The proactive approach for our children is the right way to go

Best to always avoid tricky situations than to dive into them unprepared. The consequences can be long, overcomplicated and perhaps could have been avoided with some proactive actions. As busy parents, who wants to deal with extra problems and find themselves in more complicated situations than is necessary? Being proactive requires some thought to foresee what is likely to happen and where possible go around the problem or divert the situation.  When you know your child and how they respond to certain situations you are in the best position to be proactive.

Being proactive also has many benefits in building stronger, healthier relationships with your child.

• By avoiding the little problems, you are less likely to have to deal with issues escalating to a new level. One problem can easily triple in a short time.

• Better parenting is all about planning well and recognising the signs that can change a happy situation into a disaster in a flash.

• It is healthier to be in a positive state with your child than to be regularly dealing with behavioural issues that can require discipline etc. In the first instance, they could have been avoided.

• To be proactive, a parent looks for the best way to deal with some issue before it actually happens. This requires knowing your child and choosing occasions and times that work best for you. It may mean redirecting plans, reducing hostile conversations, noticing less trouble and generally looking for the positive in situations.

• Be alert. Tired parents and children are not a good combination for avoiding conflict.

• Put some family strategies in place that are proactive. For example, if your child is always running to find their bag for school, get them to put it near the door the night before. It is all about seeing a potential occasion where it can escalate making everyone unhappy.

• Affirming your child is also a very proactive activity. The more they feel valued in doing the right thing, the greater possibility out will be repeated.

• Be clear in your directions and make sure that your child heard your instructions before reacting. Sometimes busy times with poor listening can quickly escalate into problems when real listening has not occurred.

• Look at the setup of your home. Are there places around the house that encourage sound relationships or are there obstacles that can cause tension such as computers in family spaces? For example, are bikes, toys etc. put in safe places that are accessible but not interfering with movement? Take a walk around the house, are there places and spaces that can be improved where a child will not break precious items, etc. The environment in the house should suit the age of your family.

• Speak optimistically. This always suggests that there is no threat in your voice and that you are in no way upset. A child listens to their parents’ voices to get a measure of how they are valued. They are more likely to respond well and less reactive if feeling reassured.

Above all recognise that being a proactive person reduces tension, avoids unnecessary confrontation, builds stronger relationships and models to a child that working in a positive framework is a much more powerful and effective way of living happily and peacefully.

‘Being positive won’t guarantee you’ll succeed.

But being negative will guarantee you won’t.

                                                       -Jon Gordon

If you wish to change behaviour, be prepared to change yourself

We get very weary when we see the same unpleasant behaviour repeated in our children. It can be exasperating and our reaction can sometimes lead to further disapproving behaviour. So, the cycle goes on which further adds to frustration. When that happens, we need to put other strategies in place. Those strategies are all about getting the child to hear that such behaviour is unacceptable and needs to change. However, the change is for the right reasons and this is where your change comes into play as the parent.

 Consider the following thoughts.

• Can we really expect our child to change the behaviour if they don’t see that anything is wrong? Often when we correct them, they simply do not see that their behaviour is unacceptable. We sometimes mistake this as they are just not listening.

• A child is more likely to change their behaviour if they understand that their actions have implications on you. After all it is you, the parent who is upset.

• When a child sees that they are causing you some upset by their behaviour, they are more inclined to change it not because it is wrong but because it affects you.

‘I need to get to the car quickly to pick up your brother. The toys in the hallway are blocking me.’

Here you are inviting them to remove the toys not because the child is wrong but the presence in the hallway limits your access to the door.

‘I need your help in the kitchen as I have only a small time to read bed stories to your younger brother.’

 Here it is about getting assistance to take the pressure of the bedtime stories.

The change for you, the parent is to remember to give the reasons why you need the behaviour to change. When you do this, the child feels more aware of your needs and sees their behaviour as interfering with your needs. Generally, they will be more sympathetic in changing their behaviour.

‘When you speak in a soft voice, my headache feels a little better.’

Children often do not register that their actions are considered poorly until it is pointed out how their actions interfere with another’s life.

Many teachers have mastered the art of working closely with children and reducing conflict in the classroom by building in sound explanations for actions taken.

‘Thanks for closing the door. The noise outside is a distraction.’

There are two main thoughts here in this article, Firstly, if you want to change behaviour you will need to think about the reason you want that behaviour changed. Secondly, you will need to build this reason into your request.

‘Please pick up your toys in the loungeroom. I don’t want to trip on them.’ 

Building into your words the reasons for changing behaviour gives the child an honest understanding of what is causing the problem for you. For them it may not be a problem at all.

‘Focus on the solution and not on the problem.’

-Jim Rohn

What to throw out from our lockdown days

• Fear. We have lived in a confined spaces for such a long time and have been listening with intent to all the changes, case loads of the pandemic and death consequences. It is now time to throw it all out. Too much focus on the negative is soul destroying. Time to throw it all out and focus on the things to look forward too. Pack up all the negative thoughts and strategically throw it out. Watch it fall into an abyss and walk away.

• Did you arrange your house to suit the lockdown situation? Perhaps you rearranged furniture to accommodate the children’s learning. Consider your house arrangements. Maybe its time to brighten it up with a sense of Spring and readiness for simply getting on with life. How about some flowers each week to brighten the house and put in a sense of hope? Let’s see the house as a place to feel good and a sign of real change.

• Are there old newspapers, articles etc. in the house that simply talk about the state of the pandemic? Discard immediately so that children will not casually read negative thoughts about the pandemic. Watch the current news as well as it can drag us back into reflecting on what we have just been through. Be selective about what the children watch.

