Category: featured

What it Looks Like to ‘See’ Another and Why It Matters

This week, I had an experience that brought to mind the importance of letting our kids know, daily, that we see them and that they matter. It brought back many memories of families I have worked with, parents I have mentored, and the huge impact I’ve seen when moms and dads learn to ‘see’ their kids during the mundane moments of every day.

A universal human need is to matter, especially to those we love. We can all satisfy this need for others, especially in our families, in simple ways. When our children or others we cross paths with feel seen, it builds confidence and strengthens a sense of self-worth. It brings moments of joy. But what does it mean to see someone? I experienced this kind of ‘seeing’ this week.

MY EXPERIENCE

Don takes radiation treatments, and so for almost six weeks, we will be at the hospital every weekday morning. When we arrive, we pull into the valet parking lane, I get Don’s walker out, help my mom, and then we make our way into the hospital while someone parks our car. When we’re finished, we get our keys, and a sweet valet volunteer takes them and heads out to retrieve our car.

The night before this experience, we had our first frost. The next morning, leaves were falling like rain from all the trees. When we returned for our car, the valet lane was filled with leaves, and a young man was blowing them out of the road onto the lawn. However, there were so many cars that he had to keep stopping and waiting. They parked our car in the lane that is usually reserved for those who are loaded and ready to leave. Again, he had to stop. He didn’t seem frustrated, which amazed me. When we got to our car, I turned towards him, smiled, and said, “I’m sorry you have to wait for us.” He returned my smile and responded with, “That’s Ok. Not a problem.” Then I busied myself getting Mom and the walker into the car. As I prepared to enter our vehicle, I heard this young man holler, “You have a good day!” What? I turned, smiled, and told him to do the same. He had kept us in his sight for a few extra minutes so he could wish us well as we drove off. I can tell you, I felt seen.

This experience touched me so much that I did a U-turn and went back. I parked and walked to where he was. I told him that I appreciated his taking notice. I told him I was a writer and wanted to share this experience with my readers because when we ‘see’ each other, it matters. He was willing to let me take a picture of us. He was all smiles and told me I was special. I could tell from his face that he felt special, too.

Can you see the simplicity of this moment and its value? This is what can and needs to happen in families multiple times a day. 

How can that be done?

It requires that we take time as we move through our day to ‘see’ our children. If possible, say goodbye at the door when they leave. Smile and say, “Glad you’re home,” when they return. Touch an arm and smile as you pass in the hall. No words needed. Pat the back of a child doing the dishes or folding laundry, then go on your way. Give a word of encouragement and a smile to someone doing their homework. Look in a bedroom door of someone cleaning their room and smile encouragement or say, “You’re doing a good job.” If your child is sitting on the couch watching TV, sit by them, pat a knee, and smile. Then get up and go. Rub a back while sitting at church or while waiting at an appointment. The list goes on. This works even with teens.

IT’S A PRACTICE

Each of these interactions takes less than a minute and can be done all day long if we understand their value. It isn’t just about being nice. It isn’t about being a parent. It’s about letting another person know that they’re seen and that they matter.

This is a practice. The more you do it, the better you get and the more seen your kids feel.

Five Principles of Power – Principles 3 and 4

Recently, I wrote about principles that I consider powerful for a healthier and happier family life. Last week, we delved into principles one and two. Today, I will share information and examples on principles three and four.

As I said last week, as you internalize these principles, you will see greater success in all parts of your life. This is a promise I can make based on my own experience.

Principle 3

Make it special. When we want someone to look forward to something, we make it special. We do this at weddings, birthdays, and on holidays. But it’s just as important in our daily family activities. Let me share an example from my own life.

I recall a trip we made from Idaho to Utah. We were moving, and Mom was driving us to meet our dad at the new home. She had all nine of her kids in the car. My two sisters and I were in the very back of our station wagon. (No seatbelts in those days.). I was fourteen, Cindy was 13, and Shirley was twelve. Old enough to behave, right? At one point, we were so bored that we began fighting. My mom yelled repeatedly from the driver’s seat for us to stop because we were riling up the other kids. After a lengthy time, Mom pulled over, raced to the back of the car, popped the window open, and reached for us. We, however, were scrunched up at the back of the middle seat, and she couldn’t reach us. She told us in no uncertain terms to stop fighting and remain calm, that we were almost there. Then she got back in the driver’s seat. I will never forget what happened next. I looked at my sisters, they looked at me, we smiled mischievously, and went at it again. I know, we were being naughty on purpose, but we were bored!

I learned something from that experience that helped me when I traveled with our seven kids: make it special! I learned even more as I watched my husband. Don knew how to do this well. On any trip he planned, he would insert one or two stops at city parks. Everyone got out for fifteen minutes, and then we hit the road. At first, this drove me nuts. I mean, we needed to get where we were going. Over time, I saw how helpful this was for our children. They loved our trips and looked forward to the short stops. Don knew how to make it special.

I had a different way of accomplishing this. I would make goodie bags and hand them out at the beginning of the trip. They contained homemade treats and cheap toys or books from the dollar store. In our day, that was the town drug store. : ) Sometimes, rather than a goodie bag, I would have a bin of books, games, cards, coloring materials, etc. that I kept just for road trips. They weren’t brought out at any other time. We also had a few car games, and we often sang as a family. Yes, my kids liked that. Here is the key – what isn’t always available is special when it is available.

This idea of making it special applies to many things, such as going to church, doing chores, or bedtime. Really? Yes. I have a special bag that goes to church with me. When the grands are reverent, they get to pick a treat out of the bag. I’ve been using this bag for over ten years, and although all the grands are now teens and don’t need the bag to be reverent, they enjoy getting it anyway. It’s become a once-a-week tradition. : ) Maybe you have special books that are only used at church. Whatever isn’t always available feels special.

Even chores can be made special. After Saturday chores, have a simple treat. As each child or teen finishes their assigned items, they can have a treat, no waiting on others. You could have a ten-minute dance party just before everyone goes off to do chores or even gather when everyone is done. Laughter, smiles, and treats can make even the most arduous or mundane thing special.

