“You have ups and downs—at the beginning the downs are probably very low. The hardest part, or rather the most difficult part, is holding on to pleasure and zeroing in on it as soon as possible, because we tend to always think of everything very critically. But that’s also a teacher’s practice—after all, we go about evaluating negatively whatever a student isn’t able to do (…) In fact, just for a moment, say to yourself, ‘OK, I’m not yet up to speed on this, I don’t know how to handle it well yet, but when I arrive in the morning, it’s still positive. Today I did that with a class and we were really able to have the beginnings of a debate, OK? I haven’t fully gotten there yet, but it’s a first step.’ We really need to focus more on anchoring the positive elements and keeping them in mind. And then not minimize, out of false modesty, the positive feedback we get when we do get it (…)