• When talking about the pandemic, talk positively about the high vaccine numbers and the great achievements we have made in managing the situation and developing a vaccine so quickly. Children need to feel reassured that their world is a hopeful place.

• Did you develop any habits during lockdown that now need to be discarded? For example, I heard about afternoon drinks to ease the long days. Also how about eating habits that developed to cope with the depressing situation. Now is the time to throw out all that artificially satisfied you during lockdown. They were short term fixers that ultimately do not satisfy. Out they go!

• Do you notice how you wore a certain uniform in lockdown? The same clothes, no variation and how much easier was it to look after yourself. Out the door goes that lack of personal care. Bring out the colour and variation in the wardrobe and don’t forget some glitter. It’s time to invigorate your true self.

• Over lockdown our phone ran hot. We connected to people in order to keep mentally active and engaged with people. Now its time to reduce phone bills and actually visit people. Being physically present around people demands a lot more of us than a phone call in pyjamas at ten o’clock in the morning.

Now is the time to have a good mental clean out and refresh our thinking and inject hope into our future.

‘Stay positive. Better days are on their way.’

Five great tips to help our kids and ourselves in these difficult times

1. Are you someone that tries hard to make everything right all the time? If this is the case you must be on overdrive during the lockdown. I would say quite exhausted. Try easing off a little. Are there things you can simply not do? These are unusual times and require unusual approaches.  A little less can be better.

We have all said that we are in a new norm. Consider putting less pressure on yourself by not demanding as much from yourself and the children. Accept that the world has changed. Less mental clutter from expecting too much will ease the tension for everyone. Mental clutter comes from too much to think about without eliminating any of the worries on your mind.

2. When exercising with the kids, try setting little goals.

‘Today we will ride to the park and tomorrow will we will cycle a bit further around the creek”.

Here it is all about shifting the goal posts a little and motivating the children to do better and achieve a little more. It certainly gets the enthusiasm going for everyone. We all need something like a small challenge to get us motivated.

3. Children thrive on routine and feel so secure when they know what is happening. Put a set plan into the day with school work, lunch, etc. all planned. At the end of the day, it is recreation and fun time. It certainly is a motivator for the children. Involve them in the plan and assess how it all went after the day or the week. They will feel comfortable and secure with the routine and look forward to their free time to stretch their legs.

4. Unclutter. Keep the day simple and the house even simpler. The more we clutter, the more we think we have things to do. When you break away from the house for a walk etc. note how things just fade away.

5. Now is not a time to be extraordinarily disciplined and in control of everything. There is enough mental discipline coming from our lockdown instructions. Loosen up a little and enjoy the experience of just being family. Afterall it is such an extraordinary time to be together. Try and savour this time which will never come back again in the same format. Treasure it.

“Tough times don’t last. But tough people do.”

— Robert H. Schuller

Take care with the word we use. Remember sticks and stones can break those bones!

Consider how we speak. How do we use our words? Are we quick to say things off the cuff or are we more precise and careful in how we speak? Our children hear not only what we have to say but how we say it. They quickly pick up the intonation and sense our mood, intent and temper in our conversations. This blog is to invite us to reflect a little more deeply on how we present ourselves to children through our words. Do we want them to see us a controlled person or one who speaks with thought and with judgement in how we speak?

No question about it, children will be attracted to the parent who speaks calmly and is approachable and not so quick to temper. These are parents who choose their words carefully.

 Consider the following:

• How we speak gives a message to our children about how we approach life. More words are not always better than less, more meaningful words.

• We want our children to engage with us over many topics. The more controversial, the less likely they will approach someone who speaks quickly, jumps to conclusions and can be quick to respond with strong opinion. Even using highly articulate words can be intimidating to a young child. By them not understanding the words can more unsettling.

• Remember, ‘Words once spoken can never be revoked.’ (Horaci 65-8BC)

The advice here is about realising the power and potential damage if words are used with intent to hurt. By stopping and thinking before speaking we put the relationship at less risk. This gives us time to choose words well.

• People who demonstrate action over words are considered wise and rational people. Our children benefit from seeing this model in their parents.

• Careless thoughtless words can be very influential in changing relationships for good. Going into damage control is never as effective as simply avoiding such words.

• Teachers know the value of speaking well and using it to bring out the best in children. They know that careless talk changes the relationship by diminishing trust and teaching children becomes more difficult. They encourage children to think about what they want to say so that they get the best from the conversation.

As a principal, it was so important to speak with clarity, know my facts and think about the words that I was using so that a child would not misinterpret what I said. By doing this I was in a better situation to have a healthy, productive conversation.

It is such a powerful tool, the use of words. We are gifted with speech but should see it as a force to do good and to build relationships, especially with our children.

“The way we talk to our children becomes their inner voice.”

— Peggy O’Mara

Think about the value of laughter during lockdown

Victor Borge said,

‘Laughter is the shortest distance between two people.’

Here we are not talking about social distancing. We are talking about mental distancing. Let’s create the shortest distance possible!

When we consciously choose to keep laughter alive in our life, we naturally feel better and connect better to those around. People are attracted to warm and cheerful people. Laughter is life giving.

We know, through research, that laughter is a stress buster and at the moment, hard though it maybe, what we all need is a good injection of laughter in our life.

Children are naturally drawn to being cheerful and happy. So, for them, being in a family that laughs together is a natural and healthy way to live.