And what about bedtime? I’ve learned that even bedtime can be more stress-free when it’s special. My grands in Washington were notorious for not going to bed, and when in bed, calling out over and over again. When I visited, I instituted something special. I would sit by the bed and ask two questions: What was the hardest thing that happened today? What was the best thing that happened today? They would each get to answer the question, and we talked about it. They loved this. When we were done, each was to lie still, close their eyes, and breathe. I would sit there for another ten minutes while they complied. By then, they were usually asleep.

Another simple way to make bedtime special is by giving each child just three minutes to hug, cuddle, or talk. Then say goodnight and move to the next bed or room. I’ve had parents tell me that doing this one simple thing has made a difference for their kids because it makes bedtime special.

Principle 4

Keep it simple. As in the above examples, while working on making things special, we need to remember to keep it simple. When we make things hard, expensive, time-consuming, or too costly, the activity usually dies a slow death. We had a weekly family night. There was prayer, a story, and a simple activity. We ended with a treat of some kind. This was a family activity suggested by our church. As we went along, many members of our congregation began making this simple family home evening a big deal. Bigger treats. More challenging activities. More resources were required. I found myself letting it slide because I didn’t have the time or energy for all the preparation. I felt that if I wasn’t doing all the ‘stuff’ other families were doing, my kids would feel ours was lame. What was lame was that we stopped doing a fun thing that brought our family together. Eventually, we returned to simpler content, and it returned to a weekly event.

Here is a cool idea a friend had for her children’s bookshelves. She would periodically remove books and add in books that had been removed months earlier. This kept her children’s interest in the books because they felt new. She wasn’t constantly having to buy books or go to the library. This also got her kids to engage with books that they ordinarily wouldn’t have read. It helped make their family reading time more exciting.

Sometimes you’ll have an activity that you think is special, but your kids don’t, and it isn’t as successful as you hoped. That is OK. Get your ego out of the way. Try another activity next week or new items in the car for the next long drive. Be willing to experiment.

I did some work for a woman who taught me a profound lesson. Her closet was so neat, and I asked her how she managed it. She replied that if she bought something, then she had to give something away. This simple ‘rule’ that she had for herself kept her whole home in far better order. She had learned to keep it simple.

We can expand this idea to many areas of our lives. Take a vacation, for example. Don’t overload it. A few activities, well thought out and engaged in, beat a schedule that wears everyone out and leads to misbehaving, irritation, and contention.

When we add a new commitment to our calendar, we should remove something else. One of the great tragedies for families is that we are so “booked” that we do not have time for one another; we cannot enjoy one another. Running from one thing to the next until we are totally worn out is a good way to miss our family life, which is really the life we want. When we keep things simple and consistent, our results skyrocket.

We want to have a real connection in our family. We want peace and calm as often as we can manage it. We want activities that bond us together.

This all happens best as we make things special in simple and sustainable ways.

Learning Play – Creating a Rain Stick

The Spark

I was watching Jack, almost 3, and Mary, who was 10 months old. It was getting crazy. I was trying to write an article and keep the Christmas Tree from tipping over for the third time that day. I began asking myself, “What can I get Jack interested in?” We have a large rain stick in the living room, so I got it out.

Jack was fascinated. He tipped it upside down many times to hear it “rain”. I asked him if he knew how the rain stick worked. He didn’t. So, I used my fingers to explain how there were crossed spines inside and small seeds. When the seeds hit the spines, they made the sound. I could see he was a bit confused.

Figuring It Out

“Jack, do you know what a cactus is?” “No?” “I’ll bet we can find one on the computer.” (I didn’t have any books on cacti in my library.) We went to the computer and pulled up some pictures of cacti. I explained that when the cactus dies, the arms can be made into rain sticks before they dry. I showed him some cacti with long spines and explained that the spines are pushed into the dead cactus. We got our rain stick, and I was able to let him feel the ends of the spines in the stick.

With Jack on one knee and Mary on the other, we googled making a rain stick. The first thing up was a video series showing how to make a rain stick from a cardboard tube. We watched the video on how to choose a tube. We watched how to insert the spines, which were made of nails, pins, or toothpicks. We watched the first part on covering the tube ends, and finished off with the video on what to put inside.

Jack was fascinated and watched all the videos. He didn’t get bored or wiggly. I helped him stay tuned in by having mini-conversations. “Look, Jack, there are three lengths of tubes. Which size would you choose?” “Hey, look, she is using nails and a hammer. You would like to hammer nails, I bet.” “See those toothpicks, they would make a really different sound.” It went on and on, and he was fully engaged with how it was done. (The hardest part so far was keeping Mary’s hands busy and off the keyboard!)

Creating Our Rainstick

“You know what, Jack, I’ll bet we can make a rain stick.” “Yeahhhhh”, he said. We pulled out our really great junk box and found a long tube that we thought might work. I handed it to Jack, he put it up to his eye and said, “Hey, it’s my looker looker”; so much for the rain stick. LOL

We took our tube, some straight pins, and duct tape to the kitchen. Jack was content to watch me make the rain stick. He tried pushing in a pin, but decided it hurt his thumb. We talked about dead cacti, thorny spines, and rain sticks while I pushed in pins and taped on an end. Jack chose red lentils and rice to put inside.

He was interested in how the spines looked from the inside of the tube. He understood now what I had been showing him with my fingers, and he showed it back to me. Then I taped the other end and covered the whole thing with duct tape. A rain stick is normally covered with paper or cloth and then painted or decorated, but I wanted to be sure those pesky pins didn’t come out.

Jack excitedly turned it over. It didn’t “rain”. There was just a spattering thunk. Hmmmmm. He tried it a few times. Then he looked at me and, with a serious face, said, “It’s too little,” (meaning short). He had figured out that there was no rain sound because the tube was too short. Amazing! Aren’t children smart?

I told him that we could construct a rain stick out of three toilet paper tubes taped together. He was all for that and rummaged in the junk box for the tubes. Then his enthusiasm waned. He and Mary busied themselves with trucks on the living room carpet while I taped the tubes together. Then I called Jack in and told him I was going to use toothpicks this time and showed him how it would work. Then he was off again to Mary and the trucks. I finished the tube and called Jack in to put the rice inside. I finished taping the ends and covered them with duct tape. Then I called Jack, and he gave it a try. His face beamed when it “rained.”

