12:00 TUESDAY – Investing Insights #277 – 3/3/26
by Robert Holman, CFA CFP© | www.DefensiveAdvisor.com
STOCK MARKET RATING (THE BIG PICTURE) …
Bullish/Bearish Rating: 5 = neutral (1 - 4 is bearish, 5 is neutral, 5 - 9 is bullish).
Market/Economic Condition: Normal market, approaching a peaking economy
Outlook: Selectively reinvesting sidelined cash, guarded and wary
Well, one big potential negative has become a reality. Israel and the U.S. are eliminating Iranian leadership. Experienced expert investors say the market goes down for a brief period, and then it comes back up, higher than before.
Last week Mike Wilson of JP Morgan was quoted as saying we are in the early stages of an economic recovery. His remarks: “We've just emerged from what was effectively a rolling recession between 2022 and 2025. Bottom line, our broader thesis of an early cycle rolling recovery remains intact. Beneath the volatility this looks less like a market rolling over, and more like one that is confirming an early cycle economic expansion.”
So, my market rating remains neutral at 5.0 – neither bullish nor bearish, and my outlook remains guarded. The market is functioning normally, reacting to events as one would expect. If we don’t expect too much just yet, we can keep our emotions in check and our thought process working effectively for our benefit.
PORTFOLIOS … After reading this report, if you are unsure how to respond to these conditions and would like a discussion or some complimentary advice, you may send an email message and I’ll respond with the information you need. For a free portfolio review, get my Portfolio Assessment.
TO MY CLIENTS … THANK YOU FOR YOUR TRUST.
LINKS: My Story About Subscribe to Blog Contact
LEARN FROM THE BIBLE … Proverbs 15:22 MSG - Refuse good advice and watch your plans fail; take good counsel and watch them succeed. See also James 4:13-16.
This report is a 3-minute read, published every other Tuesday afternoon. To sign up for this weekly e-Newsletter, go to: http://www.defensiveadvisor.com/blog.
Opinions in this post are for general information only and are not intended to provide specific advice to, or recommendations for, any individual without our complete knowledge of that individual’s total financial profile. No strategy assures success or protects against loss. Nor does past performance guarantee future results.
The topic of making space for questions in the classroom gives me a few things to think about, especially when the discussion moves beyond general advice. A thoughtful pause can give quieter students time to develop an answer. It also gives the phrase student classroom participation a clearer meaning than a label on its own. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. What helps a classroom welcome questions that do not have an immediate solution?
Considering rebuilding confidence after a learning setback, I keep coming back to the difference between knowing about an idea and putting it into practice. A disappointing result does not have to define the next attempt. I would use that point as a starting question when considering learning confidence recovery. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. What helps a learner recognise progress after an earlier difficulty?
The subject of developing skills through focused workshops feels more interesting when there is room for a reader to stop and ask their own questions. A short workshop can be useful when it gives participants time to try one specific technique. I would keep that thought nearby when looking for ideas about focused skills workshops. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. What should a learner be able to do differently after a focused session?
When it comes to connecting school learning with Wasilkow, I would rather understand one useful detail properly than rush through a long list of ideas. A project about nearby places can give students a shared starting point for research. This is why I would approach Wasilkow school community with a specific question rather than a fixed expectation. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. Which community questions could students investigate through interviews or observation?
Thinking about making collaborative classroom projects work, I find the smaller practical questions more interesting than a quick conclusion. A group task becomes easier to follow when everyone understands their own contribution. It makes me curious about the practical side of classroom project teamwork. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. How should students share responsibilities without leaving one person to do everything?