If laughter can keep us together, then it makes sense that in these tricky times, we use laughter as therapy. Think about the suggestions that follow to keep the laughter alive in your family.

• Use a joke book and each night have some family fun reading out jokes.

• Play a joke on your child during the day and surprise them with some laughter.

• Watch a funny movie together that brings laughter and cheerful attitudes to the house.

• Physical exercise can bring laughter into the home as everyone chats about the fun activities they did on their bike, skateboard etc.

• Write little cheery notes and put them under your child’s pillow. This is a wonderful surprise element.

• If you have a pet such as a dog at home family fun together can bring laughter to the house.

• Play family games. There are many board games etc. that bring laughter and fun to everyone.

• Do you have any funny family stories to tell the children? This can often be an entertaining time for all.

Laughter is cheap. It doesn’t cost anything and if we simply look around our home, I am sure you will find reasons to smile and laugh.

• Become a witty, fun person around your children. You will get so much positive feedback from engaging with your children in this way. You feel more fully alive when laughing with your children.

• Be imaginative. Draw, dance, skip with your children. It brings out the laughter and creativity of the family. This may mean being a little different from the usual person you are, but we are in times where we need to stretch our imagination and accept challenges.

• Take care to limit the negative talk. People generally feel better and happier when less negative discussion is around.

• Be a little more tolerant when mistakes are made. Less time spent in behaviour management and more time in being happy together makes for a calmer, more cheerful family.

• Try noticing less mistakes and problems around the house. This will slow down feelings of anxiety and cheer you up.

These thoughts are all about finding different avenues in which to bring joy and laughter into the home. Every family has their own unique way of laughing and playing together. After all, happiness is a very natural state for a person in which to live. Our physical and mental health is all the better for laughter in today’s unsettling world. See it as another important immunisation against mental deterioration.

“A day without laughter is a day wasted.”

— Charlie Chaplin

A positive thought

It is just so tricky thinking up creative ways to have fun and engage with the children in lockdown. I was recently thinking of a very successful teacher who had the most wonderful disposition and skill in turning doom and gloom in the classroom into something happy and positive.

No mean feat when you have unsettled children. Perhaps her idea may have some application in your home. Call it a “negative stop buster” to clear the cobwebs and change thinking in a negative way.

Her method of improving attitude was to declare the day a P Day. This meant that the children could only talk positive talk and discuss things that were making them happy. For example:

• Today the sun has come out.

• I am really looking forward to lunch.

• I finished my on-line work. Yeh!!

• I will wear this t-shirt. I like all the colours.

• I love riding my bike.

• I am looking forward to some desert.

• Thanks for lending me your pencil.

• When we play Lego together I have so much fun.

What this teacher was doing was conditioning the children into seeing the small things in the day as positive. It is quite amazing how it can redirect your mood. In the junior classes, children would record how many times they talked about positive thoughts. It became quite a fun activity.

It was a game, but one in which the children turned their thinking to discovering the positive in simple things. This naturally created positive feelings that can take away the unsettling mood.

Perhaps you could have a “P” hour once a day as a whole day could be just too much to coordinate.

This game is simply a tool in redirecting negative thoughts into positive. You may find it a useful strategy in the home setting during these repeated days of more of the same.

No surprises, this teacher was well loved by the children. Positive people always attract others through their warm and happy disposition.

“A positive mindset brings positive things.”

— Phillip Reiter

A child’s strengths - Oh so many!

Do we recognise the unique strengths that your child has brewing within them? We are certainly able to identify some of the obvious strengths. Your child may be good at Maths. They may write well. They may excel at running or some other sport. All of these are clear and visible strengths in which we affirm and easily give our child reassurance. There are also many evolving aspects of your child that need nurturing and encouragement. They can be more subtle and we need to be tuned in, to pick up the signs for these evolving strengths. They are developing strengths in the emotional and social aspects of their life which are critical for your child to become a well-rounded, functioning adult. We often forget to acknowledge these developing strengths and so I will now list some for us to reflect on as parents. The list is not exclusive but hopefully will give some insight into what you are looking for in your child.

Does your child demonstrate from time to time?

• Compassion for others.

• Unselfishness and is able to share.

• A generous spirit and will check to ensure others are included.

• Developing empathy to those less abled or in some way hurt or offended.

• An ability to share conversation and listen well to others.

• Shows patience in difficult situations.

• Kindness to those around.

• Has an ability to form friends well and easily. Do they sustain friendships?

• Is your child inclusive with other children in their friendship groups?

• Has a tendency to put others ahead of themselves.

• Reflects on activities that happen to them.

• Talks positively about others and looks for the best in people.

• When they are challenged through school work, friendships etc. do they look to find the positive in the situation and choose not to blame?

• Are they able to forgive hurts and move on quickly?

• Is sharing a natural part of how they interact with others?

All of these and there are plenty more, are examples of a child’s developing social and emotional maturity. All of these qualities should be strengthened by our tuning into their presence in our child’s life.

‘Well done, I can see how you are a good friend and you gave your share of the sweets to James because he wasn’t feeling well.’

‘I noticed how you included all the children in your class to your birthday party. You are fair to everyone.’

‘When you play basketball, I notice how you are keen to play as a team player and share the ball. Bravo.’

Your progressive affirmations alert the child to the fact that their social and emotional responses are highly valued. This is the foundational time for building an intuitive and emotionally intelligent young adult who will be a well-rounded and productive individual with a great ability to remain mentally healthy.

“Teach your children how to identify their own strengths and challenge them to contribute these strengths to others.”