When his mom returned home, he showed her the rain stick, and I explained about the dead cactus. She said, “Jack knows about cacti. Remember the story about the boy and his bottom.” A wide grin spread over Jack’s face as he recalled the Dr. Seuss story about a boy who sat on a cactus. Now it all came together in his mind.

It was a great time and took only about forty minutes from start to finish; just a mere 40 minutes, and Jack learned so much and had a lot of fun. Then I went back to my article, and Jack and Mary played with the trucks till their mom got home.

Helping children LOVE learning is about catching a spark from a child (in this case, seeing Jack’s interest in the rain stick), then responding.

Learning play doesn’t require a great amount of time, expensive supplies, or a perfect result to be worth it. So, play and learn!

Smarter Moves: Budget-Friendly Home Buying Tips for Families of Children with Special Needs

Image: Pexels

My friend, Laura Pearson, is helping me out this week. I am still in recovery from my surgery. I am doing well, but sitting at the computer can be challenging. : ) We were discussing Special Needs Parenting, and Laura wrote an article that she is letting me share with you.

Most of you know that I live in a four-generation home. What caused that to happen almost fifteen years ago was my granddaughter, Maggie. She was born with severe cerebral palsy, which requires a lot of one-on-one care. It finally made sense to live together rather than having our daughter, Jodie, call for help and us driving to give it.

We began by sharing a regular home. We lived in the basement apartment, and all the kids, except Maggie, could come and go as they pleased. We put in a ramp to make getting Maggie’s wheelchair in and out of the home possible. But as Maggie grew, our ability to move her by carrying her diminished; she needed a wheelchair that she could drive. That would require a far different home than we had. The hunt began.

Finding a home when you have a special needs child can be daunting, as we found out. We experienced some of the pitfalls Laura mentions – a very costly overhaul for one. The bathroom, with a special needs shower and ceiling track, cost $10,000. Buying a home for special needs is like buying a radius. Almost ten years after moving here, we now have a 40-minute round-trip drive to get Maggie to school each day, or put her on the bus for a 1 hr. and 15-minute drive at 7 am. Making sure that the foundational issues are managed, rather than the cosmetic, is vital. One year into our lives here, we discovered some serious electrical issues and could have lost our home and lives in a fire.

I know that the information Laura presents is useful. You may not have a special needs child, but you may know someone who does. It may not be cerebral palsy, but could be autism, a mental illness, ADHD, or any number of other issues. The family might not be moving now, but may in the future, as we did. Share this with them to prepare for what may come. They will thank you. : )

Smarter Moves: Budget-Friendly Home Buying Tips for Families of Children with Special Needs

Buying a home while raising a child with special needs isn’t just a financial transaction—it’s an emotional recalibration. There’s the pressure to get it right the first time, the looming costs, and the logistical minefield of changing environments while preserving your child’s stability. Every square foot starts to carry extra weight: Can your child move safely here? Will routines hold up? And will the next crisis be mechanical—or medical? If it already feels like your brain’s buffering, you’re not alone. But affordable doesn’t have to mean reckless, and thoughtful doesn’t have to mean out-of-budget. These tips aim to keep your wallet and your family steady through the move.

Define What “Needs” Actually Means in Your World

Not every “must-have” is universal—especially when your child’s well-being drives the list. Safety rails, one-story layouts, low-noise neighborhoods, or predictable lighting might matter more than modern finishes or a bigger yard. Take the time to think about what’s non-negotiable for your family’s stability, then ruthlessly prioritize. Don’t assume everything can be fixed later; some changes are more costly or disruptive than they seem. Accessibility decisions made now can prevent stressful overhauls down the road. Treat this step like an insurance policy against misalignment and future regret.

Map Your Location Around Daily Life, Not Just Price

Yes, the sticker price matters—but what will commuting to therapy twice a week really cost you? Or access to specialists, schools with IEP support, or even a local grocery store that doesn’t involve a meltdown-inducing drive? Price should be filtered through proximity. A “cheaper” house an hour away from services may end up being more expensive in time, gas, and stress. You’re not just buying a house—you’re buying a radius. So think of your budget as something that includes emotional energy, not just dollars.

Buy When the Market’s Not Buzzing

If you have any control over your move timing, lean into the lulls. Spring and summer are when demand peaks—meaning higher prices, tighter timelines, and fiercer bidding wars. In contrast, slower seasons tend to shift negotiating power to the buyer. Sellers are often more flexible during the fall and winter, especially if they’re trying to close before year’s end. That flexibility can translate into closing cost credits, lower asking prices, or extra time to move in. Patience during the quiet months can buy you more than just square footage.

Don’t Fear Dated Wallpaper—Fear a Bad Foundation

A stained carpet or faded paint might make a place feel uninviting, but those are the easy fixes. What you don’t want is a home that hides plumbing nightmares, electrical time bombs, or structural mysteries. You’ll save money—often thousands—by looking past aesthetics and identifying homes that are sound but need surface-level updates. Cosmetic updates are low-lift and low-risk. By contrast, bad bones drain your energy, time, and finances. Remember: minor flaws rarely interfere with livability.

Protect Your Investment with a Home Warranty

The first year in a new house is always full of surprises—some more expensive than others. Investing in a home warranty can provide peace of mind, especially when your budget is stretched and your mental bandwidth is low. A home warranty is a customizable annual plan that covers repair or replacement of essential home systems and appliances, helping you manage breakdowns caused by normal wear and tear. This might help families already juggling complex needs, as having coverage in place reduces the pressure of unexpected repairs. Because the last thing you need during a transition is a broken furnace and a four-figure repair bill.

Look Into Financial Aid That’s Just for You

If you haven’t searched for assistance programs in your area, it’s time to start digging. There are grants and funds specifically designed for families caring for children with disabilities—many of which go underused. Depending on your state or locality, you might qualify for down payment help, home modification grants, or even relocation stipends. These aren’t gimmicks—they’re real supports built for situations like yours. These programs can offset homeownership costs, even if your income doesn’t fall into traditional aid brackets. Don’t assume you’re not eligible until you check.

Streamline the Move with Services that Cater to Special Needs

Moving day isn’t just boxes and trucks—it’s a sensory overload waiting to happen. For families with special needs, even minor disruptions can cascade into meltdowns or missed medications. That’s why hiring movers or organizers who understand accessibility, communication styles, and emotional safety can make a huge difference. These pros know how to pack critical items last, label everything clearly, and recreate essential routines as quickly as possible. It’s not about pampering—it’s about preventing breakdowns that cost time, money, and emotional recovery. Think of it as paying for continuity, not just convenience.

