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Want to Be More Optimistic? Try These Eight Strategies

In Your Corner, Thinking Frames

Want to Be More Optimistic? Try These Eight Strategies

We live in a world that too often seems filled with negativity. Consequently, it can be difficult to maintain a positive attitude, find possibilities in the problems we face, and remain resilient despite the challenges that surround us. Yet, our optimism can be a source of hope and confidence. Optimism helps us to see our challenges as temporary and our situation as something that can be improved with time, and it reminds us that we can be a force for change.  

While optimism may seem like a “nice to have” outlook, it offers several important mental, emotional, and physical benefits. Optimism has been shown to lessen levels of stress and reduce risks of depression and anxiety. Optimistic people tend to be more productive and find their work and life more fulfilling. Additionally, optimists tend to face lower risks of heart disease, stroke, and other heart- and blood-related medical conditions. They also experience the benefits of a stronger immune system, so they tend to be sick less often.  

Some people seem to have been born optimistic, while others seem unable to see anything but negativity and spread their attitude widely. However, most of us fall along a continuum from somewhat negative to somewhat positive. Where we land may be dependent on our current mood and the problems and worries we face. We may wish that we could be more positive more of the time, but we may not be sure how to make the shift. Fortunately, there are many experience-tested and research-supported actions we can take. Here are eight to consider.   

Make smiling a habit. While smiling may take little effort, it can make us happier and more optimistic because the combination of muscles involved in smiling releases a brain chemical that makes us feel happier and more relaxed. Meanwhile, when others see our smile, they are more likely to smile in response. Consequently, we feel more connected and optimistic.  

Increase time spent with positive people. Optimism is contagious. We tend to adopt the attitudes and beliefs of the people with whom we spend most of our time. We can increase the impact when we choose to be positive in their presence. Positive people are more likely to accept, value, and encourage our positivity. Conversely, negative people are more likely to discount, devalue, and discourage any optimistic words and views. Focus on lifting others up; when we do, we are likely to feel better and more optimistic.  

Cultivate a sense of gratitude. Reflecting on the people, opportunities, and other things for which we are thankful is a powerful way to increase our optimism. Gratitude shifts our focus from what we do not have and what is lacking to what makes our lives abundant. Taking time daily to reflect, and even jot down, things for which we are grateful can begin to rewire our brains to notice and be more appreciative of the positive aspects of our lives and leave us more optimistic.  

Practice positive self-talk. Being conscious of negative thoughts is the first step in changing them. We can monitor negative thoughts and challenge and change them. Rather than “I can’t do it,” we can think “I have not done it yet, but I have overcome challenges before.” And rather than “I might fail and be embarrassed,” we might think “I may make mistakes, but I can learn from them and improve.”  

Adopt daily affirmations. Positive messages repeated daily have been shown to improve well-being, increase confidence, and reduce self-doubt. The human mind gives credibility to repetition, so when we regularly reinforce positive thoughts, intentions, and expectations, our brains pay attention and give additional weight to the meaning and implications associated with what we say. We might start with simple statements such as “I am going to succeed,” “Every day I get better and learn more,” or “The challenges I face make me stronger.”  

Identify something daily to look forward to. Anticipation of something positive can have a surprisingly powerful influence on our mood and leave us feeling less stressed. What we look forward to does not have to be grand, but it does need to be meaningful. Looking forward to even seemingly simple things like enjoying coffee with a friend, a leisurely evening walk, engaging in a favored hobby, or spending time with a good book can make a positive difference and leave us feeling more optimistic.  

Set and work toward meaningful goals. Goals by definition are optimistic. After all, they focus our attention on making progress and achieving success. Breaking goals down into manageable, incremental steps helps us to see progress and increases our confidence. Further, steps we take toward achieving our goals can give us a sense of power to create positive outcomes in our lives.  

Reframe problems and setbacks as opportunities to learn and grow. Shifting our perspective can uncover powerful strategies that might be overlooked if our focus is on the severity of our problems or the disappointment of an unsuccessful effort. Reframing our experience can remind us of the power that lies in how we choose to respond to our experiences. We cannot always control what happens to us, but we can control how we choose to respond.  

Developing a more optimistic outlook on life can take time. Setbacks can be expected, doubts will surface, and old habits will be resistant to change. What is important is to notice and celebrate progress. With time and persistence, optimism will grow and become an even greater part of who we are and prepare us to face life’s challenges with greater resilience and hope.  

