By Crystal Byers via Brevity.
It was a day like any other school day—me, teaching the next generation, returning their graded memoirs, explaining the meaning of …Then Fall, Mrs. Byers: Writing That “Single Moment”
I’m from wide open spaces, endless horizons, and Oklahoma skies. I grew up dancing in studios on Main Street and dreaming of city lights and bigger audiences. A performing arts high school was beyond my wildest possibilities. There was no such thing in the rectangular strip of Oklahoma called The Panhandle, but never mind all that.
This coming fall I begin a new chapter, post grad school, and an exciting upcoming job. 1) I’ll be teaching seniors at a performing and visual arts high school downtown. 2) In twenty years of teaching, I’ve never had the opportunity to teach whatever I want. Until now.
Back in May, I received an e-mail from my new department chair. He asked me for my book list. The PTO would be ordering the following week. I had no time to lose. I scrambled to put my list together. I chose some texts that have worked for me in the past and some I haven’t taught before but LOVE. In my experience, if I love it, the majority won’t hate it. I’m determined to make readers out of non-readers this year. Some of my choices are edgy. I’ll need to prepare for alternatives. We’ll see how it goes.
During July, I must go about deciding exactly how I will go about teaching my anchor texts, and so here I brainstorm. With my AP Literature and Composition classes, we’ll begin with a mix of short stories and poetry before they tackle Charlotte Brontë’s Jane Eyre. The novel will pair well with Charlotte Perkins Gilman’s “The Yellow Wallpaper” and Edgar Allan Poe’s “The Fall of the House of Usher,” probably William Faulkner’s “A Rose for Emily.” I’ll have to think more on poetry, but Mary Oliver’s “The Journey” should work along with Maya Angelou’s “Still I Rise.”
Published in 1847 under the male pseudonym Currer Bell, Jane Eyre is gothic, while contemporary and feminist. As for Jane herself, she was orphaned and outcast her whole young life. Despite it all, she makes her way in the world and finds love. Granted, the love she finds has major issues, and so Jane picks herself up and moves on. There are some big plot twists here that make this novel oh, so worthy of reading and, of course, a classic.
My English IV students will also begin with short stories and poetry that transition to Maya Angelou’s I Know Why the Caged Bird Sings. The title alludes to Paul Laurence Dunbar’s 1895 poem “Sympathy.” In Dunbar’s version, “the caged birds sings” as “a prayer that he sends from his heart’s deep core.” Angelou opens her memoir with herself at age three accompanied by her four-year-old brother Bailey and otherwise unattended on a train from California to live with their Grandmother in Stamps, Arkansas. I believe that was 1932. It’s a coming-of-age story of a little black girl growing up in the Jim Crow South. As a child, Angelou faces racism and trauma and the setback of becoming a sixteen-year-old, single black mother in the year 1944. I guarantee you, someone prayed for that little girl from the heart’s deep core. I see opportunities for more Dunbar, more Angelou, some Langston Hughes, maybe “Theme for English B,” Alice Walker’s “The Flowers,” and Billie Holiday’s “Strange Fruit.” That should work. I need a calendar.
Both classes will end the fall semester with Where the Crawdads Sing by Delia Owens. The novel begins with the story of Kya, a young girl whose mother walks out on the family, leaving the children to fend for themselves at home in the North Carolina marshes with an alcoholic father. Kya’s siblings flee, her father is mostly absent. He eventually never returns. Kya must learn to care for herself. With gorgeous prose, a dual timeline, and the suspense of a murder mystery, Kya’s story is one of resilience. The same could be said of the stories of Jane Eyre and Maya Angelou. I may have stumbled onto a theme for first semester. Resilience. I know I’ll need some beginning a brand-new job, and I know my seniors will, too, as they prepare for their lives post high school.
After the winter break, both classes will read Shakespeare’s The Tragedy of Macbeth. In medieval Scotland, three witches appear to Macbeth and prophesy that he will be king, except there is already a king. Lady Macbeth convinces her husband to kill the king, and this murder causes Macbeth some post-traumatic stress. The witches return with another prophecy—Macbeth has a friend named Banquo, and Banquo’s son will become king. To keep his title, Macbeth hires assassins to kill Banquo and his son, but the son escapes. At this point Macbeth goes mad. Macbeth returns to the witches one more time. Their third prophecy is more bad news for Macbeth. Robert Frost’s poem “Out, Out—” works well here.