Home buying for families of children with special needs comes with its own equation—one that balances cost, chaos, and care. Every decision can feel weighted, but that pressure can lead to sharper choices rather than hasty ones. By focusing on livability instead of luxury, support instead of space, and rhythm instead of rush, you can keep the process grounded. Affordability isn’t just about the price tag—it’s about how a home functions in the life you’re building.

With the right safeguards in place, your move doesn’t have to derail your stability. It can reinforce it.

Ready to transform your relationships and embrace more connection with your family? Subscribe now to receive insights from Mary Ann Johnson and take the first step toward becoming a more present parent.

Nurturing Leadership Skills in Children: Parent-Led Approaches

Image by Freepic

Today, I’m sharing an article written by my friend, Laura Pearson. I’ve watched my daughter, Jodie, do much of what Laura has shared in this well-written article, so I can appreciate the value of the counsel. I know this information will be helpful to both you and your children. Enjoy. : )

Leadership isn’t reserved for boardrooms or political arenas—it’s a skill set that can begin forming in the sandbox, the classroom, and the kitchen table. Parents hold a unique position to influence this growth, helping their children learn how to inspire others, take responsibility, and navigate challenges with confidence. By embedding leadership opportunities into everyday life, you can set your child on a path toward self-assured, compassionate decision-making. Below are a handful of approaches that blend warmth, guidance, and practical skill-building.

Encourage Initiative and Exploration

Kids often need permission to take the first step toward independence. That could be proposing a new family game night, organizing their school supplies in a way that works for them, or even trying a recipe without help. Letting kids make decisions safely builds their sense of agency while allowing you to provide a safety net. The goal isn’t to shield them from every challenge, but to create opportunities where their choices have visible outcomes—good or bad—so they can learn to weigh options, predict consequences, and adapt. These low-risk leadership opportunities help them grow more confident.

Demonstrating Leadership Through Continued Education

One of the most impactful ways to teach leadership is to demonstrate that growth is a continuous process. Enrolling in various nursing bachelor’s degree options not only opens doors for your own career but also sends a clear message to children about the importance of dedication and self-improvement. Balancing coursework with family and professional responsibilities models perseverance, strategic planning, and the ability to prioritize effectively. It shows that leaders are willing to challenge themselves, adapt, and commit to long-term goals. When kids watch a parent work hard to achieve something meaningful, they learn that leadership is as much about action as it is about aspiration.

Embrace imperfection and accountability

Many children equate leadership with being flawless. In reality, good leaders are willing to acknowledge mistakes and learn from them. If your child forgets to bring their homework home or mishandles a group project, resist the urge to rescue them immediately. Instead, focus on talking openly about mistakes with empathy—yours and theirs. Sharing a time you made an error, how you fixed it, and what you learned reinforces the idea that accountability is a strength, not a weakness. This approach normalizes imperfection, helping them see that growth often happens in the recovery process.

Foster Resilience Through Real Ventures

Nothing builds resilience quite like pursuing a challenging goal in the real world. Encourage your child to test their skills outside of home and school, whether through a bake sale, a neighborhood dog-walking service, or a charity fundraiser. When you support young entrepreneurs’ real ventures, you help them develop persistence, creativity, and the ability to troubleshoot under pressure. Even small projects can teach budgeting, customer service, and time management—all vital leadership skills.

Build Communication, Teamwork, and Critical Thinking

Leadership isn’t just about making decisions; it’s also about working well with others and thinking clearly under pressure. Sports teams, school clubs, and volunteer projects all offer ways in which teamwork strengthens communication skills.  These experiences train them to lead by collaboration, fostering an environment where everyone feels heard and valued.

Allow Choice and Agency Without Fear of Failure

One of the hardest but most valuable lessons for young leaders is that failure isn’t final—it’s feedback. Whether picking a science fair topic or organizing a small group activity, let them own the process. Letting children learn from failure builds resilience and encourages them to take thoughtful risks. Your role is to guide reflection afterward, helping them identify what worked, what didn’t, and what they’d try differently.

Nurturing leadership in children doesn’t require grand gestures or specialized programs. It’s about weaving responsibility, agency, and empathy into the fabric of everyday life. By modeling strong values, encouraging initiative, embracing mistakes, supporting real-world challenges, fostering teamwork, and allowing room for failure, you equip your child with skills they’ll carry into every stage of life.

Leadership, after all, begins at home—one choice, one conversation, and one opportunity at a time.

Discover transformative insights and practical tips for busy parents at Mary Ann Johnson Coach, where meaningful conversations and learning experiences await!

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A Series of Conversations – The Dissolution of a Story

As I’ve mentioned before, there’s a story that has caused me grief. I’ve worked on rewriting it, but it continues to morph as I move into my 9th year of caregiving. Despite the work I’ve done and the changes I’ve made, it still rears its ugly head and causes negative emotions. When it does, I take immediate control and look at how the story has changed. It’s annoying and sometimes exhausting to rework an old story, but this one has been particularly tough. I suspect that’s because, as a caregiver, I live a life that makes it easy for the story to creep in.

Originally, it was, “There’s no room in my life for me.” Then it morphed to, “I’m constantly interrupted, and I never get my own stuff done.” There have been other iterations. As I said, a toughie.

The Most Recent Version

Here it is: “Everything, even if good and for my benefit, is just one more thing on my plate.” Can you see how it has jumped from one thought to another, but is basically the same? This version of that old story isn’t any healthier and makes caring for my family harder on some days. I continued to pray for help. The goal was to explode it into pieces so it wouldn’t keep morphing itself. : )

Disengaging 

Four years ago, I began feeling a push from God to develop a community outside of the one I enjoyed once a week at church. I wasn’t happy with that thought. I mean, the story was there. Even if it was good for me, it would just be one more thing to manage in my packed life. Sigh!

However, I listened to God and myself, and I knew it was wise. It took a couple of years for me to move, but move I eventually did. I called my friend, Linda. We had been friends and spoke on the phone almost every day for over twenty years while I lived in Laurel, Montana. We decided to make it a consistent call and set a date for every three months. After each call, we would schedule another appointment three months out. We both knew from experience that if we didn’t set aside time and honor it, it wouldn’t happen. We had only spoken every two or three years for the twenty-five-plus years I had been in Utah. This principle of setting a time and honoring it is true everywhere, including connecting with our children.

