Parent Teacher Relationship Quotes

The classics tell us that, in relationships, the one between teacher and student comes second only to the one between parent and child.

I love Nick. I love Nick so, so much. But what I’ve realised through all of this is that we need other people too. Siblings. Parents. Friends. More friends. A therapist. Even teachers, sometimes. That doesn’t mean our relationship isn’t strong. If anything… I think we’re stronger now.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

I kept asking myself: What do these people with strong relationships, parents with deep connections to their children, teachers nurturing creativity and learning, clergy walking with people through faith, and trusted leaders have in common? The answer was clear: They recognize the power of emotion and they’re not afraid to lean in to discomfort.

Even after centuries of human interacting, children still continue to rebel against their parents and siblings. Young marrieds look upon their in-laws and parents as obstacles to their independence and growth. Parents view their children as selfish ingrates. Husbands desert their wives and seek greener fields elsewhere. Wives form relationships with heroes of soap operas who vicariously bring excitement and romance into their empty lives. Workers often hate their bosses and co-workers and spend miserable hours with them, day after day. On a larger scale, management cannot relate with labour. Each accuses the other of unreasonable self-interests and narrow-mindedness. Religious groups often become entrapped, each in a provincial dogma resulting in hate and vindictiveness in the name of God. Nations battle blindly, under the shadow of the world annihilation, for the realization of their personal rights. Members of these groups blame rival groups for their continual sense of frustration, impotence, lack of progress and communication. We have obviously not learned much over the years. We have not paused long enough to consider the simple truth that we humans are not born with particular attitudinal sets regarding other persons, we are taught into them. We are the future generation's teachers. We are, therefore, the perpetrators of the confusion and alienation we abhor and which keeps us impotent in finding new alternatives. It is up to us to diligently discover new solutions and learn new patterns of relating, ways more conducive to growth, peace, hope and loving coexistence. Anything that is learned can be unlearned and relearned. In this process called change lies our real hope.

Building resilience depends on the opportunities children have and the relationships they form with parents, caregivers, teachers, and friends. We can start by helping children develop four core beliefs: (1) they have some control over their lives; (2) they can learn from failure; (3) they matter as human beings; and (4) they have real strengths to rely on and share. These

25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react: • They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems. • They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be. • They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses. • Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.

God’s love for us is everlasting. That means that God’s love for us existed before we were born and will exist after we have died. It is an eternal love in which we are embraced. Living a spiritual life calls us to claim that eternal love for ourselves so that we can live our temporal loves – for parents, brothers, sisters, teachers, friends, spouses, and all people who become part of our lives – as reflections or refractions of God’s eternal love. No fathers or mothers can love their children perfectly. No husbands or wives can love each other with unlimited love. There is no human love that is not broken somewhere. When our broken love is the only love we can have, we are easily thrown into despair, but when we can live our broken love as a partial reflection of God’s perfect, unconditional love, we can forgive one another our limitations and enjoy together the love we have to offer.

If the whole world seems like it's against you, it helps to know that you've still got home. A safe place. It just takes one person—a teacher, a friend, a parent. If I didn't have you and Dad, if you hadn't made it so clear you loved me as much as you did, or if you'd said, 'yeah, why don't you do it, and put yourself out of our misery, just shut up,' I would have killed myself. I really would have. I spent most of those days wishing I were dead anyway, and what always stopped me was the fact that doing so would destroy the lives of the only people who ever cared about me.

Young children are important because they contain within themselves the ingredients for learning, in any place and at any time. Parents and teachers are important, too. And that’s because they still control the one early learning environment that trumps all the others: the relationship with the growing child.

Books are part of how we understand ourselves. They shape our identities, even before we can read them. They accompany us throughout our lives. [...] They get tangled up in our relationships with parents, siblings, classmates, teachers, friends, lovers and children. They are part of how groups of people, and even nations, imagine and represent themselves. Books become meaningful objects in all sorts of ways: treasured possessions, talismans, bearers of significance. This book is about how that happens.

French parents are provided with very different information about food, and about children's eating habits, than American parents. This is because French doctors, teachers, nutritionists, and scientists, view the relationship between children, food and parenting very differently than do North Americans. They assume, for example, that all children will learn to like vegetables. And they have carefully studied strategies for getting them to do so. French psychologists and nutritionists have systematically assessed the average number of times children will have to taste new foods before they willingly agree to eat them: the average is seven, but most parenting books recommend between ten and fifteen.

Pride adversely affects all our relationships—our relationship with God and His servants, between husband and wife, parent and child, employer and employee, teacher and student, and all mankind. Our degree of pride determines how we treat our God and our brothers and sisters. Christ wants to lift us to where He is. Do we desire to do the same for others?

That is how we pass our disease to our children, and that is how our parents, our teachers, our older siblings, the whole society of sick people infected us with that disease.

On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.

There is a mirror in which you can see yourself entirely - not your face, but all that you think, all that you feel, your motives, your appetites, your urges and fears. That mirror is the mirror of relationship: the relationship between you and your parents, between you and your teachers, between you and the river, the trees, the earth, between you and your thoughts. Relationship is a mirror in which you can see yourself, not as you would wish to be, but as you are.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000.

The death of the idealized versions of our parents, teachers, and mentors—a stage in the hero’s journey—is always scary because it means that we’re now responsible for our own learning and growth. That death is also beautiful because it makes room for new relationships—more honest connections between authentic adults who are doing the best they can. Of course, these new connections require emotional and physical safety. We can’t be vulnerable and open with people who are hurting us.

Every person you meet has been assigned to play a role in your story as you are assigned to play one in someone else’s. I often say that the people we come across can be one of the four kinds. They can be like pebbles, fountains, quagmire or bridges. Pebbles are those who you meet commonly and in abundance. They do not facilitate anything great but they help you continue walking on this journey of life. Everyone you cross in life without really connecting with them are pebbles. Then there are fountains – who spring water of happiness on you. They bring positivity and joy; they nourish your soul and irrigate the seeds of good thoughts. Your friends, well-wishers are all fountains. Then, on the other end of the spectrum, you have quagmires. These are the people who cause you pain. Now, even some pebbles may have caused you pain as it happens if you tread on a barbed pebble but the difference is that quagmires do that on purpose. They pull you down, induce fear and negativity by discouraging you and worrying you. They will not let you move on – that’s why they keep you bogged down in your failures. Finally, the rarest ones are the bridges – they connect you to unchartered ground that you wouldn’t have reached on your own. They unite you to your destiny. With them, your plane of consciousness expands, you see things you have not seen before; your life becomes more aware, more enlightened. Your parents, your teachers and anyone who touches your life and transcends it into something more beautiful – they are all bridges.

Often the circumstances in which we lost our self-esteem were relationships distinguished by a steeply unequal power balance. Our spellcasters were parents. Teachers. Bullies. So-called friends. Strangers. Romantic partners. Cliques. Coworkers. Your spellcaster was the mean first grader. Or the psycho in the dark. Or the town, school, Scout troop, spiritual community, family, neighborhood that did not understand your type, whatever that type was. Your spellcaster could even be society at large, that nameless, faceless "them" with boundless power and a thousand biases. And it became unbearable to be the bullied one, the hounded one, the outcast and excluded one. If you can't beat 'em, join 'em, the old saying goes. Others hated us, or appeared to. We joined 'em.

