” the wisest, deepest part of me says. “It’s rebirth,” my Tarot cards say.
It takes time. Everyone agrees on that one.
I remember my little swim student, outraged tears in her eyes. “I’m still a Level ___, right? You won’t take away my Level ___?”
“No, sweetie. You haven’t lost anything. It’s all still yours. You’re just not quite ready to go on to the next level. You need some time …”
I hugged her and gave her a kiss, told her I’d see her again next summer if she wanted lessons. She believed me, reluctantly. She’s in a dance class this winter. That will distract her, I hope.
Now I need to put my arms around myself. My life is not passing me by. I’ll exercise again. I’ll put the weight back on. I’ll get strong, sleep well, stop coughing.
I just need some more time.
Questions:
Do you think rest is productive? In what way(s)?
Do you think of time as an ally or an adversary?
Do you think time actually heals, or does it just help us come to terms with what is?
What does rest mean to you?
Leave a comment below!
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One of my favorite minimalist bloggers gave me something to think about last weekend with this piece. In it, she proposes we work on doing things real rather than doing them right.
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As a reforming perfectionist, she got my attention. When I imagined approaching my life with the ultimate goal of authenticity, the relief was stunning. On the heels of the relief, though, I felt appalled.
How can doing things real ever be good enough?
As I’ve thought about this the last couple of days, I’ve realized this doesn’t need to be an all-or-nothing choice. Maybe the most effective goal in most cases is to be authentic and do things right, whatever that means. Surely balance between the two is possible?
The difficulty lies in defining the word “right.” Who decides what’s right? How do I know when I’ve done things “right?”
I hate the answer. The answer is I know I’ve done things right if people are pleased. Back on that cursed slippery slope!
A dear married friend said to me recently, “My life would look very different if I was on my own.” My friend’s honesty and the quiet sadness with which the words were spoken touched me to the heart.
How do we recognize ourselves, our real selves, in the confusion of our lives and relationships? How do we balance authenticity and cooperation? How do we mitigate the damage to our connections when we choose to be right (what the other wants) rather than real for the sake of those same connections?
It hurts me to ask these questions. I can’t begin to answer them.
I admire authenticity when it doesn’t trample over the needs of others, but what about when it does? What about people who appear to have no regard for those around them, who are unwilling to hold space for any authenticity but their own?
I don’t want to be one of those people.
Photo by SHTTEFAN on Unsplash
Doing it right, which is to say making choices based on what others view as appropriate, seems at first glance to be an excellent way to stay safe. The truth is, such a practice tears one apart in very short order, because there are too many onlookers and we can’t please every one of them.
Here’s an example. When I’m teaching a private swim lesson, do I work effectively and appropriately with the student; please the onlooking parent or adult (in the case of a child); please my coworkers and colleagues, all of whom are very fine teachers and at least one of whom watches from the lifeguard stand; please other staff, patients and patrons who might be present; or do I forget everything but the connection between the student and myself for those 30 minutes in the pool and just be real and please myself?
Teaching, for me, is like swimming or writing or dancing. It’s a place where I don’t try to do it right. I do it real. Real is a long way from perfect. Right seems closer to perfect than real. Real is intuitive, experimental, frequently messy, uninhibited. When I choose to be real, I choose joy. I try not to think about what that looks like to others. I try not to care. I rest in it and feed myself with it and feel fully present and alive when I’m being real.
Photo by Leon Liu on Unsplash
But then, so often, out of nothing and nowhere, comes the message:
“You didn’t do that right.”
No. Of course not. I almost never do. But I did it real, and for a few minutes I was happy there.
This is not about an inability to accept feedback or instruction. People close to me will tell you I frequently ask for feedback, for someone to teach me a new skill, for someone to help me improve. Feedback is not the same as being told I’m doing it wrong. I’m always interested in doing it better.
What’s curious about right vs. real is so often I run into this with trivial things, things like ironing, or washing dishes, or opening a can. They way I organize my stuff. The way I store my clothes. The way I live in my space. As I live my life, when someone tells me I keep the broom in the wrong place, what I hear is I’m wrong. I’m broken. I’m Failing To Please (again. Yawn.) Why can’t I store the broom in the right place?
Usually, I acquiesce. For the sake of peace. For the sake of the relationship. Because it doesn’t really matter, after all. I can be flexible and adaptive.
The difficulty is living inauthentically is an unbelievable amount of work. Everything is effortful, because I don’t do anything naturally. I repress my authentic impulses and desires. I feel numb, apathetic, and cut off from myself.
It’s entirely disempowering.
But it keeps things peaceful. It pleases others. It’s cooperative. I comfort myself with the fact that my willingness to do it right (according to them) makes others happy.
I don’t believe my realness will ever make anyone happy, except me.
I’m willing to hope for a balance, though. I have no idea how to find it, or even if I can find it. Maybe my real is too wrong to ever balance out?