After that first step, other names came to mind, and I would make a call and set up a three-month appointment. I now have seven friends I connect with regularly. One of those friends, Anne, after a couple of calls, asked me if we could meet for lunch every three months and visit face-to-face. Oh, my word, I don’t do lunch, and we would each need to drive 30 minutes to meet. But we set it up and have managed for several years now. One of those seven friends and I talk every month. I’m getting better, right? : )

A year ago, I began walking with two friends several times a week. We’ve been darn consistent considering they are both still parenting and I’m caregiving. I truly enjoy these walks.

However, here’s the thing. Despite following wise counsel from God and myself, before each call, meeting, lunch, or walk, I would have this thought, “Why are you doing this. You don’t have time. This is nuts!”

At the end of each connection, whether on the phone, a walk, or lunch, I felt rested. Freer somehow. I had laughed, smiled, joked, and sometimes cried. It was liberating. It was stress-relieving. It made me feel bad that I had negative thoughts before each event, even though I experienced good results and felt better afterwards.

My RED-LETTER Day

July 25th was a red-letter day for me. What’s a red-letter day? A day that is pleasantly noteworthy or memorable. I had my scheduled walk with Alysia and Livia. That morning, I felt tired, and staying in bed another fifteen minutes would have felt good. But I realized I was looking forward to this walk. I didn’t think. “Augh, if I didn’t have this walk scheduled, I could rest another fifteen minutes. Why do I do this stuff?” No, what I thought was, “I’m glad to have a reason to get up. I want to hear about Livia’s event and how Alysia’s kids are doing.” What an amazing turnaround.

On the walk, I mentioned that I had a call coming up later that day with Joy, someone we all know. Alysia asked if I was looking forward to it. (She knows the struggle I’ve had with the story because we’re honest and have real conversations.) I stopped walking for a moment to check in with myself and realized I was anticipating the call with gladness. I was happy my walking buddy asked the question because it helped me take notice of the shift.

In my afternoon conversation with Joy, my morning experience came up. We were talking about the value and importance of having a community. Joy had mentioned that community is what increases our prosperity – not with money, but emotionally, mentally, spiritually, and in services rendered. We are more prosperous when we have friends who care, and whom we care for.

In that moment, I realized fully what I had begun to sense earlier that morning. There had been a shift! I began feeling anticipation before a call, a walk, or a lunch for several weeks. I wanted to be present with that person. It no longer felt like just another thing on my very full plate. The story, at least for now, has retreated. It may rear its ugly head in the future, but now I have evidence it’s false! It will be easier to send the story packing!

The New Story

Here is the new story: “God knows my needs. He knew the truth, that I would flourish in a community of friends, even though I didn’t know it. Now I do, and I am moving forward. Engaging in my community makes space for all that matters.  Every day, in every way, I am getting better and better.” I am still working on it, but it is coming along. I repeat it daily.

It can take time to rewrite an unhealthy or unhelpful story, but when we recognise a story that is damaging or harmful, we can change it. It’s happening for me, and it’s wonderfully freeing. It can happen for you. When you recognise that you’re telling yourself something that isn’t helpful or is untrue, don’t berate yourself. Celebrate. When you can see it, you can change it, even if it takes time.

I’ve worked on this story for eight years,
and I am succeeding! : )

Learning Play – Sewing

In 2012, the week after Christmas, Don and I traveled to Colorado to visit our grandkids. We loved and missed our daughter and her husband, but we went to see the grands! I’m always grateful for the time we took, in those early days, to spend time with them. Ashley, the grand in this story, is now in her mid-twenties and a wonderful hairdresser. They grow so fast, and you can’t reclaim their childhood. Hence, the perilous drive in the winter. : )

Grandma, can you help me make this?

Ashley was nine and needed a bag to carry her scriptures to church. She and her mom searched but couldn’t find one they liked. So, they bought a kit. I hadn’t been in the house 30 minutes when I was shown the kit and asked, “Grandma, can you help me make this?” I was all over that. I did a lot of sewing while raising our seven children, and although it was a lot of work, I enjoyed it. I taught the youngest two to sew in the days we homeschooled.

It was interesting that my daughter came in during the project and said, “I’m so glad you are helping her with this.” Here is an aside that doesn’t have anything to do with sewing but has everything to do with enjoying sewing with children. This type of activity can be challenging, as Marie’s comment showed, because we usually don’t structure time and then remain present while we assist and teach. When you decide to help a child with a project, honor that time, free your mind of everything but the child and the project. When you learn to do this, you will enjoy it more.

Children are fun to work with when that is the goal. They’re easy to please. They just need you to focus for whatever amount of time you have determined to give them. This project could have been completed in three 30-minute sessions. That might work better for a busy mom. I was on vacation, so we could take all day if we wanted to. Lucky us!

Learning to Read Directions Is Important

We began by looking at the box. We talked about the picture of the bag. We got everything out and compared the contents with the contents on the direction sheet. I helped Ashley read the directions, and we took it one step at a time. However, despite this wise start, at one point we moved ahead without reading the directions. Opps, mistake. We didn’t hem the top when the pieces were separate, so I had the opportunity to show Ashley how to sew a circular piece of material. : ) Reading directions is a very good thing to learn, and we talked about that.

Gosh, I’m Learning A Lot!

As we worked, we discussed many new words. I would ask Ashley what a word meant, she would take a guess, and then I would give a more complete definition. We had words like fray, embellishment, yoyo (not the toy), wrong side, right side, flair, feed dog (I love that term! So cool), pressure foot, bobbin, straight pin vs. safety pin, etc. About halfway through, Ashley said in a very excited voice, “Gosh, I’m learning a lot!” Kids always learn more when they are engaged. 

As we worked, Ashley commented, “This is sorta like when we learned about crystals.” It sorta was. We began with one thing and learned many other things. That’s the cool part about being present with a child. Learning flows because conversation happens.

Here’s a Tip:

When I sew with a young child who has never used a sewing machine, I stand behind them, tell them their job is to push the material forward into the feed dog, and keep a straight line. Then I worry about the pedal. That way, they learn to do one thing before trying to do two.