Kohlberg’s most influential finding was that the most morally advanced kids (according to his scoring technique) were those who had frequent opportunities for role taking—for putting themselves into another person’s shoes and looking at a problem from that person’s perspective. Egalitarian relationships (such as with peers) invite role taking, but hierarchical relationships (such as with teachers and parents) do not. It’s really hard for a child to see things from the teacher’s point of view, because the child has never been a teacher. Piaget and Kohlberg both thought that parents and other authorities were obstacles to moral development. If you want your kids to learn about the physical world, let them play with cups and water; don’t lecture them about the conservation of volume. And if you want your kids to learn about the social world, let them play with other kids and resolve disputes; don’t lecture them about the Ten Commandments. And, for heaven’s sake, don’t force them to obey God or their teachers or you. That will only freeze them at the conventional level.

Whether it is in a sales situation, love at first sight, a husband and wife having an important conversation, a parent disciplining a child, or a teacher instructing her students, eye contact is a powerful body language for enriching engagement, focus, and communication.

I thought, Dad. Could I go to Vietnam for you? Dad, I could do it. I could do it for you. I could go to the places you fought. I could find the bits and pieces of your heart and soul left behind. If I bring them back, would it heal your pain? Dad, you gave me life. You made possible every good thing in my life. Why do you insist on fighting your nightmares and memories and monsters alone? You don’t have to do it alone, Dad. I could help you fight. Dad, you know what? I’ll be back before you find out so you don’t have to be afraid. I’m going to Vietnam.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

Your False Self is who you think you are. Your thinking does not make it true. Your False Self is almost entirely a social construct to get you started on your life journey. It is a set of agreements between your childhood and your parents, your family, your neighbors, your school chums, your partner or spouse, and your religion. It is your “container” for your separate self. 4 Jesus would call it your “wineskin,” which he points out usually cannot hold any new wine (Mark 2: 21–22). Your ego container likes to stay “contained” and hates change. Your False Self is how you define yourself outside of love, relationship, or divine union. After you have spent many years laboriously building this separate self, with all its labels and preoccupations, you are very attached to it. And why wouldn’t you be? It’s what you know and all you know. To move beyond it will always feel like losing or dying. Perhaps you have noticed that master teachers like Jesus and the Buddha, St. Francis, all the “Teresas” (Avila, Lisieux, and Calcutta), Hafiz, Kabir, and Rumi talk about dying much more than we are comfortable with. They all know that if you do not learn the art of dying and letting go early, you will hold onto your False Self far too long, until it kills you anyway.

school. If they were wonderful, school was wonderful. It had always been that way for me. And if the teachers believed in me, that was at least the first step in a long journey of believing in myself. This was especially true during my more vulnerable moments, back when I was labeled “truant” and “discipline problem.” I was always seeing myself through the eyes of adults, my parents, caseworkers, psychiatrists, and teachers. If I saw a failure in their eyes, then I was one. And if I saw someone capable, then I was capable. Professional adults had credibility and were my standard for deciding what was legitimate or not, including myself. Previously, when teachers like Ms. Nedgrin saw me as a victim—despite her good intentions—that’s what I believed about myself, too. Now I had teachers at Prep who held me to a higher standard, and that helped me rise to the occasion. If I kept at it, slowly, I could do this. The deeply personal relationships with my teachers in this intimate school setting made me believe it.

Building resilience depends on the opportunities children have and the relationships they form with parents, caregivers, teachers, and friends. We can start by helping children develop four core beliefs: (1) they have some control over their lives; (2) they can learn from failure; (3) they matter as human beings; and (4) they have real strengths to rely on and share.

Do they also need us to say “No!”? Perhaps the question is formulated incorrectly. The reality is that children need their parents’ authentic closeness. They need to live with and learn from people of flesh and blood. There are still people who subscribe to a rather outdated expression about defiant children—that they are testing the limits or looking for boundaries. This always happens in relationships where the adult tries to act in ways they think parents should behave. This applies to teachers and others who are part of the child’s life. It is my experience that children have a different objective—to explore whether there is a person behind the role. What they are really doing is challenging our ability and willingness to be authentic, attentive and credible.

Regardless of what Julian felt for me, there was no denying that what I felt for him was love and trust of a very genuine sort. As my own parents had distanced themselves from me more and more - a retreat they had been in the process of effecting for many years - it was Julian who had grown to be the sole figure of paternal benevolence in my life, or, indeed, of benevolence of any sort. To me, he seemed my only protector in the world.

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

A good thought sets you up for a great deed. A good desire sets you up for a great feeling. A good intention sets you up for a great act. A good feeling sets you up for a great experience. A good word sets you up for a great reception. A good mind sets you up for a great fortune. A good deed sets you up for a great reward. A good attitude sets you up for a great life. A good heart sets you up for a great destiny. A good soul sets you up for a great afterlife. A good teacher sets you up for a great lesson. A good job sets you up for a great career. A good education sets you up for a great occupation. A good school sets you up for a great future. A good character sets you up for a great relationship. A good mother sets you up for a great wife. A good father sets you up for a great husband. A good parent sets you up for a great marriage. A good beginning sets you up for a great conclusion. A good today sets you up for a great tomorrow.

Within this underground occulture, the reception of channeled documents recapitulates the end of adolescence and parent/child split within the student/teacher relationship—such channeled books, regardless of their valid provenance, are social markers allowing occult students to split with their symbolic parents (teachers) and families (occult orders) and their metaphors for reality, establish their own metaphors for reality, and thereafter “reproduce” and start their own “families” in the form of new occult groups established around the new channeled documents.

The secret of parenting is not in what a parent does but rather who the parent is to a child. When a child seeks contact and closeness with us, we become empowered as a nurturer, a comforter, a guide, a model, a teacher, or a coach. For a child well attached to us, we are her home base from which to venture into the world, her retreat to fall back to, her fountainhead of inspiration. All the parenting skills in the world cannot compensate for a lack of attachment relationship. All the love in the world cannot get through without the psychological umbilical cord created by the child’s attachment.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”)

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”) Of

…for only someone who has lived in a totalitarian state can appreciate the true character of paranoia. In 1937, when my father returned to Kiev from Luhansk, the whole country was bathed in a miasma of paranoia. It seeped everywhere, into the most intimate crevices of people's lives: it soured the relationship between friends and colleagues, between teachers and students, between parents and children, husbands and wives. Enemies were everywhere. If you didn't like the way someone has sold you a piglet, or looked at your girlfriend, or asked for money you owned, or given you a low mark in an exam, a quick word to the NKVD would sort them out...

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

Questioner: How can we know ourselves? Krishnamurti: You know your face because you have often looked at it reflected in the mirror. Now, there is a mirror in which you can see yourself entirely – not your face, but all that you think, all that you feel, your motives, your appetites, your urges and fears. That mirror is the mirror of relationship: the relationship between you and your parents, between you and your teachers, between you and the river, the trees, the earth, between you and your thoughts. Relationship is a mirror in which you can see yourself, not as you would wish to be, but as you are. I may wish, when looking in an ordinary mirror, that it would show me to be beautiful, but that does not happen because the mirror reflects my face exactly as it is and I cannot deceive myself. Similarly, I can see myself exactly as I am in the mirror of my relationship with others. I can observe how I talk to people: most politely to those who I think can give me something, and rudely or contemptuously to those who cannot. I am attentive to those I am afraid of. I get up when important people come in, but when the servant enters I pay no attention. So, by observing myself in relationship, I have found out how falsely I respect people, have I not? And I can also discover myself as I am in my relationship with the trees and the birds, with ideas and books.