When inspiration struck and I set out to build a new website for my blog and other writing, I assumed the process would move quickly. I could hardly wait to see the vision in my head become reality. I’m a happy and motivated independent learner and felt certain I could fumble with the design software and master it without much trouble, the way I did when I created Our Daily Crime.
Photo by freddie marriage on Unsplash
The software for Our Daily Crime is nearly ten years old now, a tech dinosaur. The new software requires a whole new level of skill.
I needed help. Scheduling a meeting with a professional took time. Then we had to reschedule due to a conflict. More time. I turned my attention to other things and practiced patience (not very successfully!).
In the meantime, we’ve hired a new team member at work to join us in lifeguarding, teaching, and working with patrons and patients in the pools. He’s older than I am, and he’s working hard on refining his swimming skills and learning new techniques. We’re giving him all the support and practice we can.
I admire adults who want to learn new skills. We’ve just begun to teach private swim lessons again after the pandemic, and I have two adult students. When I asked one of them what her goals were for her lessons, she said, “Not to drown,” which made me laugh.
I did eventually meet with my web designer using Zoom, and I spent an intense hour and a half taking notes, asking questions, and watching her use the design software. Since then, I’ve spent several hours working with it, and gradually I’m gaining mastery and shaping the website I dreamed of. I’m elated. Can’t wait to share it with you!
As a lifelong learner and teacher, I notice how varied our learning experience can be.
Photo by Alessio Lin on Unsplash
Context matters. I was wretched during my public school years. My goals were to achieve good grades to meet the expectations of my family and graduate. Any pleasure in the learning itself, for its own sake, suffocated under the long nightmare of those years. Graduation meant nothing to me, and I would have ignored it if I’d been allowed. My reward was surviving.
College was no better. I didn’t want to be there. I didn’t belong there. Once again, I went through the motions of pleasing others and living up to expectations, two hellish years of depression, social isolation, and suicidal ideation before I dropped out.
I still wince when I think of the money wasted.
Somehow the joy of learning has been distorted into competition, capitalism, and perfectionism. Everyone doesn’t have equal access to education and educational tools. Many people don’t complete high school, let alone higher education. We don’t talk about education in terms of enhancing our lives and making ourselves bigger. We talk about getting a good job, making a lot of money (or not), and school loans. Capitalism defines success.
Worst of all, if we happen to be interested in literature, writing, religion, music, theater, philosophy – liberal arts, in other words – we’re steered away from those interests because “they” say we can’t earn a living pursuing them. I’ve got news for you. You can’t make a living as a librarian or medical transcriptionist, either.
Apparently, education is not valuable unless it leads to making a certain amount of money.
Photo by Brandon Wilson on Unsplash
On the other hand, many learners in our communities are in it for the fun of learning something new. Their goals are about real life, as opposed to the construct of consumerism. They don’t want to drown. They want to do a job they’ve never done before and so learn new skills. They want to use technology as a tool to support their passion. Adult learners know learning enhances life. They’re not coerced into learning; they seek it out.
It’s a lot easier and more fun to teach someone who wants to learn than it is someone who’s having learning thrust upon them.
Adult learners have lived long enough to know how to learn. Not how to compete, how to cheat, how to work the system, how to manipulate good grades and references, and how to create their own personal perfectionistic demons, but how to learn. Adult learners also know something about how they best learn, and are able to communicate their needs and goals.
Learning requires time, patience and practice. It takes courage to seek new skills. It’s messy. We make mistakes, flounder, and fail. Good adult learners persist anyway, pursuing their creativity or passion, satisfying their curiosity and desire for mastery.
I’ve had the good fortune to know and work with wonderful teachers who have inspired, encouraged, and challenged me. I’ve also known destructive teachers who permanently damaged my trust, confidence, and sense of self-worth. The difference between them, I’m convinced, has nothing to do with their level of education or training, but rather with their power management. Good teachers seek to empower their students. Destructive teachers not only refuse to share their power, they actively disempower their students.
Healthy communities support learning and teaching, not necessarily as a formal process, but as a natural one. As a teacher, I know my students give me at least as much as I give them. Teaching and learning are collaborative, a sharing of power. To teach is to learn. To learn is to teach. Passing on my love of swimming doesn’t change the world, but it’s a contribution I can make joyfully.
Everyone succeeds when we teach and learn together.
I’ve been considering confidence for some time through the lens of minimalism. As I transition from clearing unneeded objects from my life (relatively easy) to clearing unwanted behavior patterns, habits and beliefs from my life (hard!), I follow the same basic tenets: How can I replace two or more similar but limited internal tools with one multi-purpose tool?
Photo by Bryan Minear on Unsplash
I’ve always had a messy relationship with confidence. At this point in my life, I’m confident of my own worth, but have no confidence anyone else will view me as worthy. Truthfully, this doesn’t bother me as much as it used to. Aside from a few close and longstanding relationships, I don’t much care what most of the world thinks of me. I realize now most people aren’t spending a minute thinking about me at all. Most of us are primarily preoccupied with ourselves!