I’m thinking this semester will be loosely connected to avoiding traps. I have some related short stories. “Where Are You Going, Where Have You Been” by Joyce Carol Oates is dedicated to Bob Dylan and influenced by his song “It’s All Over Now, Baby Blue.” Hopefully, I can squeeze them in along with Flannery O’Connor’s “A Good Man Is Hard to Find.”
After Macbeth, my AP Lit students will read Haruki Murakami’s Kafka on the Shore. Did I mention edgy? I’ll probably need a Plan B here. This seems like a good time for a movie—Oedipus the King. Maybe my Plan B is the Oedipus Trilogy by Sophocles. (That just sounds mean. This is supposed to be a brainstorm.) In the novel, fifteen-year-old Kafka Tamura runs away to escape his father’s house and an Oedipal prophecy and to search for his long-lost mother and sister. His name isn’t Kafka, by the way. (We should probably discuss the real Kafka). Anyway, our protagonist travels incognito. Kafka’s story alternates with a man named Nakata. After a childhood accident, this sixtyish-year-old simpleton lives on a government subsidy and communicates with cats, literally. Add in fish and leeches raining from the sky, Johnnie Walker—collector of cat souls, Colonel Sanders—a seedy pimp, and some graphic sex scenes, and well, that’s Kafka on the Shore. It’s a surreal story within a story within a story, laden with purposeful references to pop culture and literature, music and history. No one is who they seem. Most detail serves a metaphorical purpose. Jewels of wisdom abound. In my eyes, the novel is a guide to life. I’m thinking my English IV classes will read a book of choice during this time, which gives me the opportunity to recommend a plethora.
Both of my classes will end the year with Andrew Sean Greer’s Less. The winner of the Pulitzer Prize for Fiction, 2018, it’s the story of a
failed failing novelist turning fifty. Unable to accept the invitation to his former long-term lover’s wedding, Less tours the world in the name of literature and grapples with aging, loneliness, creativity, grief, self-pity and more. It’s a love story, a satire of the American abroad, a rumination on time, the human heart, and our shared human comedy.
These are the books I’ve chosen to reread with students, and they have been ordered. Of course, I’m nervous about how the ones I haven’t taught before will resonate. Now what’s left is my mission to make Year 21 the best one ever—for me and my fellow creatives. I’m guided by this thought: The kids won’t care what I know until they know I care, and I do. That usually takes care of the rest.
Back in the fall, I had the privilege to spend twelve weeks as a long-term sub for a good friend and former teaching peer while she took her maternity leave. In English II, our students studied culture, exploring their own backgrounds and heritage before reading Robert Lake’s essay, “An Indian Father’s Plea.” It’s not a piece that students love, but it serves as a study of persuasive writing and a segue into some important conversations about cultural conflicts.
Lake, AKA Medicine Grizzlybear and Bobby Lake-Thom, is a member of the Seneca, Karuk, and Cherokee Indian tribes. He is a native healer and university professor who writes his son’s kindergarten teacher a compelling letter about the systemic racism his five-year-old son Wind-Wolf has faced during his short time in public school. The teacher wants to call Lake’s son Wind, insisting that Wolf must be his middle name, and the other students laugh at him. The teacher also labels him a “slow learner,” yet in Wind-Wolf’s home experience he is learning several Indian languages.
Wind Wolf does make a new friend at school, but when he invites the child to his house, the friend’s mother responds, “It is OK if you have to play with him at school, but we don’t allow those kind of people in our house!” Another little white girl who is his friend at school always tells him, “I like you, Wind-Wolf, because you are a good Indian.”
This is a non-fiction piece. Wind-Wolf is five, and he doesn’t want to go to school. His father advocates on his behalf. Sometimes we all need advocates in our corner.
After reading the essay together and jumping through the hoops of the curriculum, I asked students to put their heads on their desks and close their eyes and answer a yes or no question by raising their hands. The question, I borrowed from Ms. Ranmal, my Canadian/South Asian/Muslim/first-year-teacher/friend next door: Does white privilege exist? I tallied the results.