—  Marcus Buckingham

Dealing with the put downs

Nobody likes being put down. Children especially can begin to see putdowns as something they deserve or an indication that they are not worthy to be given credibility. No matter how we avoid them they often come our way, subtly or more directly.

If a child takes an aggressive response to the put down, the problem can quickly escalate. When the child responds by passively giving in and not responding, they can build resentment and this behaviour does not stop the put downs from coming their way. The best response is for a child to be assertive, expressing themselves in a way that clearly tells the offender that their behaviour was unacceptable. This assertive way of responding does not put the other person down which further shows maturity on the part of the child being put down.

The best way to be assertive is to state it clearly.

“I am upset that you speak that way. I find it offensive.”

“I am disappointed in your words. They are quite hurtful.”

“I don’t like the way you talk to me. It’s quite inappropriate.”

These responses are about informing the offender that their words are offensive.  In no way does it seek retribution, but it puts the offender on notice that their words were not to be tolerated.

It is also about looking the offender in the eye, being clear in your speech and showing confidence in the way you calmly rebuff their accusations. This is about developing emotional maturity which helps the child respond in ways that give them a sense of being in control. As the parent you can help your child show assertiveness by the following:

• Give the example of being assertive yourself when you feel spoken to or treated poorly.

• Teach your child to use the “I” statement. Get them to practise them….

“I am disappointed when…”

“I am unhappy when…”

“I do not like your behaviour when…”

Once the child becomes familiar with using this language, they have a quick and effective way of responding to the person putting them down. The more they use it, the stronger they feel.

• Discuss times when you used assertive approaches in your life and how you felt afterwards.

• From time to time tap in with them in relation to how they feel about themselves when others speak poorly to them. Sometimes frequent and subtle put downs can build up considerable feelings of being bullied. Ignoring put downs can also encourage the offender to keep on with the attack.

In a classroom, it is common practice that teachers will role model how to be assertive and encourage children to use language that works. Whilst still taking responsibility when they see a child bullying another, they will still teach the offended child to be assertive to prevent future attacks and to recognise when words used are unacceptable.

The teacher will also instruct the child using an “I” statement to state clearly the reasons for the upset.

 “I am angry when you laugh at my new glasses.”

  “I feel very upset when you laugh at my stutter.”

Teachers will also encourage children to recognise when a put down is unacceptable. Accepting and tolerating put downs requires a maturity to determine the intent.

However, should put downs become unmanageable then adult intervention should take place. Take care to know when this is necessary as prolonged and unmanaged putdowns can turn into severe bullying.

Finally, you the parent through your own experiences can model when a put down is not acceptable. Your understanding of your child’s sensitivity and emotional maturity should give you the guidance to teach them how to be assertive and in control at any age.

“Our ultimate freedom is the right and power to decide how anybody or anything outside ourselves will affect us.”

— Stephen Covey

Asking for help, is an important tool in learning

Are you the person that always asks for help? Some children naturally ask, even though they may not have thought through what they are asking. This, for some, can simply be a habit. Other children can be slower in asking for help and others may not ask for help due to shyness, embarrassment, fear of looking like a failure, etc. Not getting into the habit of asking questions, can be dangerously habit forming and we want our children to hear their voice in the classroom when questions are asked.

Whatever the category your child falls into, all children need to ask for help in the classroom and learn that asking for help is natural and to be expected in developing an inquiring mind. Once a child becomes an adolescent, they need to have conquered their fears to ask for help, otherwise, it can become an academic and social minefield.

Teachers carefully monitor those children who remain silent and work very calmly and skilfully to bring their voice into the harmony of all the classroom when questions are asked. A teacher will respect the quiet child, but work to get their questions and voice out in the open.

Asking questions suggests developing intellectual curiosity and perseverance to learn more. By asking questions our children are wanting to explore concepts for themselves and make sense of what they don’t understand.

 At home, you can support your child to ask questions in the following ways.

Asking questions suggests developing intellectual curiosity and perseverance to learn more

• Ask a lot of questions yourself. Demonstrate to your child that asking questions gives you the knowledge you need to feel satisfied.

• When together as a family, have a game of asking questions. This can be a great game in the car and the importance here is to invite questions about some information. The game of ‘I spy’ is a popular one.

• Ask your child about how they gain information in the class. Do they ask questions? Are they comfortable asking questions? Do they feel asking questions helps them learn?  If this is a problem,

• Talk to your child’s teachers about how best to assist your child.

• Once a week around the table ask the children to simply ask questions. This can be around a topic, a picture etc. the importance is simply to practice asking questions.

We are aiming for our children to recognise that asking questions is a normal part of solving problems. It should be to a child a natural process this is used in building knowledge.

“The important thing is to not stop questioning.”

— Albert Einstein

Teaching your children to be planners

Organisation is always a challenge for children as they grow. Also, as parents, some of us are less organised people in planning events etc. It’s just in our nature how we approach planning. This article tells us that planning can be learnt, which is so beneficial for children’s success in self-management. The earlier they value being a planner, the more they gain through being organised and in control of what they are doing.

Taking time to plan something well shows that a person is making choices about how they want to be in control of their actions. They come to understand that they will have more successful outcomes by being a planner. Planning well gives you a vision into what you are expecting as an outcome. To be productive is to plan well. For example, if you plan your trip well for the school holidays you feel reassured that it will be successful and that you have a clear understanding of what to expect. There are fewer unfortunate surprises.

There are developing skills in learning to plan well and children will get better at it and more accurate in their planning, reading situations better etc. as time goes. They will make mistakes but grow in confidence about sharpening the planning process.