I see confidence as a choice. The Latin root of the word means “have full trust” (Oxford Online Dictionary), and trust is certainly a choice. Confidence, like success, can be tried on like a hat. What I discover is choosing confidence for a day or even an hour significantly diminishes my internal clutter.
If I choose to be confident, perfectionism is no longer relevant. Neither are shame or anyone else’s expectations, judgements or criticisms. Defenses and pseudo self are no longer needed. Outcomes cease to feel like a matter of life or death. I don’t need to win, be right or exercise my outrage. I don’t need to explain, justify, or make sure everyone understands what I’m up to. Choosing confidence means letting go of all that, which means reducing my mental and emotional clutter, which means more peace, more time and more energy.
As I’ve been thinking about confidence, I’ve also been teaching swim lessons at work to children from infancy to nine or ten. I discovered as a teenager working with children teaches me as much as it does them. That was true when I was a teenager in the pool, in hospitals, in schools, as I parented, and now, again, in the pool.
I suspect confidence is built from a combination of nature and nurture. Some people seem to be inherently more confident than others. On the other hand, it’s not hard to mutilate a child’s confidence. Sustained criticism will do it. Careless language will do it. Refusing to acknowledge a child’s wants, needs and feelings will do it. Mockery and teasing will do it. Rigid and unrealistic expectations will do it.
I can tell within five minutes if I’m dealing with a confident or mistrustful child. Confident kids may be shy, hesitant, or wary of a new environment and a new person, but they’re willing to trust, explore and try. Mistrustful kids cry, act out, refuse to engage, or (most heartbreaking of all) stoically endure, rigid with tension and terror. A child who shrinks from my touch and cowers in fear of being dragged bodily into deep water and left to drown has certainly been forced by someone they trusted to do things he or she was not ready to do.
Photo by Tanja Heffner on Unsplash
As a swim teacher, I notice how much effort and energy mistrust costs us, not only the one lacking confidence, but everyone around them. A mistrustful, frightened child requires constant reassurance and encouragement. Their fear makes them more at risk in the water (and elsewhere) than their lack of skill. A confident child may frequently need to be hauled up from water over their heads by the scruff of the neck, spluttering and coughing, but as soon as they’ve snorted the water out of their nose, they’re ready to try again.
At the end of the lesson, all the kids are tired, but some are tired because they wriggled and flopped and kicked and bubbled with such enthusiasm and willingness they wore themselves out, while others are exhausted from lack of confidence and the firm belief they can’t. Carlos Castanada said, “We either make ourselves miserable, or we make ourselves strong. The amount of work is the same.”
Confidence, I’m pleased to report, can certainly be repaired, and not only in those of us who are nicely mature! Confidence is contagious. I have a four-year-old in one lesson who spends a great deal of time comforting and reassuring another child who lacks confidence. The confident child encourages the mistrustful one, demonstrating skills first to show they’re fun and easy, and promising “Miss Jen will keep us safe.”
From the lofty eminence of adulthood, I can reassure a child I will not break trust with him or her in the water, but a peer is in a much more powerful position with such reassurance, particularly a peer who is willing to go first. A child whose confidence has been injured is at a distinct disadvantage in all areas of life and learning. Building confidence is possible, but it takes time, consistency, and patience with kids whose trust has been violated in the past.
We can’t learn if we believe we can’t. Being willing to try or to learn requires a teacher who never sees failure and only focuses on progress and effort, no matter how small. A child who is afraid to blow bubbles in the water gets praised to the skies if he or she can be coaxed to dip their chin in the water. Even if that’s the only progress they make in a lesson, it’s a huge step for a frightened child who lacks confidence. Blowing bubbles will come when the child is ready. I’m confident of that, I repeat it aloud with confidence in front of the child and his or her parents, and invariably, a lesson or two later, that same child is blowing bubbles with great glee, in between accidental inhalations of pool water. Buoyed by praise, celebration and high fives, the child develops some confidence, but it took the other kids in the lesson, the swim teachers, and watching staff and parents to do it.
Photo by a-shuhani on Unsplash
Lack of confidence is very expensive, and very cluttered. Confidence, the single quality of the feeling or belief that one can rely on someone or something (Oxford Online Dictionary) can replace a whole host of ineffective and energy-consuming thoughts and beliefs.
It’s obvious to me that consciously choosing confidence is the simplest thing to do. As has frequently happened in the past, children show me the way, and I do my best to return the favor, not only as a teacher, but also as a parent, friend and coworker. When others believe and trust in us, we are empowered. When we believe and trust in ourselves, we are empowered.
Broken confidence can be repaired. In fact, it must be repaired if we are to thrive. Not everyone in our lives deserves or earns our trust, of course, but if we are unwilling to trust ourselves, we are truly lost in the darkness without a guiding light.
“Confidence is going after Moby Dick in a rowboat and taking the tartar sauce with you.” ― Zig Ziglar