Two of my three sophomore classes were equally divided by race. In those classes, the black and brown students voted yes, and most white students voted no. The students wanted their voices heard, and they went on to have eloquent, civil dialogue to support their opinions based on their own life experiences. My last sophomore class had a white majority. The one-sided conversation fell flat. Instead we watched Bryan Stevenson’s Ted Talk, “We Need to Talk about an Injustice.”
Overall, the student discourse on the topic of race was the best I had witnessed in my twenty years of classroom teaching (Thank you, Ms. Ranmal!), and students left feeling empowered that day. Do I need to say this makes me sad? Sad, not only to hear so many stories of discrimination, but also because of my own missed opportunities to intentionally structure these conversations into lesson plans for the past twenty years. The interchange is imperative from K-12. Our educational system can do better.
In the days ahead, I’ll be featuring voices other than mine here on the blog. Thank you for listening and learning along with me.
“In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.’”
That’s Nick Carraway in the first sentence of The Great Gatsby. Last spring break I lounged on the beach with a beverage in one hand and Gatsby in the other. “All the people in this world haven’t had the advantages that you’ve had,” I read. People judge, I thought. Nick refrains because his father said so, or he tries. I remember my mother trying, too. She would stop herself mid-criticism and say, “I’m not going to say that. It wasn’t very nice.” And Philippians 4:8 comes to mind about thinking on excellent, praiseworthy things.
Speaking of excellence and praise, what about this one for its sheer lyricism? “It was dawn now on Long Island and we went about opening the rest of the windows downstairs, filling the house with grey turning, gold turning light. The shadow of a tree fell abruptly across the dew and ghostly birds began to sing among the blue leaves. There was a slow pleasant movement in the air, scarcely a wind, promising a cool lovely day.” I want to write like that—grey turning, gold turning light. How poetic! Fitzgerald makes writing seem effortless. Writers know better.
That March day, I soaked up the Florida sun, snapped a few photos, and tapped a few phrases into my phone. In three sentences, I attempted to be Fitzgerald. It was spring break now on the Emerald Coast and we went about lounging on Crystal Beach, filling the day with a wave of sparkling sunlight, turning glittering foam. Tides of translucent sea rolled rhythmically on the sand and the gulls floated on wings and Sunday prayers. There was a peaceful simple luxury in the pause, scarcely a word, promising more of the same.
Back in the classroom, I picked another passage for my students to try. I’ve used this one before. “That’s my middle-west—not the wheat or the prairies or the lost Swede towns but the thrilling, returning trains of my youth and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows on the snow. I am part of that, a little solemn with the feel of those long winters, a little complacent from growing up in the Carraway house in a city where dwellings are still called through decades by a family’s name. I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”
Thomas Miller was one of my juniors in AP Language and Composition last year. His mother is Vietnamese, and his given name is Thien. He was a funny kid, tardy almost every day, but he knew I had a soft spot for him. Kids like Thomas inspire me, and he graduated last week. In response to the Gatsby passage, he wrote, “That’s my Vietnam—not the jungles or the fields or the cramped southern cities but the soothingly tranquil rains of my youth and the cold dawns and quiet afternoons in the murky light and the gathering of family members drawn by enticing banquets on clean floors. I am part of that, a little energetic with the feel of those wet summers, a little slovenly from the year I spent in a towering townhome in Saigon where townhomes rule the cityscape. I see now that Aunt Suzy, Mimi, Bambi, Vivi, Titi—they all represent a period of equilibrium and peace in my life. That’s my Vietnam.”
During the spring 2020 semester I’m taking a three-hour, on-line class—WRIT 6342: Writing Workshop Fiction II. One of the course objectives is to articulate how various stylistic choices shape a work of fiction. An assignment last week forced me to slowdown my reading and consider the effectiveness of a single sentence, word by word, phrase by phrase, clause by clause. When I teach again, I’ll use this assignment. Each week I have two to three assignments due. Once I submit my work online, my classmates read my work, and I read theirs. We discuss by commenting back and forth to each other.
It’s Monday again, and this past week I just couldn’t shake last Monday’s lunch conversation. As I sat down with my leftovers, a young and adorable first-year teacher asked me and another twenty-something in his fifth year, “How’s your day?”
“Good,” I said, nodding my head up and down, no details to offer.
“Great!” said our other co-worker at the table. “Monday’s my jam. It’s my second favorite day of the week.”
Young and adorable laughed out loud, and so did I. “Why?” she asked.
