51 percent

From a young age I have been encouraged to strive for excellence. My parents did not exert much pressure, mind you. But I think the fact that they were teachers probably drove my expectations about academic achievement. I thought that “winning” was doing well in school, and since learning came fairly easily to me, I aspired to this type of achievement.

Looking back, I remember taking on a heavy course schedule, especially in middle and high school, when we could select our electives. I also participated in many school activities, band, forensics (what they called public speaking) and various other extras I was encouraged to add because I was deemed “gifted” due to test scores.

At the same time, some teachers in middle school in particular thought that I was not working up to my potential. I distinctly remember my 6th grade reading teacher explaining this to my parents at conferences. We had page number requirements for books we had to read and I remember that 1500 per quarter was considered grade A level (1200 = B, 900 = C). My reading list typically listed 4000-5000 pages for each quarter, or about 300% of A level.

I was (and am) a voracious reader, but not as excited then about writing reports or summaries of what I had read. Of course, I did not always remember a lot of what I had read (and I now know variable attention was a factor). At the speed I was going, I just wanted to cover as much ground as possible. Even today, I typically get through books quickly. But now I tend to read them more closely a second time if they have a larger impact on me. This habit worked well in college for getting through vast amounts of material, and then selecting what needed to be studied rather than simply read.

Fifty one percent

At work, it has been my habit in my career to attempt to give 110%, to go above and beyond what is needed. I realize this was a cultural norm for the company I recently worked for, which had in its mission statement the words “striving without reserve” for the greatest possible reliability and quality. While I appreciate the intent, the “without reserve” part always bothered me.

For many years, my personal “reserves” ran low constantly. By giving so much to my work so consistently, I short-changed close relationships, friendships, and even my own health at times. I received promotions and advancement, but at what cost? Since I experience variable attention, I often arrived early or stayed late so I could work while it was quiet and there were less interruptions.

Ironically enough, in my final year I realized that cutting back on work hours generally, and giving less (more like 90% rather than 110%) made me much more effective in the hours I actually worked. When I use the tools of more sleep, meditation, better mental and emotional management, and good quality food and exercise, and more time away from work to rest and play, I make better decisions.

In yoga teacher training, we are learning about the concept of non-striving, about giving 51% in our practice, the just right stimulus for growth, rather than 110%. As someone who has taken a break from the full time work world for 9 months, I likely embrace the concept more readily than many. It chafes against our cultural conditioning. And that can be a good and necessary thing.

In a world that often tells us we are “never enough” we need to re-think what is essential, and what is extraneous. Not all days or phases of our lives are identical, of course, and we may need to adjust accordingly. But sometimes giving 51% and keeping some energy for ourselves is appropriate and what gives us resilience for the longer term.

cristy@meximinnesotana.com