 

 

We got to practice some hand sewing because this cute bag had an embellishment called a yoyo, a small material circle used to make a yoyo quilt. She also learned to sew on a button. All in all, we had a great afternoon, learned a lot, and Ashley thought I was the best grandma in the world; and in fact, I was!!! Even now, I think Ashley feels the same.

Anyway, I’m holding on to the story that she does. : )

A Series of Conversations – Step Out of the Trench and See the Sunset

A few days before my 54th anniversary, May 28th, I spoke to my good friend, Joy. I had been down with bronchitis for three weeks. I was challenged to keep up with caregiving and was feeling down, not at all like myself.

The 100 Wants List

At the time, I was reading the book Master Your Mindpower. I haven’t finished it yet because it gives you assignments. It isn’t a fast read, but very interesting. One exercise was to make a list of 100 things you would like to see happen in your life. I didn’t know if that was possible. Caregiving requires a lot of time and emotional and mental energy. I had given up my former life as a speaker and writer to care for my family. I felt like I didn’t have any current goals or dreams. What few there were were hazy and far in the future. And I would be older, and then what could I really do? I was also challenged because I am at a place in my life where I am paring down, I don’t want more things.

Joy and I are alike, and so she understands how crossing things off my daily list is satisfying to me, but neither of us wants to spend the rest of our lives just crossing the mundane off a list. We both want goals and dreams. Joy knows what hers are and is bringing them to fruition with a house full of teens and young adults, but I was stumped. I know I’m a powerful and positive force for good, but after this long illness, I felt like quitting. I had this thought rolling around in my weary brain, “Who cares what you say anyway?” See, no matter how much you know, you can still visit the cellar. How long you stay there is what matters.:) Talking with Joy helped me climb the stairs to the light!

She reminded me that I am in the Impact phase of my life, and that’s why I feel some dissatisfaction. I have a beautiful mission statement, and I know that caring for my family matters. But it gets old. You know what I am talking about. This dilemma doesn’t go away just because your kids grow up.

A Beautiful Statement!

Joy listened to my concerns about the list and then thoughtfully said, “Being in the trenches can be gray, bland, and boring. It matters and is important, but we need something to light our light. We need to get out of the trench for a moment and see the sunset.” That was an amazing statement. My daughter Jodie, who has four teens, one with severe cerebral palsy, and works full time, stops each evening, goes outside, sits in a chair, and watches the sunset.

I took Joy’s beautiful statement to heart. It helped me work out a stinky story I was working on. I knew it was an untrue story and that I needed to rewrite it, but I wasn’t sure how. Here was the story – “I’m caregiving. I don’t know how long I’ll be doing that. Therefore, I can’t make plans. I do not have any current dreams or goals.” As I said, stinky! But Joy’s comment moved me forward. I began my list.

I wanted to see if I could do it. I haven’t reached 100 things, but I am up to 66. This isn’t bad for a 75-year-old who didn’t think she had any dreams or goals. I was amazed and happy with myself.

Want or Desire?

Not long after talking with Joy, I had a call with my friend Mary Black. The list came up again. She shared an interesting thought with me, which she read in the book A Happy Pocket Full of Money by David Cameron Gikandi. Gikandi begins his book with quantum physics and then teaches about infinite wealth and abundance through giving and fulfilling our purpose in life.

One chapter is titled Want Not. Desire, But Never Want. He defined the word want from the dictionary– “to be without. To lack, to be destitute or needy. A defect of character, of fault, to be absent, to be deficient or lacking.” He said if you’re in a state of wanting, you never get what you want. He suggested removing this word from our vocabulary and instead inserting desire or intend, depending on the situation. I changed my 100 Wants list to 100 Desires.

According to the book Master Your Mindpower, the next step is to narrow the list down to the top 10 you want to achieve in the next 12 months, and then the top 3 to do in 30 days. Because many items on my list are about changing my way of being, and I’ve been working on some of them for years, you can’t set a timeline, like 30 days or a year. Others, such as travel, are on hold while I care for those who can’t travel. But some I can move on now, and I will contemplate what to do. I don’t know how this is going to play out for me yet.

Here is what I do know – making the list was eye-opening and freeing. I am alive. I have desires and goals. They were there all the time; I just needed to let them out. This list has buoyed me up. I look at it and add to it. It makes me happy.

This exercise may help you, too if you’re surrounded by littles or teens, have a demanding, all-consuming job, a debilitating illness, etc. Sometimes it can feel like we have no life. Making this list showed me that I do, and can help you see the same, no matter your current circumstances.

Here are 25 things from my list:

• Lose the TONE and speak lovingly and kindly.
• Have extra and to spare so I can share.
• Remain calm, even when triggered.
• Care for Don, Mom, and help with Maggie as long as needed.
• Think of others even when it isn’t convenient.
• Find moments of happiness every day.
• Get my right hip replaced.
• Get better every day, in every way.
• Study something every day and incorporate the good I learn.
• Have $10,000 in savings.
• Feel good about and work well with money.
• End each day satisfied that I did my best, even if it didn’t match my daily worksheet.
• Continue to increase/nurture relationships with other women for a coming day of need.
• Speak Spanish.
• Take painting lessons.
• Dance, any kind my hip can manage.
• Write a second book.
• Visit Maine.
• Go to Missouri and see Jenny and her homestead.
• Finish my study of all 2200 scriptures about Christ in the scriptures.
• Feel happiness, the kind that isn’t about satisfaction because of work well done.
• Go to California and spend a week with Andrew’s family.
• Go to Washington and spend a week with Kate and her family.
• Attend a church service at Gracewoods, in Missouri
• Take a trip to see Marie and her family soon.

As you can see, there aren’t many ‘things’ on the list, and many are changes in my way of being. At this juncture in my life, that’s where my desires lie: becoming better every day, in every way. This is a truth statement I repeat out loud daily.

The things on my list of desires matter to me, and I have time to accomplish them in my life. Some are restricted for now, like going to Maine, but many have nothing to do with time; more to do with intention and choice.

I’m interested to see how many I cross off before I die. Knowing me and how much I love crossing things off my list, I suspect it will be all of them. : )

Making this list of desires and looking at it every day helps me step out of the trench for a moment and see the sunset. It has made a difference.

