Quit Smoking Motivation Quotes

because the cigarette or spliff was an indispensable technology, a substitute for speech in social situations, a way to occupy the mouth and hands when alone, a deep breathing technique that rendered exhalation material, a way to measure and/or pass the time. More important than the easily satisfiable addiction, what the little cylinders provided me was a prefabricated motivation and transition, a way to approach or depart from a group of people or a topic, enter or exit a room, conjoin or punctuate a sentence. The hardest part of quitting would be the loss of narrative function; it would be like removing telephones or newspapers from the movies of Hollywood’s Golden Age; there would be no possible link between scenes, no way to circulate information or close distance, and when I imagined quitting smoking, I imagined “settling down,” not because I associated quitting with a more mature self-care, but because I couldn’t imagine moving through an array of social spaces without the cigarette as bridge or exit strategy.

Smoking eats.. YOU.

People knit for their own reasons, but some of the most intense knitters I know are the ones who used it to help them quit smoking. It’s a perfect plan, really; knitting keeps your hands busy, and it is relaxing and repetitive enough to hold off most of the urges to smoke. You get to spend your cigarette money on yarn, a powerful motivator, and two weeks after you quit you have four sweaters, three hats, and several really big afghans. Knitting can be a useful tool for self-improvement.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

habit: a cue, or something that triggers us to perform a routine, so that we may receive a reward. For example: You smell cigarette smoke (the cue), you reach for a cigarette and light it up (the routine), and you get a nicotine buzz (the reward). Duhigg asserts that we don’t really break habits; rather we change out the routine from existing habit loops. In other words, when we are trying to extinguish a habit, the cue remains and the reward remains, we just change out the middle part. In the case of cigarette smoking, you still have the same cues (stress, the smell of smoke, seeing people inhale). The difference is what you do with those cues. Maybe you go for a run, or make a pot of coffee, or do some breathing exercises instead. Whatever it is, the new, healthier routine needs to provide a similar reward so you are motivated to replicate it in the future.

Habit formation, in The Power of Habit, author Charles Duhigg talks about three components necessary to form a habit. A cue, or something that triggers us to perform a routine so that we may receive a reward. For example, you smell cigarette smoke, the cue, you reach for a cigarette, and light it up, the routine, and you get a nicotine buzz, the reward. Duhigg asserts that we don't really break habits, rather we change out the routine from existing habit loops. In other words, when we are trying to extinguish a habit, the cue remains, and the reward remains, we just change out the middle part. In the case of cigarette smoking, you still have the same cues, the stress, the smell, the smoke, seeing people inhale. The difference is what you do with those cues. Maybe you go for a run or make a pot of coffee or do some breathing exercises instead. Whatever it is, the new healthier routine needs to provide a similar reward, so you're motivated to replicate it in the future. If it doesn't get you off it won't work.

Everyone is talking about self improvement these days. It’s so fashionable. Quitting smoking, stop drinking or working out. But what these people forget is that in order to self improve one has to self destruct first. No Ying without Yang. One can only rise to immense heights after one has reached the bottom of the pit. And that’s what you want to do? Self destruct? Asks Benny. Sure why not? Always a good reason to. And who knows... maybe it even motivates me to actually self improve one day! So, let’s self destruct!

How many Catholics—indeed, how many Catholic missionaries—hold those same beliefs today? How many would be willing to proclaim those beliefs to an unfamiliar and quite likely hostile audience? How many truly believe that the opportunity to convey the Gospel message is worth the risk of offending an audience, worth the risk of being rejected and scorned, worth even the risk of life itself? If the work of evangelization is not worth those risks, then why do we honor the martyrs who took them? Were they foolish? Were they intemperate zealots motivated by noble ideals, no doubt, but wanting in prudence? Did they, in the end, do any good for those pagan tribes?

The first step is the same for all of us: put down the cigarette, or your preferred nicotine-based weapon of choice. The next step, and the one after, and the one after that, for as long as it takes for the veil of illusion to lift – and lift it will, I promise you, if you give time time – is a walk in the park, compared to your life as a smoker. Just keep on walking. Trust yourself. Trust the process. Trust anything, but the lies your nicotine addiction is telling you.