What inspires change?
I think part of the change equation involves…
Anyone who has played competitive sports understands this. You push your body to its limits; you strategize and analyze, but also realize it may not be the right move for the play; you anticipate and equate; your personal, emotional boundaries are tested. You collapse, and you break.
Yet, you keep playing.
Why? Why do you put yourself through this?
Because you believe you can do it. If you’re lucky, this belief comes from within, but for many, it comes from the people who surround us.
As a teenager, I played varsity volleyball. We practiced hard, and what pushed us was the belief we felt. A lot of this belief came from our coaches. They saw something in us we couldn’t see. They believed in our strength and our skills. They saw the potential and knew exactly how to bring it out. They were able to bring it out because we recognized their belief in us. Their belief translated into personal belief: into a belief in each other. This shifted into change.
With this belief behind us, we were unstoppable.
I was inspired to write this post after watching Invictus. Nelson Mandela understood the power of belief. In this story, we see how the trickle-down effect of belief could shift a nation to change, even if for just a moment.
When I believe in you, and when you can feel this belief, shift occurs. It is at this moment that we gain inner-strength and are able to go beyond what we thought was possible.
These days, I’ve been feeling this familiar shift. I am extremely grateful for the belief my friends/colleagues, my personal learning network (PLN), have in me. They move me to push my boundaries. They move me to reveal the strength and creativity within.
With them, my unfolding becomes a reality.
What change would you like to see? Do you believe in your students/learners/participants? How do you help them believe in themselves?
Want to know more about change? Please read Tana Ebaugh’s exploration: A Model of the Process of Change: Model Development and Exploration and Implications for the Classroom