Teachers know that planning their lessons well is the key to the quality of teaching. Without effective well-planned lessons, teachers easily lose control of the outcomes. They understand that the quality of their planning will impact a child’s learning.

Read here to help your child be a dedicated planner.

They are also keen to teach children the importance of planning and when assignments are on the agenda, teachers will spend considerable time with children discussing their plan. Sometimes pieces of work are marked on the quality of the planning demonstrated by a child.

When we teach our children to plan important events etc., they begin to value the process of planning as a way of managing their world and feel in control. They are setting the directions themselves. Once they feel the success of their planning, children will want more control of their actions.

Here are some thoughts on helping your child become a dedicated planner.

• Demonstrate to your child how you plan for important events, occasions etc. Allow them to share in some of this planning. Is planning an important part of your work life?

• There are various ways to plan and everyone develops their own style. Talk about what tools you use to help you plan. For example, are you someone who takes notes?

• Do you plan your events on a computer? Do you revisit the plan?

• What resources do you use in planning?

• When your child talks about important events that they will participate in, talk about what plans they have in place to make it successful.

• When planning we all need time for this and talk to your children about how much time they will give to the planning process.

• Talk about successes you have had from careful planning. It is also worthwhile to talk about the trial and error in planning. This is also an important process we go through before discernment.

A wise person sees planning as a natural part of putting order and structure into their world. Teaching our children, the value of planning gives them an important tool in guiding their directions with personal satisfaction and confidence.

“‘Good teaching is more a giving of right questions than a giving of right answers.’

                             -Josef Albers”

— Quote Source

The great potential of our children

School is such a great place for bringing out the best in children.

Each day teachers motivate, stimulate and drive children’s thirst for learning. They are experts at bringing out the best in the children as they know that within each child there is so much potential. The more they develop and ignite their gifts the greater learning will occur on so many levels.

How about home?

Do we recognise those great gifts and the potential of our children? Some potential is very obvious. If a child is good at Maths that is quite clear to everyone. However, there are many potentials that we need to bring out of our children and certainly, we need to recognise the more subtle potentiality that appears from time to time.

Here is a list upon which to reflect when highlighting and affirming potential gifts in our children:

Some of our child’s potential is very obvious. Some is not and we must recognise it and celebrate it.

• Notice how your child treats others. Do they demonstrate a well-developed style of treating others with kindness and understanding? This shows the development of compassion and sensitivity.

• Does your child have skill in engaging with all children and being inclusive in play? This is quite a gift and potentially shows leadership in a child. Great leaders are inclusive.

• Is your child well organised and likes to set goals? Such a gift shows the potential of being a well-balanced and self-disciplined person.

• Is your child a great listener to others? Such a gift leads to the potential of being an effective adult who listens with intent, patience and tolerance for other’s opinions.

• Does your child show patience in a special way? Oh, what a gift is developing here. Such potential leads to a well-balanced person, tolerant and wise.

• Is your child noticeably aware of others that are less advantaged? This shows that a child will potentially develop strong compassion and fairness in life.

These are some examples where your child can develop into a warm and caring person with substantial emotional maturity.

This article is about looking for the potential in your child to develop into a well-rounded human being. Think about all the subtle examples of your child’s behaviour to others and themselves.

To live to your full potential is all about using your gifts and greatness for the common good. Let’s encourage our children to see their potential as an opportunity to grow wisely and sensibly.

“Free the child’s potential and you will release them into the world.”

— Maria Montessori

Teaching our children to take on responsibility

This is all about giving them gradual independence to manage themselves. As they grow in independence they will certainly come across situations where they are uncomfortable, exposed to failure and feel generally unsatisfied with their efforts. These are all-natural feelings. Sometimes as parents we think by taking the responsibility away from them, they will have less pain and besides what if they make a mistake? How will they feel?

As the child grows in independence, they also grow in taking on their own responsibility for things. This teaches them to own the situation. There is much satisfaction with a child when they start to take responsibility. This gives them a sense of self-worth and a feeling of growing up as a real person. There is nothing more enriching than having that feeling of making decisions yourself.

Our role as parents is to support this gradual development and watch with joy our young one taking on responsibility.

Teachers know that in order for children to learn effectively they need to take ownership of their learning. During the school day, teachers will provide situations where children will make informed decisions on what they learn and how they learn. At parent-teacher interviews, there is nothing more satisfying for a parent than to hear that their child is a responsible learner. This has come about by gradually learning to take risks and to make responsible choices for themselves.

Teachers know that success only comes from accepting responsibility.

You will be amazed how small opportunities to take on responsibility will increase self-esteem once they are successful in showing responsibility.

Consider the following thoughts to build stamina in your child with regard to taking on responsibility:

• Consider your own life situation. Are you a person that models responsibility and ownership of situations? Talk to your child about why this has been important to you over the years.

• Do you have a list of chores at home that your child must do as part of the family routine? Could these chores grow in responsibility as the child gets older and demonstrates their growing strength in this area?

• If you are having a holiday, get your child involved in the planning and being responsible for certain duties. Perhaps they take ownership of packing their bags, researching venues etc.

• Talk about the responsibility of doing tasks at school. We know that leadership develops in children who show strong skills in being responsible. School captains are chosen from those children who demonstrate strong skills in being responsible. Teachers frequently set up monitors in classrooms on a rotation basis giving children responsibilities to manage.