“Well, Friday is my favorite obviously, and the weekends don’t count. Monday is a brand new beginning.”
“I love that. I’ve never thought of it that way before,” she said.
“Right? So many people hate Mondays,” I chimed in.
“Thursday is the pre-Friday,” he continued justifying the goodness of the other days. “And Wednesday, you’re halfway there. The only one I have a beef with is Tuesday.”
“My dad always said, ‘You can choose your attitude.’ I believe you’re onto something, Mr. B. I’m going to spread the word.”
Anyway, that’s it—I’m spreading the word. Monday, any day, life. It’s all a matter of perspective, and I’m thankful for my co-workers and their good energy. How’s your day?
The first time I fell in love, I was five—and I fell in love with a monster. The Monster at the End of This Book starring Lovable, Furry Old Grover. The illustrated Grover would read the title page, and when I turned the page, he would freak out in all caps:
“WHAT DID THAT SAY? On the first page what did that say? Did that say there will be a Monster at the end of this book??? IT DID? Oh, I am so scared of Monsters!!!”
Overcome with fear, Grover would muster the strength to politely ask me not to turn the page, which of course, I did. I knew Grover’s words by heart, and in my five-year-old mind, my impersonation of his Sesame Street voice was spot-on. I flipped pages as he tied them together with rope, nailed one page to the next, built a brick wall, and BEGGED me to stop turning pages. In the end Grover finds himself at the end of the book. He. Is. The Monster. And this Little Golden Book taught me some important life lessons.
Lessons from Grover: Labels lead to misunderstandings, and even monsters can be furry and lovable. Fear can be crippling, and more often than not, outcomes don’t turn out as bad as the build-up in your head.
I suppose my love of a good story started here with Grover, and I suppose that same love compelled me back to school to become an English teacher. I suppose this love is why I’ve spent the last twenty years in the classroom, and I suppose it compels me now to write stories of my own. And most of all, I suppose I owe the lovable, furry old Grover a huge debt of gratitude for forever changing my life.
Today started with Jay Z.
I wrote his words on the white board stuck to my classroom door. I typed them into my power point agenda right above today’s plan—Timed Write (2 x Minor) and projected it on to my screen. From there I said, “Did you guys know that after today I will only see all of you together three more times before your AP Literature test? That’s including today. And that’s why I want you to remember what Jay Z said, ‘The genius thing we did was, we didn’t give up.’” I pointed to the quote on the screen. “Some of you guys might know that I’ve been boxing and kickboxing since January.” I noted a couple of raised eyebrows. “When I started, I committed to going three times a week for three months, and I did it until about Spring Break, and then I went out of town, and after that I had some company, but I’m still there twice a week at least. And you know what? I can punch a lot harder than I could in January. And what difference does that make? Well, none, except that I’m sticking with it and hopefully I can defend myself if I ever need to. But my point is—if you spend two to three hours a week practicing anything, you’ll see results, and that’s what we’re still doing today. We’re practicing, and we’re improving, and we’re not giving up.” I forged on. Certain times of the year call for psychology. “I know that the last thing you want to do is write back-to-back essays.”
I know this because yesterday juniors all took the SAT, a four-and-a-half hour timed test, and I proctored. At the end of the exam, I said, “You guys are welcome to move around and talk to each other until they release us.” As if I had spoken Greek, blank stares and a few blinks met my gaze. On top of yesterday, today and tomorrow my AP Lit juniors are all taking their U. S. History final exam.
Also, I know that after today we only have two more days, and so I passed out a packet of three essays prompts—a poetry analysis, a prose analysis, and a theme prompt based on a major literary work from this year—as I continued my pep talk. “And I only share my boxing because first of all, do I look like a boxer?”
I actually heard a “yes” or two, which is hilarious.
“Most days I don’t want to go, and often I think to myself, ‘I want to quit.’ You know how you hear your own voice in your head?”
I saw nods and their eyes. They were with me.
“Well, you can’t believe everything you think. And sometimes, you have to get back into your head and tell yourself the opposite. ‘I can do this…I can do anything for an hour…’ Guys, boxing is hard and kickboxing—” I just stood there shaking my head back and forth. “But I can do anything for an hour, and I’m getting better.”
Next class period students will self-score using rubrics and sample essays and spend time comparing these essays to past teacher-scored essays in their writing portfolios. After that, all that’s left is extra psychology, some last-minute tips, a healthy dose of prayer, and maybe some Shane Koyczan.
