A Quote by John Eliot
High achievers dwell on what they do well and spend very little time evaluating themselves and their performances.
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For the high achievers, studying gave them the pleasing, absorbing challenge of flow 40 percent of the hours they spent at it. But for low achievers, studying produced flow only 16 percent of the time; more often that not, it yielded anxiety, with the demands outreaching their abilities...The low achievers found pleasure and flow in socializing, not in studying.
My job when I'm acting in a movie is very limited to playing a role. I'm not evaluating somebody. I'm only evaluating them insofar as they're interacting with me, but I'm not evaluating their skill set and I don't watch the movies, so I'm not aware of the way they're putting things together.
The joy of doing well as a batsman for your country is much more than that little joy of going for a party and enjoying music. It is a completely different high, and I get high by performances. That's what I enjoy now.
I know my time will come soon enough, but I will not dwell on it. What is the purpose? We might as well dwell on the work of our teeth or on the mechanics of our walk. It is there, it will always be there, and I don't intend to spend my glorious hours looking over my shoulder to see death's icy face.
We create a standard for how we want to do things and everybody's got to buy into that standard or you really can't have any team chemistry. Mediocre people don't like high-achievers and high-achievers don't like mediocre people.
A little kingdom I possess, where thoughts and feelings dwell; And very hard the task I find of governing it well.
Inexperienced personal development teachers always tell you to visualize, but often in a tragically limited way. They tell you to visualize nothing but victory. But high-achievers know that it's even more important to visualize themselves at the point where they want to quit, and then see themselves working through the struggle.
The art of leadership is not to spend your time measuring, evaluating. It's all about selecting the person. And if you believe you selected the right person, then you give that person the freedom, the authority, the delegation to innovate and to lead with some very simple measure.
You spend very little time in the present moment. Reality exists only in the present moment. Therefore you spend very little time in reality.
Achievers have an enabling attitude, realism, and a conviction that they themselves were the laboratory of innovation. Their ability to change themselves is central to their success. They have learned to conserve their energy by minimizing the time spent in regret or complaint. Every event is a lesson to them, every person a teacher.
A group of amazingly high achievers can be brought together and play together, and all believe that they are competing for something bigger than themselves. Those players are so used to being patted on the back and told how good they are. Frankly, those are usually the hardest people to remind that they are aspiring to achieve something bigger than themselves.
You know that something is really well written when you have to think so little about the words that are coming out of your mouth and you're able to dwell in your own headspace to get there. It's very easy to recall and remember because it's written so well.
In what may as well be starkly labelled smug satisfaction, an amazing 94% [of college instructors] rate themselves as above average teachers, and 68% rank themselves in the top quarter of teaching performances.
Outside of interviews, I spend very little time thinking about myself. I spend time thinking about my writing and my children and other things that are pertinent.
By virtue of my job, I'm traveling. You get to spend very little time with your family. We hardly get to meet each other except on the one odd day we really get to spend time, have dinner together. And that's rare, and we cherish it.
Professors typically spend their time in meetings about planning, policy, proposals, fund-raising, consulting, interviewing, traveling, and so forth, but spend relatively little time at their drawing boards. As a result, they lose touch with the substance of their rapidly developing subject. They lose the ability to design; they lose sight of what is essential; and they resign themselves to teach academically challenging puzzles.
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