• Talk about how you value your child’s growing awareness and interest in taking on responsibility. Take care not to rescue your child too soon after disaster strikes as this will only disengage your child from taking on responsibility. It also delays any further interest in being responsible.

• For those children reticent to be independent, give them small opportunities to be independent. You will be amazed how this will grow once they are successful in showing responsibility.

• We live in a world where the safety of our children is paramount and to this end, I can understand how we are cautious parents in giving them too much responsibility and independence early.

I would argue that with gradual responsibility being handed to them, they are stronger and more confident young people. They are more observant of life around them when being responsible for themselves. They confidently and intuitively show skill in navigating their way around difficult situations and are much happier in themselves being in control.

“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”

— Denis Waitley

What are we teaching our children?

There is so much we are teaching our children, this is obvious. What we need to occasionally to reflect on is, the incidental things that occur that are noticed and internalised by our children. Keep in mind that we are all part of the great human condition and by this definition, we are not perfect! However, our children are very clever in picking up the incidentals and shifting moods in our behaviour. These are incidents and occasions where we may let our guard down. For some reason, our children are curious creatures when they see how imperfect we are.

I remember, as the school principal, there was a consistent way of operating and the values exposed were to be consistently displayed. Sometimes life is complicated and principals get compromised. Teachers are excellent at building strong, stable authentic relationships with their children, which generally involves a child excusing them when they slip up on occasions. In my experience, it was common for children who had strong relationships with their teachers, to be quite protective of their failures and misadventures.

As a parent, do our children notice our misdemeanours and are they watching to learn all the incidental behaviours they notice in us? The answer I fear is probably yes. They are always checking into see our legitimacy and how this affects them. Certainly, in working with children, it was clear they understood their parents very well.

Consider the following thoughts to help us live with this subtle pressure from our children:

What incidental things that occur are noticed and internalised by our children?

• Accept and acknowledge with your child that you are not perfect. In fact, what is ‘perfect’?

• Be natural in apologising when you think it necessary. Children really appreciate that you understand that you make mistakes just like them.

• Be relaxed in talking to them and when putting down important rules etc. in the home, acknowledge that you just try your best at all times.

• Talk about how you can sometimes get tired and let your guard down. This is natural and normal.

• Have a laugh with your child when you find yourself not living up to your expectations. This is about showing your human side. We all make mistakes.

• Be aware that small ears listen and love to learn more about you in discreet ways. This may mean compromising some feelings at time to give the right message to your child.

• Watch the language you use around the child especially when talking about others. Much is revealed to a child when we express our opinions about others.

A child loves the parent who is easy to read and comfortable in how they express themselves. They enjoy the journey of learning more about their parents often through different unexpected experiences. This is often the test of being true to ourselves.

“A sensitive child sees the world through the lens of the child.”

—   Unique Teaching Resources

Teaching our children the value of courtesy

A strange word and one that represents so much of valuing the other person. It says that the other person has value. The question here is how much value is placed in today’s world on being courteous or considerate to others. It is, I would say, a very underrated gift that can definitely benefit a person in building trusting relationships. If we are not courteous, respecting the other’s person’s right to an opinion how can we establish relationships, accept difference etc?

I was always curious to find that when choosing school captains, teachers and students requested a child that valued the other person. They wanted a school captain that respected and was courteous to each and everyone in the school. Such a value was demanded in a leadership position. This also applied to classroom leadership positions, sport captains etc.

How much value is placed in today’s world on being courteous or considerate to others?

In a classroom setting, teachers will set up activities, games, group work etc, all requiring a strong aspect of being courteous and respecting fellow students. Children know that without such a value they cannot work with each other fairly and come to value difference. Being courteous stimulates conversations in a non-threatening way.

When I worked with children it was most important to ensure that the child knew that despite the problem, I was courteous and valued their presence. They were an individual of value and credibility and that should at all times be present in our conversations and in my mind. Once courtesy is apparent in conversations no matter how difficult, resolutions are more likely to happen. Trust then creeps into the relationship and more understanding and tolerance of difference appears.

Consider:

• When in dialogue with your child always keep in mind the sensitivity of the situation and how you value their humanity by being always courteous. Being abusive immediately shuts down real conversation.

• Demonstrate to your child that you are a courteous person to people you meet. You may have some personal differences but still the presence of showing courtesy to that person is a powerful message to your child.

• Talk about courteous people that you admire. What do you like about them? Notice that people who are courteous are often gentle people who do not use intimidatory power of being loud and aggressive in style.

• When you are talking to people such as teachers, school parents etc. it is so important that your child sees how comfortable you are in treating them well through conversation. It is all about looking and accepting that in everyone there is good.

• When you talk about them privately keeping up that courteous talk is so important.  What you are telling your children is that people should be treated with respect no matter how I differ from their opinion. It is a helpful habit in negotiating through differences.

Teach your child that you may disagree with someone but you still respect their right to an opinion. You will therefore talk with them and around them courteously. You will recognise that their voice has value and has a right to be heard with courtesy.

‘Teach your kids to be polite right now.

So, when they grow up, they can:

Speak without being bossy.

Inspire without intimidation.

Lead without being tyrants and live life to their full potential

Powerfully, Vibrantly, Harmoniously.’

-AFineParent.com

Discipline or restorative healing?

No question about it, from time to time we need to use discipline with our children. I prefer to refer to it as ‘setting up consequences’ as the word discipline to me has harsh undertones. It alludes to administering harsh measures that can be felt for some time. After all, consequences are more about inviting your child to understand their actions and to deal with them in a responsible way. This does not in any way undermine the responsibility of the unacceptable action. In fact, it invites the child to take ownership of making mistakes.