A flower is made only of non-flower elements, such as chlorophyll, sunlight, and water. If we were to remove all the non-flower elements from the flower, there would be no flower left. A flower cannot be by herself alone. A flower can only inter-be with all of us… Humans are like this too. We can’t exist by ourselves alone. We can only inter-be. I am made only of non-me elements, such as the Earth, the sun, parents, and ancestors. In a relationship, if you can see the nature of interbeing between you and the other person, you can see that his [her] suffering is your own suffering, and your happiness is his [her] own happiness. With this way of seeing, you speak and act differently. This in itself can relieve so much suffering." --Thich Nhat Hanh, Zen Buddhist monk, teacher, and peace activist in "How to Love

Is it not very important, while we are young, to be loved and to love? It seems to me that most of us neither love nor are loved. And I think it is essential, while we are young, to understand this problem very seriously because it may be that while we are young, we can be sensitive enough to feel it, to know its quality, to know its perfume and perhaps, when we grow older, it will not be entirely destroyed. So, let us consider the question—that is, not that you should not be loved, but that you should love. What does it mean? Is it an ideal? Is it something far away, unattainable? Or is it something that can be felt by each one at odd moments of the day? To feel it, to be aware, to know the quality of sympathy, the quality of understanding, to help naturally, to aid another without any motive, to be kind, to be generous, to have sympathy, to care for something, to care for a dog, to be sympathetic to the villager, to be generous to your friend, to be forgiving, is that what we mean by love? Or is love something in which there is no sense of resentment, something which is everlasting forgiveness? And is it not possible while we are young, to feel it? Most of us, while we are young, do feel it—a sense of outward agony, sympathy to the villager, to the dog, to those who are little. And should it not be constantly tended? Should you not always have some part of the day when you are helping another or tending a tree or garden or helping in the house or in the hostel so that as you grow into maturity, you will know what it is to be considerate naturally—not with an enforced considerateness that is merely a negative word for one’s own happiness, but with that considerateness that is without motive. So, should you not when you are young, know this quality of real affection? It cannot be brought into being; you have to have it, and those who are in charge of you, like your guardian, your parents, your teachers, must also have it. Most people have not got it. They are concerned with their achievements, with their longings, with their success, with their knowledge, and with what they have done. They have built up their past into such colossal importance that it ultimately destroys them. So, should you not, while you are young, know what it is to take care of the rooms, to care for a number of trees that you yourself dig and plant so that there is a feeling, a subtle feeling of sympathy, of care, of generosity, the actual generosity—not the generosity of the mere mind—that means you give to somebody the little that you may have? If that is not so, if you do not feel that while you are young, it will be very difficult to feel that when you are old. So, if you have that feeling of love, of generosity, of kindness, of gentleness, then perhaps you can awaken that in others.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

The strongest evidence yet was published in 2010. In a painstaking long-term study, much larger and more thorough than anything done previously, an international team of researchers tracked one thousand children in New Zealand from birth until the age of thirty-two. Each child’s self-control was rated in a variety of ways (through observations by researchers as well as in reports of problems from parents, teachers, and the children themselves). This produced an especially reliable measure of children’s self-control, and the researchers were able to check it against an extraordinarily wide array of outcomes through adolescence and into adulthood. The children with high self-control grew up into adults who had better physical health, including lower rates of obesity, fewer sexually transmitted diseases, and even healthier teeth. (Apparently, good self-control includes brushing and flossing.) Self-control was irrelevant to adult depression, but its lack made people more prone to alcohol and drug problems. The children with poor self-control tended to wind up poorer financially. They worked in relatively low-paying jobs, had little money in the bank, and were less likely to own a home or have money set aside for retirement. They also grew up to have more children being raised in single-parent households, presumably because they had a harder time adapting to the discipline required for a long-term relationship. The children with good self-control were much more likely to wind up in a stable marriage and raise children in a two-parent home. Last, but certainly not least, the children with poor self-control were more likely to end up in prison. Among those with the lowest levels of self-control, more than 40 percent had a criminal conviction by the age of thirty-two, compared with just 12 percent of the people who had been toward the high end of the self-control distribution in their youth.

Just as an adult-oriented child is more vulnerable in relationship to his parents and teachers, peer-oriented kids are more so in relationship to one another. Having lost their parental attachment shields, they become highly sensitized to the actions and communication of other children. The problem is that children's natural interaction is anything but careful and considerate and civilized. When peers replace parents, this careless and irresponsible interaction takes on a potency it was never meant to have. Sensitivities and sensibilities are easily overwhelmed. We have only to imagine how we as adults would fare if subjected by our friends to the kind of social interaction children have to endure each and every day — the petty betrayals, the shunning, the contempt, the sheer lack of dependability. It is no wonder that peer-oriented kids shut down in the face of vulnerability. The literature on the impact of peer rejection on children, based on extensive research, is very clear about the negative consequences, employing words like shattering, crippling, devastating, mortifying. Suicides among children are escalating, and the literature indicates that the rejection of peers is a growing cause.

Consider also how love affects the family. Children who grow up without feeling loved leave the house and start searching for love in all the wrong places. They go from broken relationship to broken relationship and from foolish thing to foolish thing, breaking their hearts and others’ time and time again. They were never raised to understand true love and thus must learn it through the school of hard knocks. A truly loving parent should not only meet the needs of a child’s physical life but also of their spiritual and emotional life as well. A loving parent should teach their child how to love, how love works, and how to use it to approach God and others. This God-given duty is on the shoulders of the parents and not the Sunday school teacher. A child should learn the true meaning of love and God daily through the ones they’re closest to, not once a week from someone they hardly know. If they don’t learn from their parents, they’ll think their parents don’t agree with what they’re being taught. Why? Because they don’t experience it daily from their parents. They know that if it meant that much to Mom and Dad, they would practice it daily and take the time to teach their children these principles.

I remember a story by a flight instructor I knew well. He told me about the best student he ever had, and a powerful lesson he learned about what it meant to teach her. The student excelled in ground school. She aced the simulations, aced her courses. In the skies, she showed natural skill, improvising even in rapidly changing weather conditions. One day in the air, the instructor saw her doing something naïve. He was having a bad day and he yelled at her. He pushed her hands away from the airplane’s equivalent of a steering wheel. He pointed angrily at an instrument. Dumbfounded, the student tried to correct herself, but in the stress of the moment, she made more errors, said she couldn’t think, and then buried her head in her hands and started to cry. The teacher took control of the aircraft and landed it. For a long time, the student would not get back into the same cockpit. The incident hurt not only the teacher’s professional relationship with the student but the student’s ability to learn. It also crushed the instructor. If he had been able to predict how the student would react to his threatening behavior, he never would have acted that way. Relationships matter when attempting to teach human beings—whether you’re a parent, teacher, boss, or peer. Here we are talking about the highly intellectual venture of flying an aircraft. But its success is fully dependent upon feelings.

Type II trauma also often occurs within a closed context - such as a family, a religious group, a workplace, a chain of command, or a battle group - usually perpetrated by someone related or known to the victim. As such, it often involves fundamental betrayal of the relationship between the victim and the perpetrator and within the community (Freyd, 1994). It may also involve the betrayal of a particular role and the responsibility associated with the relationship (i.e., parent-child, family member-child, therapist-client, teacher-student, clergy-child/adult congregant, supervisor-employee, military officer-enlisted man or woman). Relational dynamics of this sort have the effect of further complicating the victim's survival adaptations, especially when a superficially caring, loving or seductive relationship is cultivated with the victim (e.g., by an adult mentor such as a priest, coach, or teacher; by an adult who offers a child special favors for compliance; by a superior who acts as a protector or who can offer special favors and career advancement). In a process labelled "selection and grooming", potential abusers seek out as potential victims those who appear insecure, are needy and without resources, and are isolated from others or are obviously neglected by caregivers or those who are in crisis or distress for which they are seeking assistance. This status is then used against the victim to seduce, coerce, and exploit. Such a scenario can lead to trauma bonding between victim and perpetrator (i.e., the development of an attachment bond based on the traumatic relationship and the physical and social contact), creating additional distress and confusion for the victim who takes on the responsibility and guilt for what transpired, often with the encouragement or insinuation of the perpetrator(s) to do so.