“That’s my middle-west—not the wheat or the prairies or the lost Swede towns but the thrilling, returning trains of my youth and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows on the snow. I am part of that, a little solemn with the feel of those long winters, a little complacent from growing up in the Carraway house in a city where dwellings are still called through decades by a family’s name. I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”Nick Carraway, F. Scott Fitzgerald, The Great Gatsby
Over the past twenty years, I’ve discovered that most writing success begins with an example. Students need concrete models of introductions and thesis statements, topic sentences and embedded quotations and commentary, statements of theme and parallelism. Name the skill, any skill, an example provides the training wheels.
In my bag of teacher tricks, I dig for a creative writing assignment that I must credit to F. Scott Fitzgerald and The Great Gatsby, not to mention Plano ISD, where I taught English and learned my craft for fourteen years, and the intensive two-week Plano Writing Leadership Academy, which I attended twice, and my writing mentors, Lisa Thibodeaux and Marsha Cawthon, who facilitated those game-changing professional development opportunities.
The directions for said-teacher-trick go something like this:
Think about where you are from and use F. Scott Fitzgerald’s description above to inspire one of your own. Use some of his words as needed, and pay attention to his phrasing and punctuation.
That’s my _________—not the _______ or the ________ or the ________ _________ ________ but the ________, _______ _______ of my ________ and the _________ _______ and _______ _______ in the ________ ______ and the…
(You understand where this is going.)
As the teacher, I can’t escape the upcoming high stakes testing, but I know the students need breaks from the test prep and loads of confidence. Did I mention bonus points for sharing aloud? You should see their little faces beaming with pride as they string their ideas together like Fitzgerald, and my eyes get a little misty, too, as I learn something new about my kids and their journeys, their hearts and the insides of their heads.
January 1, 2019. I made a commitment.
I even had a head start. Starting December 27th, no more.
And so far, so good.
Even now I hate to admit my habit, but here goes.
Goodbye, cigarettes. You comforted me for a time. Thank you for showing me that it’s time for me to work on me.
I remember listening to one of Dr. Wayne Dyer’s audiobooks about ten years ago. He practiced saying goodbye and thanking whatever is bothering him. His daughter had some bumps, I don’t remember the details, but the bumps were a problem, a problem that went away when she spoke to them with kindness and a farewell. Together they wrote a children’s book about it. Recently, Marie Kondo reminded me of the technique in her tv show on tidying up, thanking the items you use and love as you put them away, keeping only the things that spark joy, thanking items for the joy they brought you at one time before bidding them adieu. I try to use these lessons in my life. It’s a work in progress. I believe 2019 will be a year of personal growth.
A second commitment evolved throughout the month. I like to start school each new year on a positive note. A new year. A fresh start. I know for a fact that some kids don’t get much positivity at home, and we can all use an extra dose of positive. Anyway, on January 4th, I read a blog post titled “You need to believe it’s possible.” Click the link to read. Embedded in that post was a sixteen-minute video titled “The Power of Belief.”
I decided to show the video to my students on their first day back, January 7th, and have them journal about what they believe. I watched the video seven times total, once to preview and again with each class. After the third viewing, I noticed an ad at the end for Evan Carmichael’s book Your One Word with a #believe at the bottom of the front cover. I tweaked the writing assignment for my classes to reflect on their one word for 2018 and their one word for 2019 in addition to what they believe.
I didn’t journal at the time, but I thought about my two words and what I believe.
Word of 2018. Hope. When I began this self-imposed writing gig while living in a La Quinta and rebuilding our house that had been flooded by Harvey, I named my blog Faith + Gratitude = Peace + Hope. My dad gave me a silver bracelet engraved with HOPE for my birthday last year, and I wear it almost every day as a reminder that Hope, with a capital H, is a choice. I can choose my attitude, another gift of a lesson from dear old Dad. I’m fairly certain Dad is also a Wayne Dyer fan. Amid crisis, I have a choice. Hope or Despair? I choose hope along with the opportunity to grow.