Ahh, working on the list – Find moments of happiness every day!

Learning Play – Chemistry Via a Child’s Spark – Part 2

Eating ‘glass candy’

Part 2

of the wonderful experience I had with my Colorado grands in the summer of 2012, as we embarked on our chemistry adventure.

The adult books we got from the library had hundreds of pictures of crystals with very long names. Ashley worked on sounding out dozens of them. We found an amazing picture that showed crystals that were transparent, translucent, and opaque. Wow, a follow-up to the ‘mini conversation’ we had had earlier. We spent a few minutes selecting items from the library that fit each description. Windows were transparent, colored glass was translucent, and the door frames were opaque (sorta).

We collect rocks, we wear rocks, and we eat rocks!

We saw a picture of a rock collection in an egg carton. Right away, they began discussing where we could go to find good rocks to make our own rock collection. The girls thought it would be fun to find the rocks and then figure out if they were igneous or sedimentary.

There was a chart in both the adult books and the kids’ book showing the softest rock, talc, and the hardest rock, diamond. They couldn’t believe there were ground-up rocks in body power and that wedding rings contained rocks. We read a book on the history of salt, which is a crystal. Ashley and Lizzy thought it was funny that we eat a rock, of sorts, on our food.

We were at the library poring over the books for about an hour and a half. When it was time to go, Lizzy said, “Grandma, shouldn’t we take some of these books home so we can look at them some more?” It was Saturday afternoon, a beautiful day. They were on vacation at Grandma’s. The neighbor girl they loved to play with was home. Yet here were a six-year-old and an eight-year-old diligently learning about rocks and crystals. They were absorbed in the information. It was fun. They LOVED it.

On the walk home from the library, the girls were busy searching the ground for specimens to add to the rock collection they planned on making. When we got home, our sugar crystals had already begun to form. It was exciting. We scooped a few out and sampled them. Yummmmm.

While I was making dinner, which was peanut butter and honey sandwiches, we noticed that the honey had formed some sugar crystals. The girls compared them to the crystals forming in their “sugar jars”. We discussed the fact that you can melt sugar and honey crystals by heating them, but that it would take a much higher temperature to melt quartz crystals.

Books over scooters. What!!

Later, I found Lizzy and Ashley sitting at the bottom of the stairs, looking at the books they brought home from the library. They had originally gone out to ride their scooters, but the books were so compelling that they never made it to the driveway. They were comparing the crystals in each other’s books, chatting away about the shapes, sizes, and colors.

When I went to check on them next, they had finally made it to the driveway and were buzzing around the parking lot on their scooters. Ashley hollered to me and said, “Grandma, we are finding crystals.” Lizzy asked me, “What are those people called who dig and look for rocks?” “Miners”, I replied. Then Lizzy said, “We could become miners, Grandma, and find crystals.” Ashley said, “I told her we could be scientists and study crystals.” Then she thought a moment, “Yeah, we could be partners finding and studying crystals.” I realized that their imaginative play that evening had centered on what we had learned during the day. When that happens, you know learning has been impactful.

Before bed, we read another children’s book about rocks, which reminded us of all the new words and facts we had learned. They were excited for the coming day. We planned to use the hardness scale and scratch chalk with a penny. Chalk is a 1 on the hardness scale, and a penny is a three. We had decided to collect 10 rocks for their new collection and determine if they are igneous, sedimentary, or metamorphic. The activities we accomplished on this special visit weekend could be spread out over several weeks for your children. It doesn’t need to take up an entire weekend. 🙂

The Result

This is the result you want when you see a Spark and respond. You want to see enthusiasm for the topic and excitement in the learning process. You want the learning to carry over into play and life. Recognizing a Spark and then responding are skills that any adult can learn. They facilitate a parent’s ability to inspire their children and help them feel excitement when learning new things. We had a wonderful adventure. It was fun.

They don’t know everything about volcanoes and how rocks and crystals are made, but what they do know, they will remember.

They LOVED learning some chemistry while making crystals!

A Series of Conversations – Learning by Doing

Remember that monthly call I have with my friend Joy Petty? We had another invigorating conversation I want to share. I’m no expert on this topic, but I have had experience with it. Joy is an expert.

Learning by doing is a powerful way to teach children. When they experience something new or exciting, it’s an effective way to absorb information and to learn. This can be helpful for those who learn best by doing rather than reading or hearing. We all have kids who learn in different ways. I love reading, but I’m also a hands-on learner who needs repetition.

What Kid Loves Shakespeare?

I’ll be honest, I never got Shakespeare. I took a class in my senior year, and we read Shakespeare and talked about it. I was as in the dark as before I took the class. A few years later, I saw the movie Romeo and Juliet, and my dislike for Shakespeare faded somewhat. I could understand more of what was happening. Reading Shakespeare wasn’t all that helpful to me, even though I am a reader at heart. (Joy would say that’s because Shakespeare is meant to be seen and heard!)

For the last 10 years, Joy has been mentoring youth through project-based learning experiences (with what she learned from LEMI, Leadership Education Mentoring Institute). These projects incorporate multiple kinds of hands-on learning. The first project was called Shakespeare Conquest, where her students became familiar with Shakespeare through many immersive experiences, including reading, watching, and listening to dozens of plays, giving presentations on Shakespearean life, and participating in a Shakespeare play at the end of the year. Trying to read and memorize Shakespeare’s lines was challenging, and some of them didn’t think they could do it. But through all the weeks of practice, they learned to speak the Shakespearean language and enjoyed it so much that they’ve put on a Shakespeare play almost every year since.

Joy’s own experience was similar to the kids. Before her training and preparation to teach the Shakespeare Conquest class, she wasn’t very familiar with Shakespeare, and didn’t see the point in spending so much time on it. She didn’t have the time or energy to care about Shakespeare until she began the project. As she immersed herself in it, she was better able to help the youth learn their lines and understand what they were saying. Only when she experienced it herself could she begin to understand how much we learn about human nature, as well as how much cultural literacy we gain from Shakespeare.

This was Joy’s experience with the kids she worked with. They didn’t care about Shakespeare until they began to learn the lines and perform them on stage. Being immersed in the story made ALL the difference.