With awareness we can easily understand why relationships don’t work — with our parents, with our children, with our friends, with our partner, and even with ourselves. Why doesn’t the relationship with ourselves work? Because we are wounded and we have all that emotional poison that we can hardly handle. We are full of poison because we grew up with an image of perfection that is not true, which does not exist, and in our mind it isn’t fair. We have seen how we create that image of perfection to please other people, even though they create their own dream that has nothing to do with us. We try to please Mom and Dad, we try to please our teacher, our minister, our religion, and God. But the truth is that from their point of view, we are never going to be perfect. That image of perfection tells us how we should be in order to acknowledge that we are good, in order to accept ourselves. But guess what? This is the biggest lie we believe about ourselves, because we are never going to be perfect. And there is no way that we can forgive ourselves for not being perfect. That image of perfection changes the way we dream. We learn to deny ourselves and reject ourselves. We are never good enough, or right enough, or clean enough, or healthy enough, according to all those beliefs we have. There is always something the Judge can never accept or forgive. That is why we reject our own humanity; that is why we never deserve to be happy; that is why we are searching for someone who abuses us, someone who will punish us. We have a very high level of self-abuse because of that image of perfection. When we reject ourselves, and judge ourselves, and find ourselves guilty and punish ourselves so much, it looks like there is no love. It looks like there is only punishment, only suffering, only judgment in this world. Hell has many different levels. Some people are very deep in hell and other people are hardly in hell, but still they are in hell. There are very abusive relationships in hell and relationships with hardly any abuse. You are no longer a child, and if you have an abusive relationship, it is because you accept that abuse, because you believe you deserve it. You have a limit to the amount of abuse you will accept, but no one in the whole world abuses you more than you abuse yourself. The limit of your self-abuse is the limit you will tolerate from other people. If someone abuses you more than you abuse yourself, you walk away, you run, you escape. But if someone abuses you a little less than you abuse yourself, perhaps you stay longer. You still deserve that abuse.

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at single people, you can see that they can’t provide any value – they don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a life, with them. Relationships and Business are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world markets by reducing price over quality, and is now paying the price of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It’s all in the hands of the politicians and the internationalization of the companies. And yet, I just said this to explain the relation between value and product. But here’s another example. I tried to share what I know about Learning with Teachers, Parents and Psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, is never about what the world needs but what the world wants.

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at most singles, you can see that they can’t provide any value – they often don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a lifetime, with them. Relationships and businesses are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world market by reducing price over quality, and is now paying the cost of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It is all in the hands of the politicians and the internationalization of the companies. And yet, I just said this to explain the relation between value and product. But here’s another example: I tried to share what I know about learning with teachers, parents and psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, it is never about what the world needs but what the world wants.

So it’s our discomfort—and even disgust—with the joy of eating that frightens us. And that’s because of a culture that tells us, in a thousand ways, from the time we first start solid foods, that this comfort cannot be trusted. That we cannot be trusted to know what and how much to eat. We must outsource this judgment to experts who know better—first to our parents; then to teachers; then to food gurus and big brands, who sell us on diets, cleanses, food dogmas, and “lifestyle changes.” We cede our knowledge, our own personal relationship with food, to an entire world built on the premise that we don’t know how to feed ourselves.

The exploitative sexual caste system could not be perpetuated without the consent of the victims as well as of the dominant sex, and such consent if obtained through sex role socialization - a conditioning process which beings to operate the moment we are born, and which is enforced by most institutions. Parents, friends, teachers, textbook authors and illustrators, advertisers, those who control the mass media, toy and clothes manufacturers, professionals such a doctors and psychologists - all contribute to the socialization process. This happens through dynamics that are largely uncalculated and unconscious, yet which reinforce the assumptions, attitudes, stereotypes, customs, and arrangements of sexually hierarchical society. The fact of womne's low caste status has been - and is - disguised. It is masked, first of all, by sex role segregation, as in a ghetto, for it makes possible the delusion that women should be "equal but different". Sexual caste is hidden also by the fact that women have various forms of *derivative status* as a consequence of relationships with men. That is, women have duality of status, and the derivative aspect of this status - for example, as daughters and wives - divides us against each other and encourages identification with patriarchal institutions which serve the interests of men at the expense of women. Finally sexual caste is hidden by ideologies that bestow false identities upon women and men. Patriarchal religion has served to perpetuate all of these dynamics of delusion, naming them "natural" and bestowing its supernatural blessings upon them. The system has been advertised as "according to the divine plan".

A woman's life may die away in the fore of self-hatred for complexes can bite hard and, at least for a time, successfully frighten her away from coming too near the work or life that matters to her... Many years are spent not going, not moving, not learning, not finding out, not obtaining, not taking on, not becoming. The vision a woman has for her own life can also be decimated at someone else's jealousy or someone's plain out destructiveness towards her family, mentors, teachers, and friends are not supposed to be destructive if and when they feel envy, but some decidedly are, in both subtle and not-so-subtle ways. No woman can afford to let her creative life hang by a thread while she serves an antagonistic love relationship , parent, teacher or friend.

Deprive yourself of all the possible relationships, and see what you are. Suppose you are not a son to your parents, nor the husband to your wife, nor the father to your children, nor a relative to your kindred, nor a friend to your acquaintances, nor a teacher to your students, nor a citizen to your country, nor an individual member to your society, nor a creature to your God, then you get you-in-yourself. Now ask yourself what is you-in-yourself? You can never answer the question. It is unknowable, just because it is cut off from all knowable relations. Can you thus prove that you-in-yourself exist beyond or behind you? In

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at single people, you can see that they can’t provide any value – they don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a life, with them. Relationships and Business are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world markets by reducing price over quality, and is now paying the price of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It’s all in the hands of the politicians and the internationalization of the companies. Actually, that’s why this Chinese government sends its companies to other countries. And yet, I just said this to explain the relation between value and product. But here’s another. I tried to share what I know about Learning with Teachers, Parents and Psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, is never about what the world needs but what the world wants.

Recognizing that parental responsibility is insufficient for successful child-rearing, but still not conscious of the role of attachment, many experts assume the problem must be in the parenting know-how. If parenting is not going well, it is because parents are not doing things right. According to this way of thinking, it is not enough to don the role; a parent needs some skill to be effective. The parental role has to be supplemented with all kinds of parenting techniques — or so many experts seem to believe. Many parents, too, reason something like this: if others can get their children to do what they want them to do but I can't, it must be because I lack the requisite skills. Their questions all presume a simple lack of knowledge, to be corrected by “how to” types of advice for every conceivable problem situation: How do I get my child to listen? How can I get my child to do his homework? What do I need to do to get my child to clean his room? What is the secret to getting a child to do her chores? How do I get my child to sit at the table? Our predecessors would probably have been embarrassed to ask such questions or, for that matter, to show their face in a parenting course. It seems much easier for parents today to confess incompetence rather than impotence, especially when our lack of skill can be conveniently blamed on a lack of training or a lack of appropriate models in our own childhood. The result has been a multibillion-dollar industry of parental advice-giving, from experts advocating timeouts or reward points on the fridge to all the how-to books on effective parenting. Child-rearing experts and the publishing industry give parents what they ask for instead of the insight they so desperately need. The sheer volume of the advice offered tends to reinforce the feelings of inadequacy and the sense of being unprepared for the job. The fact that these methodologies fail to work has not slowed the torrent of skill teaching. Once we perceive parenting as a set of skills to be learned, it is difficult for us to see the process any other way. Whenever trouble is encountered the assumption is that there must be another book to be read, another course to be taken, another skill to be mastered. Meanwhile, our supporting cast continues to assume that we have the power to do the job. Teachers act as if we can still get our children to do homework. Neighbors expect us to keep our children in line. Our own parents chide us to take a firmer stand. The experts assume that compliance is just another skill away. The courts hold us responsible for our child's behavior. Nobody seems to get the fact that our hold on our children is slipping. The reasoning behind parenting as a set of skills seemed logical enough, but in hindsight has been a dreadful mistake. It has led to an artificial reliance on experts, robbed parents of their natural confidence, and often leaves them feeling dumb and inadequate. We are quick to assume that our children don't listen because we don't know how to make them listen, that our children are not compliant because we have not yet learned the right tricks, that children are not respectful enough of authority because we, the parents, have not taught them to be respectful. We miss the essential point that what matters is not the skill of the parents but the relationship of the child to the adult who is assuming responsibility.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