Word of 2019. Believe. I realize Hope and Believe are practically synonyms. In my mind Belief removes all doubt and fuels the Hope. Belief reminds me to trust God in the process. I’m in a different place now. Literally. Back home and on a new couch. So what do I believe? I believe in a better, healthier future for everyone in my family. I believe in the progress of medicine and stem cells and cures for diseases like paranoid schizophrenia and Alzheimer’s and addiction. I believe that together we are stronger, and our relationships are important. I believe my writing is evolving and helping others evolve. I believe one day I will publish a book. All through the grace of God. Some of these beliefs I shared with my students, and after one class a student came up to me and said, “Mrs. Byers, my grandfather has Parkinson’s, and my mom is like you. She researched and found a place right here in Bellaire that does stem cell treatments and took him.”
“So your grandfather is better now?” I asked.
She nodded, holding our eye contact with a serioussincerity, “I will find out where and let you know.”
And like that, I had a new avenue to explore. I believe it’s only a matter of time. I believe all of it with faith in God, gratitude in advance, and peace in my heart.
January 11th was our daughter Lauren’s 27th birthday, and Kody and I gave her a three-month membership to a local boxing gym, which included a three-month membership for me. We would go together. Now mind you, I had not worked out in any way for approximately a year and a half, but I believe in a healthier future. Right? So on January 13th, Lauren and I found our workout clothes, drove to the gym with over fifty suspended heavy bags, wrapped our wrists and knuckles, and started our first class—kickboxing. The fifteen minute warm-up included jumping jacks and pushups, lunges and squats. My calves started screaming after about one minute. Somehow I pushed forward. Then we pulled on our gloves and punched and kicked our way through eight, three-minute rounds with the bag before the abdominal-focused cool-down using weighted medicine balls. If that sounds hard, it is. On January 14th Kody joined us, this time for boxing, and he signed on the line for the membership. By January 15th, I could barely walk up a flight of stairs, but two weeks and five classes later, I’m feeling pretty fantastic, and Lauren has made it to at least three classes without me. And the bonus…this gym is motivational, the instructors are motivational, I am motivated, and it’s quality family time.
Last weekend I traveled the three-hour road to Austin to hang out with my like-minded childhood besties overnight. I am so very thankful for Denise and Pamela and our forty-ish year friendships, speaking of sparking joy. For the trip I downloaded Rachel Hollis’s audio of Girl Wash Your Face. I like this girl Rachel, and I can’t stop thinking of something she said, and I want you to read it:
“A few months ago after I was out to dinner with my closest girlfriend which was an impromptu happy hour that turned into an impromptu dinner and ended up going later than any of us anticipated, I went downstairs to the basement where our old treadmill is hidden and ran a few miles. I put the evidence of that workout on Snapchat, and later my girlfriend saw it and sent me a text. “You worked out after dinner? What in the world?”
I wrote back, “Yes, because I planned on doing it and didn’t want to cancel.”
“Couldn’t you just postpone until tomorrow?” She was genuinely perplexed.
“No, because I made a promise to myself and I don’t break those, not ever.”
“Ugh,” she typed back. “I’m the FIRST person I break a promise to.”
She’s not the only one. I used to do that all the time until I realized how hard I was fighting to keep my word to other people while quickly canceling on myself. I’ll work out tomorrow became I’m not working out anytime soon—because honestly, if you really cared about that commitment, you’d do it when you said you would. What if you had a friend who constantly flaked on you? What if every other time you made plans she decided not to show up? Or what if a friend from work was constantly starting something new? Every three Mondays she announced a new diet or goal and then two weeks later it just ended? Y’all, would you respect her? This woman who starts and stops over and over again? Would you count on the friend who keeps blowing you off for stupid reasons? Would you trust them when they committed to something?
No. No way. And that level of distrust and apprehension applies to you too. Your subconscious knows that you, yourself, cannot be trusted after breaking so many plans and giving up on so many goals.
When you really want something, you will find a way. When you don’t really want something, you’ll find an excuse. I know that blowing off a workout, a date, an afternoon to organize your closet, or some previous commitment to yourself doesn’t seem like a big deal—but it is. It’s a really big deal. Our words have power, but our actions shape our lives.”Rachel Hollis
Wow, Rachel, why haven’t I realized this before? You, my young friend, are right. Okay girl, three times per week, at least. That’s my boxing commitment for the next three months.
Thursday I came home to a package in the mail—inside, a silver bangle bracelet with BELIEVE in capital letters and a note from my Denise–Believe is a powerful thing!!