I don’t think I’ll get very far in my writing career with an opening statement like that, so let me explain.
Parenting is an act of balance… On one hand you have to make your child the most important thing in your world. You do this through time spent with them. This will give them confidence, make them feel happy, and other important stuff*. On the other hand you have to be very intentional with this time so they don’t become selfish entitled little pricks who think the rules don’t apply to them. The balance of parenting is not a game of perfect, it is a game of consistence.
*Extreme simplification. You can read a Science Parenting book for the specifics.
I know I haven’t written a blog post in a while and that is due in large part to focusing on further developing our podcast. However, my wonderful daughter woke up early this morning (loudly) and after cajoling her back to sleep, I decided it would be a great time to work on an article (thanks Sophia). Today’s article is about a very simple rule that will bring you a lot more freedom in your life. The rule goes as follows: people do not change, unless they want to change.
Remember Newton’s Laws of Motion? (I don’t, in fact, I had to Google it before continuing any further). In 1687, Isaac Newton (then not yet referred to as “Sir” until he was knighted in 1705, thanks Google) proposed his three laws of motion in his ground breaking work the Mathematical Principles of Natural Philosophy. His theories on motion, which eventually became laws (the highest order of the Scientific Method), revolutionized the way we see the world today. Well, some of us anyways (I won’t drop any specific names but they see the world as non-spherical).
Now, obviously, I haven’t read his book but from what I gather it can be summarized as didactically exploring the three different Laws of Motion. The three laws are as follows: #1 “without resistance: objects in motion, stay in motion”; #2 “the greater the force, the greater the acceleration”; and #3 “for every action, there is a reaction”. I am no physics teacher (so definitely don’t quote me on the 2nd law) but for the purposes of this article we are going to extrapolate the theories of momentum and motion into human behaviour. That is that people who act a certain way are not going to change unless they either A) have to or B) want to. No amount of wishful thinking or mindforcework is going to make a person change. You can encourage change, you can even be the model of said changes but in the end: the individual is the ultimate decider, the force and the accelerator, of change in their life.
I have heard it said that a majority of the world’s mental frustration and angst is based upon trying to control things that are simply out of their control. When I work with children (and clients of all ages for that matter), I always tell them that the only person they can control isthemselves. Not nature. Not animals (especially not cats). And not others. So stop trying. If there is a behavior that you do not like about someone, you have choices to make. You can either tell them about it and hope they decide to change their behavior or you stop worrying about it altogether. Notice how both of these choices are under your control.
If you have a friend who is chronologically challenged (they are late for everything, and I’m not talking 15 minutes here, I mean an hour) and/or has extremely poor communication skills (perhaps they were raised by Carthusian monks on a lifelong monastic silence) and it drives you bonkers. Stop. Reflect. Is any of this behavior yours to control? No. It isn’t. So stop trying. These people will not change unless they have to or want to. Now, that is not to say that you say nothing or do nothing with this sheepish individual. Again, go back to your self-agency. You can make choices for yourself. Ask yourself: what do I want? If you want your friend to improve on quality x,y, or z, then tell them. But do not text them. We shirk from conflict enough as it is these days and texting, being the new form of human communication that it is (even angry letters sent from Popes and contemporaries of the Middle Ages typically took time to put a level of thought into their diatribes), is simply not an effective method of having a constructive discussion. If you want people to change, you need to tell them and then they can decided whether or not they want to.
The other version of change is when people have to. But really, nobody has to do anything if they don’t want something of it. Take for example the case of the “hopeless alcoholic” (I borrow this character from Bill W’s Alcoholic Anonymous) who can’t stop drinking. Indeed, the compulsive drinking of this reprobate seems to suggest that they are afflicted with something not dissimilar from a disease. It is killing them yet they cannot stop. They are addicted. They are powerless to the drink. Yet we hear of so many people with similar tales of addiction that are able to successfully become sober and remain that way the rest of their lives. But how? Because they want to. They want to be clean. For their families, their friends, themselves. They are proud of their success and their choices (and damn proud they should be). Even if an individual is arrested and told that they can’t, say, have a drink. They still could do it. But if they look at themselves and realize: I am not proud of the fact that I physically assaulted a newspaper box and soiled myself at a bus stop, I need to get myself together here. That is not them having to do anything, that is them wanting to do something. They want to change themselves. These are lasting changes. Not when the wife says do this or I’ll leave. Not when the police say do this or you’re going to prison. Only when the individual says, I need to do this for [insert reason, clause, ultimatum here].
I could write a lot more on this. I have decided that I will and put them into a book to be lost in the oversaturated market that is self-help books. But that is enough for right now. If you like this, then comment on it and ask for more. Share it with your friends. Print it. Frame it. Or burn it. Whatever you do, realize it is your choice. Realize that no one has control over you. That you are the most important voice and decider in your life. That is not to say you should be a selfish individual but rather that you do things because you want to. Not because you feel like you have to. If someone really cares about you, they will want you to do what you want to do. They will not pressure you, they will encourage you. So make good choices and remember that you can’t control anyone, so stop trying to force it. People do not change, unless they want to.