A good general rule is that one should seek to be loved by one’s peers—one’s spouse and one’s friends are the best examples—but beyond that, one should first seek to be respected. Seeking to be loved is almost always destructive to non-peer relationships. Teachers, for example, should seek to be respected by their students, not loved. Likewise parents, when raising their children, should not seek to be loved; they need to do too much that may not elicit love in order to raise good and, ironically, loving children. In the liberal world in America, the roles of parents and teachers shifted from authority figures to peers. The results have not been good for children or for society. When one seeks to be loved by those over whom one must exercise authority, one compromises the values necessary to do a proper job.

So it's our discomfort - and even disgust - with the joy of eating that frightens us. And that's because of a culture that tells us, in a thousand ways, from the time we first start solid foods, that this comfort cannot be trusted. That we cannot be trusted to know what and how much to eat. We must outsource this judgment to experts who know better - first to our parents, then to teachers; then to food gurus and big brands, who sell us on diets, cleanses, food dogmas, and "lifestyle changes." We cede our knowledge, our own personal relationship with food, to an entire world built on the premise that we don't know how to feed ourselves.

Any teacher can work to build strong relationships with parents and students without recruiting them for political battles. It all starts with recognizing and respecting the responsibility that all educators have to families.

Many of us might use the word love to describe the kind of devotion spiders feel for flies. Spiders genuinely love flies (the way they taste, the way they crunch). They express that love by wrapping up any fly they can catch and keeping it close, slurping out its life force bit by bit. I’ve had many clients whose parents, friends, or lovers treated them this way. I call it “spider love,” though of course it’s really not love at all; it’s a predator-prey relationship. And soul teachers never do it. Real love doesn’t want anyone to be immobilized or attached, certainly not in the dark wood of error. It wants—always, always, always—to set us free.

I want you to think of the most empowering relationship in your life. This should be a relationship with someone who lifted you up, who somehow carried you forward. It could be with a spouse or a sibling; a lover or a friend; a teacher or a coach; a priest, rabbi, or minister; a parent or guardian—it could be anyone.

It is one of the most true things I have ever heard about how education should work. Learning happens in the context of relationships, which may look like trust in a teacher or in the culture that a teacher builds among students in a class. It is within this shared time and space that understanding evolves. It lets students test ideas-and even change their minds.

But a different atmosphere had swept in. Schools and classrooms were no longer about the relationships teachers built with students. There was less room for the carbonated prodding and ribbing that was a staple of high school learning. Now, people who were not part of a classroom's culture were dropping in and applying judgments.

CIRCUIT BREAKER MEDITATION First, settle into your body and your breath, as described in the Basic Mindfulness Meditation in Chapter 3. Invite yourself to move slowly through the meditation exercise, taking your time with each step. Bring your awareness to your jaw and your mouth. Allow your tongue to relax inside your mouth and let your jaw open slightly. Feel your breath passing easily through your relaxed throat. When you feel ready, gently place your hand on your heart, in the center of your chest. Place your other hand on your lower belly, below your navel. Imagine your hands getting warmer, the tiny capillaries and arteries relaxing just a bit to allow warmth to flow into them. Breathe gently and deeply, imagining the breath going into your heart and your belly. With each breath, invite yourself to also breathe into your heart and your belly any sense of goodness, safety, trust, acceptance, or ease that you’re able to bring to mind. Once that’s steady, call to mind a moment of being with someone who loves you unconditionally, someone you feel completely safe with. This may not always be a partner or a parent or a child. Those relationships can be so complex and the feelings can be mixed. It may be, for example, a good friend or a trusted teacher. It may be your therapist, your grandmother, a third-grade teacher, or a beloved pet. Pets are great. As you remember feeling safe and loved with this person or pet, see if you can feel the feelings and sensations that come up with that memory in your body. Allow yourself to really savor these feelings of warmth, safety, trust, and love in your body. When that feeling is steady, gently release the image for now and simply bathe in the feeling for 30 seconds or so. As always, when you’re done with your formal practice, gently and gradually bring yourself back into the room and into the stream of

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

To call certain people, such as your boss, teachers, professors, doctors, your parent’s friends, etc. by their first names might be considered disrespectful. It is best to err on the side of caution until you know what is appropriate.

A branch is only truly joined to the stem if the life of the stem (the juices, the chemicals, the moisture) that the stem gets out of the ground gets to the branch.!e branch has no access to it.!e branch is not touching the ground, but the stem does. If the branch is truly joined to the stem, then that life comes into the branch so the branch can grow.!erefore, if a branch is not growing, if there are no blossoms, if there is no enlargement, if there is no fruit, then it’s not truly joined to the stem. It might be apparently joined. It might be superficially joined, but it’s not organically joined. It might be cosmetically joined, but it’s not actually joined.!erefore, growth is of the essence of the relationship between a branch and a stem.!ere you have it.!e stem pulls life out of the ground into the branches so there can be growth.!at is the image of our relationship with Christ, and it is a tremendously critical image to realize. Jesus says here with this illustration that his relationship to a Christian, his relationship to someone who has been converted and who has become part of his family, is more intimate than a relationship of an employer to an employee or of a teacher to a student or of a parent to a child or even of a husband and a wife.

Respect: If your son is raised connecting the word respect with the following statements: “I respect the choice you are making to wear your sandals; I will be wearing my rain boots.” “I can see how upset you are, and I love you and respect you too much to fight with you, so I am going to go outside until I cool down and then we can talk about what happened.” “I know you like having the same lunch every day, so I bought you everything you need to make the lunch that you like.” “I can see that the way you organize your clothes really works for you.” “I can feel myself getting angry, so I am going to go cool down and think about how I feel about the situation and then maybe we can find a solution that works for all of us.” “I respect your choice not to work on your science project and I hope you can respect my choice not to get involved in the decision your teacher makes.” “I know your uncle can be very judgmental and in spite of that, you showed respect for his point of view and for the rest of the family by not arguing with him over dinner.” … it is reasonable that you will raise a son who has a healthy concept of what respect looks like, sounds like, and feels like in a relationship with others. Message: Respect is a two-way street and we both participate. Cooperation: If your daughter is raised hearing: “How about you carry the jacket to the car just in case the weather changes? If you decide not to wear it, that’s fine, but at least you will have it with you.” “Would you be willing to help me out at the store and be in charge of crossing things off my list and then paying the cashier while I bag the groceries?” “I am not going to have time tonight to help you with your project, but if you are willing to get up an hour early tomorrow morning I could help you then.” “I promised your brother I would make him a cake and I am wondering if you would like me to teach you so we can make our cakes together from now on.” “I am willing to watch thirty minutes of your show, even though you know it’s not my favorite, before I go to the other room to read.” “We have a lot of camping gear to set up, how do we want to divide up the jobs?” … it is reasonable that you will raise a daughter who has a healthy concept of what cooperation looks like, sounds like, and feels like in a relationship with others. Message: Cooperation is a willingness to work together. Responsibility: If your children are raised hearing: “I trust you can find another pair of mittens to wear today at school.” “Only you can decide how much lunch you will eat.” “I don’t know where you put your soccer shoes. I put mine in the hall closet.” “I’m sorry, but I won’t bring the homework that you left on the counter.” “You told the coach that you would put in the extra time outside of practice; you’ll have to explain to him why that didn’t happen.” “Do you have a plan for replacing the broken window?” “I understand that you are frustrated. I am following through with our agreement.” … it is reasonable that you will raise children who have a healthy concept of what responsibility looks like, sounds like, and feels like in a relationship with others. Message: Responsibility is being able to respond effectively to the situation at hand.