Schools often use a method called restorative practice. It is primarily about a child acknowledging their wrongdoing after much listening and reflection. Together with the teacher, they put in place restorative action that will have consequences and healing for all parties. It encourages self-discipline and self-control. It invites children to reflect on their actions in the light of the problem.

This involves talking to children in a positive way about their behaviour.

          “I am very disappointed that you broke that vase.

Together we need to find a way of dealing with this.”

You can invite the child to find the appropriate consequences and together you plan a way forward. Often using this method, you will find the child is quite hard on themselves. Care must be taken to work on the best consequences for the problem not always the harshest.

          “Now that we have dealt with this matter, how can we avoid it happening again?”

 Here we invite some proactive thoughts on moving forward and avoiding the same problem. 

Also, affirm the child once the behaviour and consequences are complete.

“Well done. You understand that what you did was wrong and you have made me feel better now. We can move on.”

The most important part of giving consequences is to move forward after the consequences are finished. For the child, the most important part of healing is knowing that they are forgiven and that you still love them despite their problems.

Try to be less angry when the incident occurs. Anger can escalate the child’s fear of giving the best response to the situation.

 A few thoughts:

• Try to be less angry when the incident occurs. Anger can escalate the child’s fear of giving the best response to the situation. Anger only encourages the child to shut down. Teachers understand very well that if they express anger without listening to the child, they will lose credibility. Solving the problem and moving on effectively then becomes a much bigger problem.

• Keep everything in proportion. How serious was the problem? Perhaps it just needed a simple reminder?

• Do the consequences fit the behaviour?

• Are you taking over too much of the resolution and not including your child in the discussion throughout the process?

• Check-in with your child after the resolution of the problem. Is your relationship intact after dealing with the behaviour?

• Check-in with yourself to ensure that you have moved on. Carry no bitterness or malice.

• Remember that many of the problems are about being a child, making mistakes and learning to grow. They will be short term and in a child’s life, there will be many repeated times to deal with consequences. Therefore, take it all in your stride and do not personalise issues.

• If you have noticed an increased need to put consequences in place, check-in with your relationship with the child. Is all well in this area? Do I need to take time out to spend some individual healing time with my child?

Finally, whenever you have dealt with a problem, discussed the matter and dealt fairly with consequences, there will be growth and hopefully a broadening of understanding where forgiveness, mutual understanding and empathy grow.

“Conflict is not a problem that needs solving but a phenomenon that needs understanding.”

— Dominic Berter.

Judging people can have a powerful influence on our children

Are we prone to making quick judgements of people? I would add, are we very vocal about our observations of others? The delicate question that I raise here is how much do we influence our children on the judgements we make of others?

It is natural to have opinions and often this comes from a life lived with increasing knowledge around and about people. If we find ourselves quite opinionated about people are we in full possession of the facts? This blog is just to remind us that young eyes and ears are around and it is not difficult for your judgements to become their judgements. After all, at an early age, they trust your opinions.

What in fact is life-giving for our children is to be open to all kinds of people and to look for the best and not the worst of people. Having such a disposition is very attractive to others and is encouraging a more peaceful, mature way of being.

At school, teachers can see how influenced children become of others from the images formed by their parents. Once a child has such an attitude, they are working from the negative and not the positive.

A classroom is an excellent setting to teach children about accepting differences and growing to like the difference.

 Consider:

Developing the habit of making quick judgements on people can become a life habit. It closes doors mentally and disengages from learning more about people.

• Take care with what is said about others in the presence of your child. You may have strong opinions about someone, but I think it best to be subtle and careful in expressing them in front of your child. Let them slowly and gently form images of others for themselves.

• Encourage an attitude that everyone is different and I may have some thoughts about this situation or person but there are many opinions to be considered.

• Encourage your child to have an open mind when they encounter people with different views or perhaps ways of communicating.

• Teach them that having an opinion is natural, but making judgements that damage can be harmful and lasting. Once judgements are made, opinions are sealed and limited understanding comes from making a judgement.

• If your child talks negatively about a child in their class, discuss if they can see the good in that child and encourage them to be open to learning more about that person. A closed mind at an early age is not a healthy way to grow mentally and emotionally.

• Social media sadly encourages judgment in all sorts of areas to do with people. Monitor what your child watches and have an open outlook on opinions and attitude about others. Teach them to be open to differences and to find some positive in difficult discussions about people that are controversial.

Developing the habit of making quick judgements on people can become a life habit. It closes doors mentally and disengages from learning more about people.

“If you judge people you have no time to love them.”

— Mother Theresa.

Teaching children the value of finishing.

In our busy world there are some aspects of our work which may never get finished, however teaching our children that completing tasks, finishing agreed goals is a very satisfying and important way of being.

To value finishing a task, etc. is to have the maturity to know that completion is satisfying and healthy.

Children are busy little bees who can start activities and walk away from them quite easily. This is partly due to their age, span of concentration and shifting interests. No matter what age, we can teach them slowly the art and grace of finishing.

Teachers know how important it is to teach children to complete their tasks in class. They will plan to allow enough time or will make  optional ways for a child to finish their work. It is all about the importance of actually finishing. As children grow older, they are taught that their performance at school will also be judged on their ability to complete tasks. So, from an early age working towards completing tasks, projects etc. is considered a valuable tool in learning. Incomplete work is considered poor performance.

We can teach our children the importance of finishing by our own actions. Consider:

• When you complete a task talk about how it feels to have it finished.

