How to self-resolve learning pressure
The "resolving" here is not an idea, but an approach, which is to actually do and act. The idea that can't be turned into action is equal to no idea, and the idea of bear turning into action is not equal to fantasy. In other words, we must resolve the pressure, and when we choose the right practices, we must act on the ground.
If you can't change others, change yourself.
Stress comes from all aspects, and its contributing factors are also diverse. To truly resolve the learning pressure, you need complex and numerous links and activities. Then, with our current strength and ability, we cannot control any other factors. We only have to act on our own. Our own deconstructive actions are effective, and our own methods of resolving are appropriate, and we can effectively solve the pressure. How much effective action there is, how much is the effectiveness of the solution. How much utility is equal to the sum of your abilities, methods, and actions.
The more you think about it, the more stress you have.
Stress is a feeling, a psychological reaction. In fact, each of us has a certain amount of learning pressure, but the pressure of each feeling is different. If we hope that there is no pressure, but objectively it is impossible to have no pressure, we will increase our troubles in the face of this contradiction. And the more troubles, the more we hope that there is no cringe, so we will always think about this problem. This process, from a psychological point of view, is actually strengthening pressure. In this regard, the more we strengthen, the more we worry, the greater the pressure. Therefore, we must downplay the learning pressure from the subjective.
Pressure generates power and power produces action.
"The movement of the anti-doer," this is Lao Tzu's thought, meaning that any thing has two faces, the opposite. The same is true of pressure, and it has its beneficial side. As long as the pressure does not exceed the limit f, it will generate power. We have such experience. If the four teachers are strict, the homework they have arranged will be completed. If we face the pressure of learning, we always want to change, some increase the learning time, some extra-curricular teachers find classes, sometimes adjust the concentration of learning, and so on. These are actions that are generated by pressure and then by power.
There is pressure here, there is no pressure there.
If there is pressure in English, there may be no pressure on the language; if there is pressure in the liberal arts, there may be no pressure on the science; if there is pressure on the study, there is pressure on the mind, and there may be no pressure on the limbs and muscles. Stress and no stress are two things that coexist at the same time. But we usually only pay attention to the pressure of the former and dilute the latter's "no pressure." This kind of "what pot does not open the pot" is actually unscientific. If we focus our energy on aspects that are not stressful, we will find a feeling of pleasure, and we will become more individualized and dilute the pressure.
Don't get things you can't get.
We must look at our own shortcomings and shortcomings. Unsuccessful is normal, and it is normal to not develop fully. We have to set goals based on our own actual situation. Good and high-industry, quick success and instant benefit are harmful to our development. We can't get what we can't get, just give ourselves a bitter taste. People's energy and time are limited. Only by giving up this energy input can we guarantee the energy input on the other hand. In fact, the results you get are not available.
Therefore, we must face the world with an open mind, tolerate others, be kind to ourselves, give play to our strengths, and abandon our luxury expectations. We must proceed from our own reality, take the path we should take, and do what we are willing to do.
If you can't change others, change yourself.
Stress comes from all aspects, and its contributing factors are also diverse. To truly resolve the learning pressure, you need complex and numerous links and activities. Then, with our current strength and ability, we cannot control any other factors. We only have to act on our own. Our own deconstructive actions are effective, and our own methods of resolving are appropriate, and we can effectively solve the pressure. How much effective action there is, how much is the effectiveness of the solution. How much utility is equal to the sum of your abilities, methods, and actions.
The more you think about it, the more stress you have.
Stress is a feeling, a psychological reaction. In fact, each of us has a certain amount of learning pressure, but the pressure of each feeling is different. If we hope that there is no pressure, but objectively it is impossible to have no pressure, we will increase our troubles in the face of this contradiction. And the more troubles, the more we hope that there is no cringe, so we will always think about this problem. This process, from a psychological point of view, is actually strengthening pressure. In this regard, the more we strengthen, the more we worry, the greater the pressure. Therefore, we must downplay the learning pressure from the subjective.
Pressure generates power and power produces action.
"The movement of the anti-doer," this is Lao Tzu's thought, meaning that any thing has two faces, the opposite. The same is true of pressure, and it has its beneficial side. As long as the pressure does not exceed the limit f, it will generate power. We have such experience. If the four teachers are strict, the homework they have arranged will be completed. If we face the pressure of learning, we always want to change, some increase the learning time, some extra-curricular teachers find classes, sometimes adjust the concentration of learning, and so on. These are actions that are generated by pressure and then by power.
There is pressure here, there is no pressure there.
If there is pressure in English, there may be no pressure on the language; if there is pressure in the liberal arts, there may be no pressure on the science; if there is pressure on the study, there is pressure on the mind, and there may be no pressure on the limbs and muscles. Stress and no stress are two things that coexist at the same time. But we usually only pay attention to the pressure of the former and dilute the latter's "no pressure." This kind of "what pot does not open the pot" is actually unscientific. If we focus our energy on aspects that are not stressful, we will find a feeling of pleasure, and we will become more individualized and dilute the pressure.
Don't get things you can't get.
We must look at our own shortcomings and shortcomings. Unsuccessful is normal, and it is normal to not develop fully. We have to set goals based on our own actual situation. Good and high-industry, quick success and instant benefit are harmful to our development. We can't get what we can't get, just give ourselves a bitter taste. People's energy and time are limited. Only by giving up this energy input can we guarantee the energy input on the other hand. In fact, the results you get are not available.
Therefore, we must face the world with an open mind, tolerate others, be kind to ourselves, give play to our strengths, and abandon our luxury expectations. We must proceed from our own reality, take the path we should take, and do what we are willing to do.
recommended article
- Let children form good study habits
- Rapid decompression technique
- How to use the reference book
- Find factors that affect your child's learning
- How to maintain optimism
- How to prevent tiredness
- Develop children's interest in learning
- How to choose a reference book
- How to improve your attention
- Give your child a good family learning environment
- Teach children how to ease the pressure of learning
- How to self-resolve learning pressure
popular articles
- The sentence at the time of completion
- How to maintain optimism
- Franklin's famous words
- Rapid decompression technique
- Have to say
- How to prevent tiredness
- Time maxim
- Consolation of a bad mood
- How to develop a study plan
- How to improve your attention
- How to choose a reference book
- Sentences depicting autumn scenery
- How to overcome the class "going away"
- Improve your academic performance "step by step"
- Sad sentence 2019
- Thank the teacher for the words
- How to use computer learning
- Admit mistakes
- Written to the son 2019
- Love and happiness sentence 2019
- Hyun dance family impression sentence
- Ji Yulin's famous sayings
- Describe the sentence of sweet-scented osmanthus
- Singing the famous sayings of the motherland
- Learning aphorism
- How to avoid the test market
- Joe Gillard's famous saying
- Poems
- Praise the sentence of the motherland
- Non-mainstream aesthetic sentimental sentence