Easily he had turned studying my least favorite subject in history into my now most memorable one. Then there was his want to make our relationship more real than superficial, something very new to me. Though I was one relationship more knowledgeable than he was, it always felt like he knew more than I did of how relationships where built for the long run. Then again, he could have just learned that from watching his parents or maybe the innocence of our relationship just made him want to keep it pure and real. Like digging deep and wanting to get to know me, not just make out sessions every time we were together. Augusto knew more of the real me, the girl who wants to be a history teacher, enjoys her fries with garlic and cheese, and appreciates when a boy doesn’t complain when plans are made with my friends and he isn’t a part of them.

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.

Many people have felt the effects of favoritism on the part of parents, teachers, employers, or in other contexts. This is one thing we never need to worry about with our heavenly Father. God loves each one of his children equally. He doesn’t dispense either his favor or his discipline on a whim. If we see another believer who seems to be especially favored, perhaps they’ve positioned themselves to receive more of God’s blessings by obeying his guidelines for living. If someone seems to have a closer relationship with God than we do, it’s probably because they’re more committed to the disciplines that foster spiritual growth. In any case, God never shows partiality; we’re all his favorite children.

Their poking fun may be a sense of their inadequacy in communication, their underlying jealousy, their worries about exclusion from the conversation, and meeting someone different from themselves. For bilinguals meeting this situation, it is a matter of diplomacy, building bridges and breaking down barriers, keeping a good sense of humour, and trying to be tolerant. Pragmatically, rather than idealistically, it is bilinguals who often have to forge improved relationships. Bilinguals have the role of diplomats and not dividers, showing that language diversity does not mean social divisions, that speaking a different language can still mean a harmonious relationship. Ironically, those who are the victims have to become the healers.

Doubtless there was discussion in the teachers’ common room about which sister the latest Spencer recruit to Poplar class would emulate, Sarah or Jane. It was a close run thing. Diana was in awe of her eldest sister but it wasn’t until later in life that she forged a close relationship with Jane. During their youth Jane was more likely to put her weight and invective behind brother Charles than her kid sister. Diana’s inevitable inclination was to imitate Sarah. During her first weeks she was noisy and disruptive in class. In an attempt to copy her sister Sarah’s exploits she accepted a challenge which nearly got her expelled. One evening her friends, reviewing the dwindling stocks of sweets in their tuck boxes, asked Diana to rendezvous with another girl at the end of the school drive and collect more supplies from her. It was a dare she accepted. As she walked down the treelined road in the pitch black she managed to suppress her fear of the dark. When she reached the school gate she discovered that there was no-one there. She waited. And she waited. When two police cars raced in through the school gates she hid behind a wall. Then she noticed the lights going on all over the school but thought no more about it. Finally she returned to her dorm, terrified not so much at the prospect of getting caught but because she had come back empty handed. As luck would have it a fellow pupil in Diana’s dormitory complained that she had appendicitis. As she was being examined, Diana’s teacher noticed the empty bed. The game was up. It was not just Diana who had to face the music but her parents as well. They were summoned to see Miss Rudge who took a dim view of the episode. Secretly Diana’s parents were amused that their dutiful but docile daughter had displayed such spirit. “I didn’t know you had it in you,” said her mother afterwards.

At that moment, Lee realized CJ would be someone he could always count on, always trust, a kindred spirit of sorts. He would do anything for her, and he had a feeling she would do the same for him. And while there had been times he thought about what it might be like to be in a romantic relationship with her, he knew their being loyal friends was more relevant for them. Not having developed meaningful relationships as a child—not with his parents, his teachers, siblings, or friends—he only now realized their inherent value and was grateful the first meaningful one he did have wasn’t encumbered by romance. “Me

As she nurtured her business relationships, Hall spent less time meeting teachers and parents and visiting schools. Often, she seemed to approach her job more as a CEO than an educator.

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

He always had a special relationship with his older daughter. Deep down, he thought it was still there. But they had to get through this early-teen thing. At the recent parent-teacher conference, Sheridan’s English teacher, Mrs. Gilbert, asked him and Marybeth if they knew what was worse than an eighth-grade girl. They shrugged, and the teacher said, “Nothing on earth.

start on time? Is the bathroom clean? Are your feelings positive in that space? You won’t find perfection anywhere, nor do you need it. Just go in with a humble attitude and soak up everything you can. Come a few minutes early and sweep the floor or tidy the bathroom. Bring fresh flowers. Contribute, and learn whatever you can, and when the time comes to move on, leave on good terms with everyone. Don’t show up at all unless you’re willing to commit to at least six months of humble receptiveness. And don’t quit without notifying the instructor and thanking him or her sincerely. Present a small gift, nicely wrapped, to cement what should be a lifelong relationship. In China, they say a teacher for a day is a parent for a lifetime.

Excessive Shame It is unfortunate that one of the recurring experiences for individuals with ADHD is personal criticism or comments about how they just did something stupid. Often, the people making these comments are important authority figures—parents, teachers, peers, bosses, and, yes, spouses. Unfinished projects (distraction), poor decision making (impulsivity or too much information to process), memory problems, and more mean that people with ADHD often fail to do things as quickly as or in the same way that those without ADHD do them.

The sheer scale of the family wealth makes Jonathan’s concerns about losing it seem pretty irrational. But emotions are emotions. “You put the walls up and you want to guard it and protect it and defend it and heaven forbid somebody should take it from you,” he says. “You’re fear-based now.” In some ways, being very rich and very poor are strangely similar. Just as having not enough money creates fear and anxiety, so can having more than you know what to do with. At both ends of the spectrum, money tinkers with our notions of self-worth, our egos, our social lives, the stability of our marriages, our relationships with children, parents, and siblings—even our mental health. Raising that difficult child properly requires a network of friends and relatives, teachers and advisors, except in the ultrawealth world those teachers and advisors wear business casual and charge substantial fees. “I’m a lawyer, not a therapist,” one estate lawyer who caters to ultra-high-net-worth clients told me. “Although the fact of the matter is, you become one.

The effects of parental abandonment, abuse, and neglect can be mitigated if children have access to a relationship with a loving adult such as a teacher, a minister, a neighbor, or a relative who is empathically attuned to the child’s feelings.

It is not unusual to be drawn into a love relationship with a person we hurt in the distant past in an attempt to heal. The problem is that instead of healing an ancient wound, most often we end up reinjuring each other. That person who once burned you at the stake for your beliefs in a Christian or pagan god, and whom you confuse for your beloved, ends up lighting the kindling under you once again. And you’re left wondering why you are choking from the smoke of the relationship. When you are sure that you have met your dream lover, your soul mate, and every cell in your body is quivering with excitement, run away as fast as you can. Unless, of course, you are ready to sign up for another lesson in the school of emotional storms. We never got the best parents, only the right parents for us. We never got the best spouse, only the right spouse. The sooner we recognize this the faster we will be able to move on to more interesting engagements with the world. Learning to love the people you do not necessarily approve of or agree with is a challenge, but they are often our greatest teachers. They hold the mirror up to us so we can see hidden and neglected parts of ourselves in them. As for your soul mate, accept that you will never find that person perfectly designed to your romantic specifications. They do not exist. But know that you can become the right partner. This will only happen once you stop looking for him or her.