In her work with kids, Joy helps them participate in simulations. It is a safe way to learn.
For example, when they were learning about the Civil War, they had a battle with Nerf guns. But one side didn’t have as many bullets as the other, and their supplies (the nerf bullets they needed to keep fighting) ran out much more quickly. They got a first-hand idea of how men would feel as they fought in battles without the necessary supplies. They had a greater appreciation as they studied the stories because they had experienced not having all the supplies they needed to win.

At one point while learning about the Revolutionary War, the students each stood in a bucket of ice water. They were talking about the winter and how many soldiers had frostbitten feet and hands. Their appreciation for what these men, and some women, went through as they fought for America’s independence grew exponentially.

For the past several years, Joy has put on a Youth Experience Summit, a four-day summer youth event called YES Week. The point of the event is to give the youth a safe space to learn through simulations/immersive learning. The YES Week website talks about why:

Learning Is In the Doing

“Simulations can provide learners with hands-on experiences, allowing them to actively engage with and better retain what they learn. In simulations, learning happens through experience. By immersing students in realistic scenarios, they have the opportunity to explore, experiment, and make decisions in a safe environment.”

“Simulations help learning stick. Research in education has shown that 70% of information retention comes from direct experience, which is why simulations are so effective. Students actively participate in problem-solving, critical thinking, and decision-making, leading to a deeper, more meaningful learning experience.”

“Simulations offer a safe space for mistakes. The process of making and reflecting on mistakes is crucial for deep learning, and simulations provide an opportunity to do so without real-world consequences. This encourages students to take risks and explore different solutions without being afraid to fail.”

Immersive Learning Doesn’t Just Apply to Shakespeare and History

Often, our kids miss these experiential/immersive types of learning. One reason is that we live in perilous times, and parents want their kids to stay safe. But we can offer them ways to have real experiences with what life is going to be like in safe ways. We can plant a garden and have them help put food on the table, literally. We can take them on trips to meet people unlike themselves, eat different kinds of foods, and experience different cultures. We can attend other churches. I did this in my junior year with my parents’ blessing and learned why I held the beliefs I did. We can help them participate in a sport that is new to them. My parents helped me try skiing. I knew it wasn’t for me because I had tried it. LOL

You can watch all the cooking shows you want, but to really understand and love cooking, you eventually must cook. You can watch others ride bikes for years, and you may enjoy it, but to feel the exhilaration of riding, you have to ride. When we experience what we want to know about and understand, through simulations or immersive learning experiences, we gain a depth of knowledge we might otherwise miss.

Understanding Money Management Through Immersive Learning

Let me share one way my daughter has allowed her children to have an immersive learning experience. Three of her kids are now 13, 15, and 17. A few years ago, she opened a bank account for each of them and got them a debit card. They talked about how debit cards are used and the consequences of misusing them. Then she stood back. Yes, they did overdraw, and when they got their weekly money, they had to use it to pay the bill. That hurt.

Here is what has happened in the last 3 years or so. Jack, who is 17, took a job feeding a neighbor’s horses twice a week. He wanted money in his account and access to his debit card. An allowance wasn’t cutting it, and after a short time, he could see the necessity of getting a job. He still feeds the horses, but now has a second job at a pizza parlor also.

Mary, who is 15, is carefully considering starting a nail business. She loves doing people’s nails, has lots of friends, and wants more money in her account. She has been using her money to purchase what she needs to do this work, and she practices. She did nails at our family reunion two weeks ago. She is careful with how she uses her debit card (her money) because she has a goal in mind.

Ben, who is 13, is still pondering his options. But it all began with experimental learning – what does it take to have and use a bank account and debit card? Just this week, he came and asked me if I had any jobs he could do. He needed to earn $15 for something he wanted. I gave him a job, paid him, and he deposited the money in his account. Then he was able to use his card to buy the item.

Immersed in Learning the Value of Preparation

When Don and I had six of our seven children, we wanted them to have an immersive learning opportunity with the idea of preparing ahead. They wondered why we had so many items in our garage that we didn’t use. Money was tight, and wouldn’t it be better spent on a new shirt or a pair of shoes, or how about a gallon of milk? They wondered why we had a propane stove, why we spent money on food storage for the future, why we had a port-a-potty, why they had to help in the garden, why I canned in the fall, and they had to help, and on and on. Don and I wanted them to experience why we did what we did as a family.

We decided to spend a full day and night pretending we had no electricity or water. Imagine that with 6 children. The port-a-potty was well used day and night. LOL. We cooked on the camp stove. Ok, that was not as fun as when we went camping, and we did get a better stove later. However, I was glad I wasn’t cooking on an open fire! LOL. It was late fall when we chose to have this learning experience, so they were all glad we had a propane heater. The only drawback was that Don and I didn’t know how to use it. We all got cold before we finally figured it out.

The next year, there was far less complaining about snapping beans in the fall, weeding the garden, being asked to manage money wisely, etc. They had experienced the value of what we were doing as a family, preparing for the unexpected.

Sewing and Immersive Learning

Here is another cool example of immersive learning. My friend Livia’s son got involved in theater at his school. He worked on sets and learned to sew and patch things. One day, he found a hole in his backpack. Because he had learned to sew while helping in the theater group, he fixed it and kept using it. He was proud of that backpack. Now, he will fix things even if he could buy something new.

Learning by doing, being immersed in the learning, is a powerful way for us to help our children move into a more prepared adulthood. Don’t be afraid to let them experiment in safe ways.

President Thomas S. Monson, a man I admire, explained: “God left the world unfinished for men and women to work their skill upon. He left the electricity in the cloud, the oil in the earth. He left the rivers unbridged, the forests unfelled, and the cities unbuilt. God gives to us the challenge of raw materials, not the ease of finished things. He leaves the pictures unpainted and the music unsung and the problems unsolved, that might know the joys and glories of creation.”

I loved this quote. It illustrates why we teach kids to ‘do’ Shakespeare, to experience money management and the need for work, the value of preparation for what may come, and how to make do because you know how, etc.

This summer, I’ve been rewriting and posting old articles from the days when I spent time helping my grands with immersive learning. You know the ones; they are called Learning Play. They fit in this category of immersive learning perfectly because when you experience something, it stays with you, and the learning can be fun.

Be creative and find ways to immerse your children in learning and preparing for life and adulthood.