Is it something you do or something you are?
Or at work?
Or when you retire?
Video of Post: Click Here
One of my favourite ways to energize before teaching psychology classes at St. Clair College is to summarize a theory in practical and concrete ways in the parking lot.
Literally! 🚘
I filmed this video 5 minutes before I was about to teach a lecture on personality and positive psychology in my liberal arts class.
Just a few weeks before all St. Clair College classes went fully online due to COVID-19.
In the video above, I talk about the connection between openness and happiness. Openness to experience is one of the Big 5 Personality traits – see figure below.
The more open, adventurous, and flexible we are in our thinking (and being), the more likely we are to perceive ambiguity as a pathway to something new and exciting.
A whole new road, yet to be discovered.
We never know what’s waiting on the other side of COVID uncertainty.
Even if we can’t see the outcome.
Together in faith, anything is possible!
Video of Post ⇒ Click Here
Everyone experiences time differently.
Because time truly is relative.
For example:
For example:
Taken one step further, time defines who we are, and ultimately who we become.
How we live our days is how we live our lives.
Moments → Hours → Days → Months → Lifetimes
Which is why the more conscious and aware we become about how we spend and prioritize our time, the more meaningful and satisfying our lives will become.
Concrete Examples of Time Usage
Identify 5 ways you spend 100 units (dollars) of time each day. (As illustrated in the video)
Compare and contrast your “money time sheet” with family and friends.
Are you more influenced by external measures of time?
Has your use of time changed since COVID?
Has your perception of time changed with age?
The trouble is, you think you have time.Jack Kornfield
Watch Video of Blog Post → Click Here
Three Ways ~ 2020 graduates ~ can bridge the gap between what was ~ and what will be.
All three resilience strategies described in full detail in the 8 minute video below:
Growth happens in the s p a c e in between.
This video presentation was created in partnership with the Student Representative Council (SRC) at St. Clair College in Windsor Ontario Canada.
Believing that you can try again.
Believing you are never alone.
Believing that things are going to get easier.
In this 5 minute training video, I demonstrate how “Locus of Control” contributes to a sense of self-efficacy and belief in oneself. Ultimately resulting in improved well-being and performance. In this video, I also share how easily we can cultivate confidence and positivity in each other. Starting with a smile and a few uplifting words.🥊💥
Link to full training video
What if your doctor prescribed dancing as a fitness activity instead of time on a treadmill or at the gymnasium. Would you be more likely to follow through if exercise was fun and uplifting?
It’s a great reminder that getting healthy doesn’t have to be arduous.
What inspires you to follow a healthy lifestyle?
Related: Laughter saves the day.
What brings a smile to your face and makes your heart skip a beat?
Related Post: Enthusiasm is contagious.
This question came to mind last week when I took over a college class halfway through the semester.
I know how tough it is for students to have 2 professors over the course of a 12 week semester. 2 sets of rules. 2 sets of expectations.
So it’s more important than ever that I play my “first impression” card right.
Students are more likely to “test the limits with the “new teacher”. Accordingly, I use a more strict than usual demeanour at the start of summer semester.
It usually works well. As my tough love approach becomes more on the love side, and less on the tough side as the weeks roll by.
However, this time I knew my first class authoritarian approach was not going to work.
Suddenly I had my hands full right off the bat. One of my students was not impressed in any way.
After laying down the law, the student looked up at me and said: “I’m not going to like you very much.”
And I said: “Good, because I’m not here to be liked, I’m here to teach you something.”
The student loudly responded: “Good, because I just learned something!”
To this day I am grateful for how much this student underscored my purpose in the classroom.
I am not here to be liked. I am here to teach psychology.
A life lesson in self-worth that applies to us all.
“Self-worth comes from one thing – thinking that you are worthy.”
Helpful Video: How to Embrace Change
Externalize the problem and blame someone else for it.
OR
Take responsibility for the problem and search for a solution.
Click here to learn more about Locus of Control.
We live in a world that rewards frivolous behaviour with fame and fortune, so it is no wonder that some students expect their motivation to come from the outside, in the same way that reality show contestants expect to win a million dollars, simply by “showing up”.
We start by reminding students (and ourselves) that motivation begins on the inside. We show students why external motivators will never sustain them. The overjustification effect is just one example of this fact.
Better yet, we tap into students’ own life experiences to ignite long-term commitment and motivation. Students often forget the feelings of joy and anticipation they felt when they first opened their acceptance letters to school.
In the midst of going to class, applying for OSAP, juggling family, work, and school demands, and paying bills, students often forget why they applied to their programs in the first place.
Sometimes, igniting motivation is as simple as asking students “Why?” they are at college in the first place. “Why?” exercises help students get to the heart of what motivates them, guides them, keeps them going. From early morning classes to late night study sessions to unexpected academic costs to making it through final exams.
Students are searching for something better, to change for the better, to make the world better. They want to save lives as nurses, to design hybrid cars as engineering technologists, to help children who are abused as child & youth care workers, to inspire their own children by being college educated, to be independent and self-sufficient, to do what they love, and most of all, students yearn to make a difference in this world.
Once written down, I encourage students to carry their answers (in one word, if possible) in their wallets, post them on the bathroom mirror, on their phones, in their cars, and look to their “Why?” every time they need inspiration.
Their answers remind them “Why?” they choose to study for midterms, “Why?” they choose to write research papers, “Why?” they choose to attend class rather than do something that brings instant gratification.
Intrinsic motivation can be taught in so many ways. During “Why?” Exercises, students teach me. They teach me that hope is enough to sustain us through the hard times. Hope is enough to push us through life’s challenges. And the most important lesson of all is that hope mixed with drive, self-determination, and hard work changes lives for the better.
Thriving Under Pressure 