Here are five ways loving yourself can change your life: 1.A kinder, gentler you. Imagine talking to yourself in a loving and supportive way. Kind of like a best friend, coach, parent, or teacher. Being supportive, encouraging, and forgiving allows for grace and peace to come into your life. 2.More energy for living fully. Freeing up space and time to nurture yourself and practice self-care allows for a renewal of energy and an endless supply of fuel that comes from within. It’s like a well that never runs out of water. 3.More love to share with others. Cliché, but so true! It’s hard to love someone else the way you want to if you don’t first love yourself, and you may fall into a pattern of dependency or need. Loving yourself more will have a positive impact on all of your relationships. 4.Healthier relationships with loved ones. Without self-love to fuel our own lives, we will feel the need to look elsewhere, and sometimes that takes the form of attempting to find fuel in relationships with others. Unfortunately, these relationships can become imbalanced and filled with need, resentment, and bitterness, as we look to others to make us happy or help us feel worthy. Learning to self-love allows us to have healthier dynamics and expectations in relationships. We become the creators of our happiness. 5.No longer dependent on external measures of success. Of course, it feels wonderful to be successful and reach your goals. When self-love fuels this rather than self-doubt and fear, success becomes something to enjoy and appreciate with gratitude and a strong sense of our gifts.

At the end of the day, we are all products of our relationships and experiences, both past and present. Our parents, siblings. Aunties and uncles. Our babysitters and teachers. Our best friends, the first boys who’d ever broken our hearts—as well as the last ones. The man behind the counter in the corner store who refused to sell us the candy when we were nine-years-old because we were ten cents short; even the recluse across the street. Those are the relationships that have shaped who each of us are today and who we will be tomorrow. Kate

sharing stories of adolescent relationships, adventures, and experiences are a lovely way to connect. What is a good rule of thumb for discerning what memories are appropriate to share? You know how people always tell kids, “Don’t post anything online you wouldn’t want your grandmother or teacher to see”? In the same way, I counsel parents not to share private stories with teens that you wouldn’t share with a new coworker or new acquaintance.

Love starts with loving and accepting yourself as you are. Loving yourself and selfishness are two different things. To love and accept yourself does not mean to be narcissistic and obsessive with yourself. A basic love and acceptance for yourself are a basic phenomenon to learn to love other people. It is only then that you can really love somebody else. Accept yourself, love yourself, because you are God's creation. There has never been anybody like you, and there will never be anybody like you. You are a unique creation of God, and without you God's symphony would be less. Acceptance creates the climate and atmosphere out of which love grows. Love is only possible when there is a deep acceptance of yourself, a deep acceptance of others and a deep acceptance of existence. Then for the first time, life is happening in your lifeand God is happening in your life. That is what life is all about. The moment you love and accept yourself as you are, you begin to trust yourself, you begin to trust others and you begin to rust existence. When you accept yourself, you begin to accept life. When you reject and condemn yourself, you also rejectlife. If you reject yourself, you are also rejecting God. If you accept, yourself, you also accept God. Then whatsoever happens is God. Then life is good and death is good, then love is good and alonenessis good. But you have been conditioned to not love and accept yourself. Your mind has been poisoned not to love and accept yourself, which creates a tension in you between who you are and how you should be. This creates a tension and anguish in people. Humanity has lived in this tension, anxiety and worry for centuries. All societies and cultures have socialized and taught you an ideal of how to be, which has to be fulfilled. Nobody has ever told you that you are valuable, loveable and a beautiful being as you are. To love and accept yourself as you are is the most difficult thing in the world, because it goes against your socialization, your education and your culture. You have been told how to be by your parents, teachers, politicians and priests. You have been programmed to never love and accept yourself as you are and always strive to get better and improve yourself. When you stop trying to improve yourself to fulfill the ideal of how you should be, in that acceptance life starts flowing through you. When you don't judge and condemn yourself, you flower and life starts caressing you. The whole existence starts pouring its energy into you when you are open. Accepting yourself is prayer. Accepting yourself is gratitude to life. Accepting yourself is to relax into your being, which is how God wants you to be. Accepting yourself is to be who you are. Then life showers its gifts on you abundantly, which we could not receive before because we felt that we were not worthy to receive them. Acceptance is the door to God, to live God in your life.

If you are a person who devotes your life to the welfare of others—as a nurse, teacher, or social activist—meditation practice can protect you from burnout and open your eyes to a deeper understanding of ethical concerns. Bringing a contemplative dimension to your work allows you to honor your convictions while remaining open and flexible, even in the middle of chaos and confusion. If you are a parent or child, friend or lover, listening to the other with an unprejudiced heart, while fully expressing yourself, is a way of practicing the precepts that brings enlightenment into your relationships.

I remember when I first became a believer in Jesus. I somehow thought it was my duty to change people for the sake of spreading the gospel. I would rejoice when people would find hope in Christ but would feel like a failure when someone would decline the invitation to know Jesus as Lord and Savior. It was a little discouraging. But that’s because my understanding of how God works in my life was off. I say this because I believe many of today’s Christians put too much pressure on themselves to bring people to Jesus. It’s our job to love people, not change them. Only the Holy Spirit has the power and authority to do such a thing. Our calling is to simply share the gospel in love and truth, showing the character of Jesus through our everyday lives. When you let yourself off the hook for being solely responsible for somebody’s soul, you will find a totally new sense of freedom: the freedom to love. You don’t have to be perfect. You don’t have to know all the right things to say. You don’t have to have all the answers. And if your message is totally rejected . . . it’s not on you. It’s between that individual and God. Maybe you’ll get another opportunity to try, but it’s not your job to change him or her. Our job is to simply be available for those who are looking to know more about God, take opportunities to be vocal about our personal relationships with him, and continue to point people back to God with every question they may have. I didn’t understand this in the early years of my faith, and I put way too much pressure on myself when it came to people being transformed. Why? Because we live in a performance-based culture, and yes, even pastors have a tendency to fall captive to its pull. Like me, you probably feel pressured from multiple angles. We’re told by advertising that we need to be attractive, by parents that we need good jobs, by teachers that we need good grades, by friends that we need to give more time. Jesus isn’t like that. He doesn’t make irrational demands and point a finger at us for not living up to the expectation. The only thing Jesus wants from us is our love. And when we learn to offer him that love, we long to obey him and live in the better way he has for us as well. It’s a beautiful thing. As we learned from Jesus in Matthew 25, we can love God simply by loving others. Whether that love produces a change in their lives is up to God. We don’t have to stress about it. Only the Holy Spirit has the power and authority to change someone’s heart. Our calling is to simply share the gospel in love and truth, showing the character of Jesus through our everyday lives. This alone is the calling of a Christian. This alone is a weighty yet fulfilling purpose for all who choose to pick up their crosses daily. If we were to scour the Bible, we’d see there isn’t a single passage that states we are called to change people ourselves. Why? Because it’s not our job, and it was never intended to be. We must take a step back and realize that God’s job is to be God and our job is to lead people toward the door that is hope. Once we’ve done this, we must let go and allow the one who created the world to take care of the rest. If we had the power to change people, the transformative love of God wouldn’t be needed. Don’t waste your time trying to change people. Instead, focus on loving well.

This is a humbling lesson in power for those of us who believe that, because we’re a parent, teacher, or manager, our job is to change other people and make them behave.

