Skip to main content

Be Your Best Self

Think about the five best decisions you've made in your life outside of markets:  the ones that make you most proud; the ones that have been most successful.  How did you make those decisions?  What information did you consider?  How did you process the information:  by thinking and analyzing, by discussing with others, by writing things down?  How long did it take you to make the decisions?  How much and what type of preparation went into the decisions?  

Draw a diagram that describes the process for your best decision making.  

That diagram captures your cognitive strengths.

How much of that cognitive process are you utilizing in your trading?

Can you expect to be successful in your trading if you're not drawing upon your greatest information processing strengths?

Now think about the five happiest, most fulfilling experiences in your life outside of markets:  the ones that have been most deeply meaningful and positive.  What were you doing in those experiences?  What made them so impactful?  How did you generate those experiences?  What actions went into those positive experiences?  Were these solo experiences, or were others part of them?  If others were involved, how did they contribute to the meaningful experiences?  

Draw a diagram that describes the process for your happiest and most fulfilling life experiences.

That diagram captures your emotional strengths.

How much of that emotional process are you utilizing in your trading?

Can you expect to be successful in your trading if you're not drawing upon your greatest emotional strengths?

So often, traders are not reaching their potential because they are not drawing upon the best of who they are: cognitively and emotionally.

It's not about talking yourself into discipline and emotional control.

It's about being the trader that is you at your best, cognitively and emotionally.

Further Reading:  Signature Strengths and Trading
.

Comments

Popular posts from this blog

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with