Trust as a Verb
In a conversation recently, I was reminded that trust as a noun represents a static state of confidence in someone's reliability. In contrast, trust as a verb means actively placing confidence in someone or something. It represents an ongoing choice and practice, not merely a passive sentiment. When we trust, we:
Make ourselves vulnerable by relying on others
Extend belief in someone's capabilities or character
Delegate responsibility with the expectation of competent handling
Suspend doubt and choose to believe in positive intent
This perspective shifts our understanding from having trust to practicing trust, revealing that trust requires ongoing effort, intention, and renewal through consistent actions. We actively build and maintain trust; it doesn't simply exist on its own.
Trust as a verb means actively placing confidence in someone or something. It represents an ongoing choice and practice, not merely a passive sentiment.
Trust as a Verb: Practicing Trust as an Educator
As an educator, trust as a verb means actively choosing to place confidence in students, families, colleagues, and systems. Educators practice trust daily rather than simply possessing it as a passive sentiment.
When educators trust, they engage in these intentional acts:
They make themselves vulnerable by believing in students' potential, even when past data, stories, or behaviors challenge that belief.
They extend confidence to families, assuming they care and do their best, even when their involvement takes different forms.
They delegate responsibility to colleagues and staff, expecting them to handle work with care and professionalism.
They temporarily suspend doubt to believe in the good intentions behind actions, feedback, or decisions.
Educators weave trust as a verb into how they communicate, collaborate, and support one another. This perspective transforms having trust into practicing trust. It reminds us that trust requires active commitment rather than existing automatically. As educators, we must constantly renew this commitment through consistent action, humility, and a shared belief in each other's humanity.
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3moEd Dieterle - Iappreciate this framing of trust not merely as a static possession, but as an active and intentional practice. The distinction between trust as a noun and trust as a verb is insightful—reminding us that trust requires continuous effort, renewal, and vulnerability. For educators, embracing trust as an ongoing action shifts our focus from passive assumptions to deliberate engagement. It underscores the courage and optimism inherent in believing in students, families, and colleagues even when challenges arise. Your thoughtful breakdown of how educators practice trust daily resonates deeply, highlighting both the complexity and necessity of this commitment. Thank you for articulating so clearly why trust must be actively nurtured, rather than assumed.
very thoughtful blog
Retired
3moEd Dieterle Thank you for the tag and the insightful reflection. You are absolutely right. Trust does not exist by default. It is hard earned through consistent, intentional action and can be lost easily. While your post focuses on educators, the framing applies equally to leadership. Practicing trust through vulnerability, belief in others, and deliberate delegation is just as essential for those who lead. It is a discipline, not a destination.
Marianne B., Bill Penuel, Bill Tucker, Katie Herritage, Ash Vasudeva, Jennifer Brown Lerner, Sah Brown, Ezekiel Dixon-Román, Paola Heincke, Eric Tucker and Nicole Sansone Ruiz, Ph.D., I thought you would appreciate this short blog on trust.
Cara Jackson, Ph.D., I thought you would find this blog of interest.