Summer vacation has started in most parts of North America for millions of teachers and students. Usually this is a time of immense joy. The pay off for a long hard year of academic pursuit; however, this break feels noticeably (and understandably) different. Due to the impact of COVID-19, the connection between teachers and students has been greatly affected with much of the learning taking place online. With everything taking place through chat groups, video conferencing, online calendars and a myriad of other digital tools- the very face of education change. In a very brief period of time. We went from going to places of education (schools), to transforming our living spaces into schools. Now, I am not the person to measure or assess the level of success that this had; however, I can tell you that this had mixed results. I believe it has much to do with the relationship between the teacher and the student.
I should begin by stating my bias and why I have immense respect for teachers. I started my career as an elementary teacher before becoming a counselor and am still an employee of a school district. I work alongside teachers, students and families every day. I see the importance that a positive connection can have on an individual. (I also see the consequences of what a negative connection can have with a young learner). Connections are best established and maintained in person not online. That is not to say that you can not do this successfully online, it is just much more difficult and requires a lot more work and time. Something that we don’t have readily available in our ever increasingly busy lives. I have seen amazing examples of thriving online classrooms with lively conversations among teachers and pupils. I have also seen teachers provide tutorials for students who are struggling with specific concepts or one-on-one support for students who request it. The potential is there but there is still something missing.
Humans are hard wired for connections. Read any book on evolutionary biology or behavior. We got to where we are today by cooperation and competition. We did not enter the 21st century through isolation; however, there is growing concern that this is the direction we are heading. I am not against technology (I am using a blog to communicate this) but I do have concerns. I have previously written about the importance of positive adults in the lives of children and I believe that schools are wonderful places for this. I admit I am an optimist as schools can also be places that inhibit individuality and happiness. Buildings full of people but no personality, where “weaker” kids become easy targets for bullies. However, this has much to do with school culture and community that impacts the overall environment. Having a healthy school ethos or philosophy that encourages individuality as well as social-togetherness will develop happy and healthier minds (more on this on another time). The point is that environment, that is the setting and the place, plays a huge role not just in the learning of young minds but also in their well-being. Being stuck at home all day and trying to remember you have a math lesson at 10 is not easy for adolescent minds . They need someone to be there to help them navigate the routine and the daily structure. This is what teachers do.
The focus on 21st century education isn’t on the “what to think” (or the acquirement of information) but rather on “how to think” (strategies that will help us decode, determine, argue, and acquire our own information based on the vast amount of information available). This is why we need teachers. It isn’t so much about memorizing information or facts anymore because anyone can do a google search. The focus is rather on developing the strategies and tools to think critically and openly as well as to express information constructively. It doesn’t take much researching to find that conversations on internet forums are often lacking in their ability for democratic discourse in many participants. We need teachers to help us develop the skill-set to navigate the world ahead. A world of information overload.
There is also a second major avenue that teachers help and that is in the well-being of the individual. What other profession can have such a profound social-emotional impact (either negatively or positively) on an individual? Almost everyone can recount either an uplifting story and/or a Dickensian archetype (the evil Grade [insert number here] teacher) of an educator at some point in their lives. I wonder/worry about those who can’t recall a memorable teacher. My success, not just in terms of career path but also in perspective, I owe in large part to a teacher who was there for me when I was a troubled teenager. Teachers make a difference especially the ones who develop a connection with their students. Humans are hard wired for connection but to establish connection you need presence. It is much easier to do this when you have everyone in the room rather than individually seeking them out (I hear it also makes attendance a lot easier). Research also shows that the more involved a student feels, the more successful they become. It is a lot easier to feel involved in something when you are already there and have someone to help you be accountable than sitting at home on a computer.
In conclusion, teachers make a difference in the lives of children and adolescents. It is difficult to argue otherwise. Contemporary education is not perfect.  And while there is much room for growth, it does provide an environment for many individuals to thrive, if used appropriately. I believe that school is not a place to do menial work, it is a place to develop the hearts and minds of the future. Yes, I know I am an optimist. I said that already.
Please feel free to comment on this thread with additional insights. This was a very brief article and I know there is a lot more to this subject. My aim is not to do it harm but to hopefully do it some small semblance of justice. Thank you for reading.
Individuals benefit greatly from routine. The establishment of routines is associated to executive functioning which occurs predominately in the prefrontal-cortex of the brain. This part of the brain is not yet fully develop in children and adolescents until their early twenties. Thereby making self-directed accountability very difficult for many young minds. For more information see Behave by Robert Sapolsky.
 Think Wilson in the Tom Hanks classic Castaway. He had to give an inanimate object sentience so that he kept his sanity. Therefore, we are hardwired for connection.
 There is much research available on this. I gathered this information from John Shindler’s Transformative Classrooms: Positive Strategies to Engage All Learners (2010).
 It is important to note that I am talking about Western 21st century education here. A system that like many others has historical and cultural associations and implications, often negative ones. Look no further than the impact of Residential Schooling on First Peoples (Inuit, First Nations and Métis) in Canada to see how education has caused cultural, often labeled genocidal, harm.