Too many of the teenagers I encounter in my practice and across the country are late in developing what it will take to function as an adult and create adult relationships: agency, independence, intimacy, fortitude, and self-reliance. Often it's because their community (not just parents but also peers, teachers, and extended family) is focused exclusively on the high-school paper chase and fails to encourage these qualities. I try desperately to convince these teens and their parents that delaying the emotional work of adolescence is dangerous. "We're discovering that the brain during adolescence is very malleable, very plastic," Steinberg says. "It has a heightened capacity to change in response to experience. That cuts both ways: On the one hand it means that the brain is especially susceptible to toxic experiences that can harm it, but it also means that the brain is susceptible to positive influences that can promote growth. That's an opportunity we're squandering.

Just like the sacrifice of parenting, teaching is a daily 'giving away' of myself. I give my time and my energy, my knowledge and my care. I give stories and I give listening. I give my attention and my interest. I give of myself. I give myself away. And I do it because I love it - because I love seeing children grow and learn and develop. I invest in my students, letting them know that I see them, that I believe they can learn, that I value their efforts... That they are important to me. And I do this, this giving and investing, because I know that the best kind of teaching stems from an authentic relationship. Don't tell them what you know until you show them that you care.

5. In individual relationships, we believe that relationships grow closer with time. But that’s not the whole story. Sometimes long relationships reach plateaus. And with the right moment, relationships can deepen quickly. • Fisherow and her team turned around the troubled Stanton Elementary School by relying, in part, on short parent-teacher home visits before the start of school. 6. According

Even though we remain the same person, we have different types of relationships with our parents, children, spouse, relatives, friends, teachers, students, colleagues and neighbours. Each type of relationship fulfils a need which other relationships can’t fulfil. A happy person is one who maintains all types of relationships in life.

Toxic parents also sabotaged friendships that might have provided the child with confidence and other support. This also included relationships with close family members, coaches, or other mentors or teachers in the community.

I knew this trailer park well. It was a part of my childhood. I came to a stop in front of Beaus’ trailer. It would be easier to believe that this was the alcohol talking, but I knew it wasn’t. We hadn’t been alone in over four years. Since the moment I became Sawyer’s girlfriend, our relationship had changed. I took a deep breath, then turned to look at Beau. “I never talk in class. Not to anyone but the teacher. You never talk to me at lunch, so I have no reason to look your way. Attracting your attention leads to you making fun of me. And, at the field, I’m not looking at you with disgust. I’m looking at Nicole with disgust. You could really do much better than her.” I stopped myself before I said anything stupid. He tilted his head to the side as if studying me. “You don’t like Nicole much, do you? You don’t have to worry about her hang-up with Sawyer. He knows what he’s got, and he isn’t going to mess it up. Nicole can’t compete with you.” Nicole had a thing for Sawyer? She was normally mauling Beau. I’d never picked up on her liking Sawyer. I knew they’d been an item in seventh grade for, like, a couple of weeks, but that was junior high school. It didn’t really count. Besides, she was with Beau. Why would she be interested in anyone else? “I didn’t know she liked Sawyer,” I replied, still not sure I believed him. Sawyer was so not her type. “You sound surprised,” Beau replied. “Well, I am, actually. I mean, she has you. Why does she want Sawyer?” A pleased smile touched his lips making his hazel eyes light up. I realized I hadn’t exactly meant to say something that he could misconstrue in the way he was obviously doing. He reached for the door handle before pausing and glancing back at me. “I didn’t know my teasing bothered you, Ash. I’ll stop.” That hadn’t been what I was expecting him to say. Unable to think of a response, I sat there holding his gaze. “I’ll get your car switched back before your parents see my truck at your house in the morning.” He stepped out of the truck, and I watched him walk toward the door of his trailer with one of the sexiest swaggers known to man. Beau and I had needed to have that talk, even if my imagination was going to go wild for a while, where he was concerned. My secret attraction to the town’s bad boy had to remain a secret. The next morning, I found my car parked in the driveway, as promised, with a note wedged under the windshield wipers. I reached for it, and a small smile touched my lips. “Thanks for last night. I’ve missed you.” He had simply sighed it “B.

How would you describe yourself? 2. What was the happiest moment of your life? 3. What was your most embarrassing moment? 4. What is your first childhood memory? 5. Who has been the most influential person in your life and why? 6. What is something you did as a teenager that your parents never learned about? 7. What’s your favorite time of year and why? 8. If you were asked to give yourself a new name, what would it be? 9. If you were asked to give me a new name, what would it be? 10. If we hadn’t met each other, where would you be right now? 11. What was on your mind the last time we were having sex? 12. What is your favorite sexual memory of us? 13. What movie reminds you of us? 14. Which of your parents are you most like and in what ways? 15. What is your favorite thing I ever did for a special occasion for you? 16. What’s your favorite physical feature on you? 17. Who was your favorite teacher when you were a child? 18. Which significant other before me had the biggest impact on you? 19. What’s the angriest you ever felt? 20. Which of your personality traits do you wish you could change? 21. Which of your parents did you go to when you wanted to talk and why? 22. Which of your friends would you choose if you had to be on a desert island with just one? 23. When you were a kid, did you feel that you fit in? Why or why not? 24. If you could go back in time, what age would you be again? 25. If you could see into the future, what would you want to know? 26. What is the best thing about our relationship? 27. Are you an optimist, a pessimist, or a realist? 28. What things about me make you know I’m the one for you? 29. If our house was on fire and you had a chance to grab only five things before leaving, what would they be? 30. If you could be born again as someone else, who would you be and why? 31. What is your favorite song of all time and why? 32. What is the worst decision you ever made? 33. If you could hand-pick the leader of our country, who would it be and why? 34. What kind of animal do you see yourself as? 35. What kind of animal do you see me as? 36. If you could boil down your life philosophy into one sentence, what would it be? 37. If you could remain one age forever, how old would you be? 38. Would you be willing to live a year in another country where we don’t speak the language? Why or why not? 39. If you had one magical superpower, what would it be? 40. How do you think other people perceive you? 41. Aside from me, who really knows you the best? 42. What is the wackiest thing you’ve ever done? 43. Have you ever had a supernatural or unexplainable experience? If so, what was it? 44. What do you believe happens immediately after we die? 45. In what situations do you feel the most confident and sure of yourself? 46. In what situations do you feel the least confident? 47. What is the best thing you learned from your mom and dad? 48. What one major life regret do you have? 49. On an average day, what do you think about most? 50. What makes you feel most fulfilled in our relationship?

Giving advice and serving as a mentor are two fundamental leadership roles for a parent, teacher, or executive. Failure to tackle sensitive issues increases the likelihood that tasks fail, relationships erode, time is wasted, and money is lost due to poor communication. Lean into those feared conversations. Try them when you’re a bit tired so that your natural defenses are down; this state can help you tolerate discomfort and draw on feelings that are less buttoned-down.

When the artist an the audience are together, collaboration on the work becomes mundane and actual; the work shapes itself in the speaker's voice and the listeners' response together. This powerful relationship can be, and in politics frequently is, abused: the speaker may appropriate the power to himself, dominating and exploiting the audience. When the power of the relationship is used not abused, when the trust is mutual, as when a parent tells a bedtime story or a teacher shares the treasures of the intellect or a poet speaks both to and for the listeners, real community is achieved; the occasion is scared.

In our culture, however, possessing this trait is not considered ideal and that fact probably has had a major impact on you. Well-meaning parents and teachers probably tried to help you “overcome” it, as if it were a defect. Other children were not always as nice about it. As an adult, it has probably been harder to find the right career and relationships and generally to feel self-worth and self-confidence.