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The specifics of what these sorts of things are depend on the person, as well as on the approach to doing the thing. The person thing is part of the utter resource of our diverse individuality. Re: approach...
Often when I'm blocked on trying to *do* something, if I ask myself if I'd like to - "think about doing it" - "design how I might do it if I were to do it" - "write a proof explaining why it's impossible" ...those feel appetizing! & often lead to the thing getting done!
Or other times I can simply say "I seem to be trying to do this in a way I'm not enjoying... is there a way to do it that would feel better?" and LO there is and then things are awesome. Is there a way to train this? I'd like to incorporate it into https://t.co/lRiGUxBh9B π§π€π
Found myself reflecting that If we take a "I can't teach, only show by example" approach, this is how to https://t.co/5P5I0CT7uI
@QiaochuYuan @alifeofmovement & huh, once we ask "what should we SHOW kids?" (vs "teach") it starts to ask something different of the "teachers". It suggests a learning context where teachers themselves: π empathize π are actively learning βοΈ have independence π handle tough emotions π make big decisions
mood: https://t.co/NYxWMPm9SQ
@Malcolm_Ocean https://t.co/YECqVTXjBk