“I feel so glad that I finished mowing the lawn. It is a job well done.”

• Affirm your child when they demonstrate that they have finished tasks.

“Well done. Your homework is complete now. You still have some free time before dinner.”

• Draw up a list of tasks to do for the week. Tick them off when complete. Show your child how much satisfaction you gain from ticking off that list. Each item ticked off is a job behind you.

• Encourage your child to come back to tasks incomplete. Remind them that no matter how much time is needed, completion is all about being successful.

“You have taken some time to clean up your Lego on the floor, but now it is all complete. Well done. The floor is so tidy.”

• Remind your child that there is no satisfaction in not finishing. The joy comes from completing the task and then comfortably moving on.

• Talk about some aspect of your work that gave you satisfaction once it was completed. Highlight the satisfying feeling you gained from completion. Also, what changed or grew as a result of completing the work?

Teaching your child, the satisfaction of finishing teaches them to appreciate and look forward to moving on. New horizons are born from completing tasks.

“If you’re brave enough to start, you’re strong enough to finish.”

— Gary Ryan Blair

Fight, flight or go with the flow.

Do you have one of these tendencies when you are dealing with a conflictual issue? Sometimes our determination, sense of self-worth and anxiety about failure can take over and rather than losing face we can choose a flight or fight mode to cope. From time to time we switch into different modes. Flight and fight are a form of escapism from combined resolution.

Children will naturally experiment with all three modes and as they mature, we hope that they will be more inclined to read the signs and go with the flow avoiding failure. Rather this is more about understanding the circumstances, being tolerant of other’s opinions and not wearing the problem. It takes considerable maturity to go with the flow and compromise your way of being. However, after time you begin to realise the advantages of it.

Flowing with the situation requires discernment and developing the wisdom to cope with the situation, not personalise the matter and not get stressed. This may mean compromising your principals but it is also about thinking of others and valuing their input.

Parents who take on the fight model will eventually struggle as the child gets older. Fleeing is a model where we avoid situations that can eventually grow into a much more complex problem.

Are you a fight, flight or go with the flow type of parent?

Modelling for our children the art of flowing is teaching them that fight or flight is short term satisfaction. To flow keeps you in the discussion and hopefully, you still have stakes in the matter.

Teachers are all about negotiation and compromise. They teach children that when they are faced with a problem it is best to confront it and together with the other person negotiate a way though. If a teacher uses the model of fighting to win, they understand that eventually, their power runs out and no real resolution is made other than damaged relationships.

 Consider:

• When discussing matters with your child that can be unsettling, take care not to immediately resort to power to end the matter. This is likened to fighting to win and will eventually be unsuccessful. Negotiate. Talk to your child about what is on their mind and be prepared to discuss the matter calmly. Using the fight mode tells your children that the matter is unsettling for you and perhaps you are not the right person to talk to about the issue.

• Parents can use flight by refusing to talk to their child about matters that they don’t want discussed. Escaping from such conversations can lead to children seeking resolution elsewhere.

• Always be prepared to listen and discuss. You may be surprised at what you learn.

• If you child has a tendency to fight or to run away from issues, gently engage with them and help them talk through the problem calmly and without judgement.

• Teach your child that being prepared to listen, can lead to new information. Once you listen it is easier to go with the flow and simply you work through the problem more easily. You are more inclined to have a positive input into problems or conflict if people see you as someone who is fair and reasonable in discussing matters that are sensitive.

“If you want to fly give up everything that weighs you down.”

— Gurubogsa

Faults! We all have them.

Do we sometimes focus too much on the faults that we see around us? Children by nature of being children are frequently making mistakes from practical matters through to their fragile emotional growth. I say all hail faults! Have often do you hear your child say:

“It’s not my fault.” At an early age, a child struggles to own a fault.

The key here is to focus more on virtues and gifts that we see present in our children. We certainly teach our children to manage faults and we do this in a gentle and caring way. We teach them to manage their faults and we praise their efforts when they show improvement.

Now that school has resumed children are exposed to various learning situations that will challenge them both inside the classroom and outside. They begin to recognise through the support of teachers, that making mistakes is acceptable and that we learn to strengthen the fault line by practice, effort and determination. Their world in school will be a daily exercise of managing success and checking in when faults occur. Our job as parents is to support them by accepting that we all make mistakes and have faults that can be worked on with support and encouragement. Let us take out the negative undertone of the word, “fault” and see it as an opportunity to grow. I am inclined to replace the word with “mistakes”.

Consider the following thoughts:

• Are you a person who tends to notice faults before you notice the best of the person? If this is the case keep reminding yourself that focussing on faults only exacerbates one’s feeling of failure or disappointment in someone else.  It is not difficult to develop a negative mindset about someone if you just focus on their faults.

• Talk about how you have been working on yourself to improve in some area. Perhaps your fault is never being on time. Talk to your child about what you are doing to improve in this area. It’s important to show the child that naming the fault is the first job in taking control. Once named it puts things into perspective.

• When your child talks about how they are struggling to succeed in an area, talk about the times you have seen improvement. Build on the positive times when you did see improvement.

“I can see you are struggling with maths. I remember how you mastered the times tables last year. That was a great success”.

• Remind your child that we all have faults. It’s part of the human condition. Many of our great achievers over time struggled with faults and worked hard by taking risks and working on improvement.

It’s all about developing the best disposition and owning those faulty areas in which improvement can take place if you so wish to work on them.

“I think people who have faults are a lot more interesting than people who are perfect.”

— Spike Lee