Five Missteps to Avoid When Working with Talented Students

In Your Corner, Relationships and Connections

Five Missteps to Avoid When Working with Talented Students

Among the students we teach are many who demonstrate special talents. Some students possess talents they fail to develop, while others may have yet undiscovered talents that could propel them to success. Each of these students deserves our attention and support. However, despite the best of intentions, we can make mistakes, misinterpret situations, and misstep in our relationship with them.  

For some students, having a special talent can feel like a burden. For others, their talent can feel like their entire identity. Still other students may possess talent that is of limited interest to them. Our approach and support for these students can make a crucial difference in their learning experience and their relationship to their talent. Here are five potential missteps to which we can fall victim as we work with talented or seemingly talented students and accompanying “sidesteps” to avoid slip-ups. 

Misstep #1: Conflating a student’s talent with their identity. When students exhibit talent in an unusual or high-profile area, it can be tempting to see these students through the lens of their talent. In too many cases, the student’s talent becomes intertwined with their identity. Consider high-profile athletes who are seen as having physical talent but may not be assumed to have artistic interests or academic potential. Similarly, students with an aptitude for technology are often assumed to be introverted or singularly focused on coding, video games, and other technology-related activities, yet they may be outgoing, interpersonally engaging, and masterful communicators.  

Sidestep: We need to recognize the obvious talents these students possess while remaining attentive to other areas in which they may be talented or capable of developing new areas of interest, growth, and performance. At the same time, we need to encourage each student to resist accepting an identify that is defined by their talent. 

Misstep #2: Coaching and nurturing a student to develop a single, narrow talent. When we know a student has a talent in one area, we can make the mistake of assuming it is their primary—or only—talent. Students can have multiple talents, including those of which we are unaware or that the student has yet to discover. While a recognized talent may be a significant contributor to a student’s success, it may be one of many potential talents that the student can develop.  

Sidestep: We might encourage students, regardless of currently visible talents, to continue to explore areas in which they are interested and show ability. Not every talent is immediately visible or obviously present. Commitment, effort, and persistence can lead to an area of interest and aptitude becoming a unique talent. 

Misstep #3: Assuming possession of talent equals interest and commitment. Some students may possess a special aptitude but have little interest in pursuing its development or application. As much as we might desire that the student treasure and build the talent, the talent is owned by the student, and the student should be allowed to decide what to do—or not do—with it.  

Sidestep: We might encourage the student to build and apply the talent they possess. However, we accomplish little if we continue to press the issue. Once we have had our say, we need to step back and allow the student to determine where they will put their effort and whether they will pursue the talent we recognize. 

Misstep #4: Generalizing the presence of talent from a single instance or action. We may witness a behavior, hear an insight, or observe something that leads us to conclude that a student has a particular talent. However, what we see or hear may be a misinterpretation of what the student did or the talent they possess. Attempting to reinforce what we perceive can lead to confusion and stress as the student does not see the talent in themselves and may not have an interest in developing it.  

Sidestep: We might discuss with the student what we observed or heard and explore whether they might possess or could develop a talent in the noted area. Of course, we might be correct and help the student uncover and develop a talent they had not recognized in themself. However, we need to be careful not to push and press if the student does not respond accordingly.  

Misstep #5: Projecting our hopes and wishes for talent on a student. Sometimes we see ourselves in students, and we may want them to succeed in an area we wish we had developed. Or we may confuse our goals with the interests of the student. For example, a talented student might make us look good and even lead to praise and awards for us.  

Sidestep: We can step back and ask ourselves whose interests we are making a priority. While we want to do all that we can to have our students be successful, we also need to give them space to learn, grow, and succeed on their own. They need to make their own choices. We cannot live vicariously through them.  

Talent can be a magical, but confusing, aspect of a student’s life. It can feel like an incredible blessing or a regretful curse. Our challenge is to help students appreciate the gifts they have while respecting and supporting them to maintain a healthy perspective, make wise decisions, and build their talent in ways that work best for them.  

When Students Don’t Participate: Where to Look and What to Do

In Your Corner, Relationships and Connections

When Students Don’t Participate: Where to Look and What to Do

Five Underappreciated Benefits of Strong Student Relationships

In Your Corner, Relationships and Connections

Five Underappreciated Benefits of Strong Student Relationships

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