Category: Parenting Skills

Experiments to Improve Family Relationships

A few years ago, I mentored a mom who has four children. I had known this woman for a while, and we were friends. She is a great mom and a wonderful person. At one of our sessions, we talked about her relationship with her 17-year-old daughter.

My friend was answering some thoughtful questions about “how” she is when she is with her daughter. She realized that she was often too critical and that their conversations were usually about chores and schoolwork even though her daughter has things she wants to share. The seventeen-year-old wanted to talk with her mom but she didn’t seem to know when the time was right. She chose to share when her mom was working, getting ready to go somewhere, or helping another child. They wanted to spend more time together, but they were both often tired and on edge. To avoid blow-ups they avoided each other.

Experimenting With Making a Change

When mentoring I often ask my client to pick one or two things that they would most like to see changed in the relationship with someone that matters to them. Then I ask them to come up with an experiment to see what might happen to the relationship.

I love experiments because they are just that, experiments. They are designed for the purpose of seeing if you can get a certain result by doing something new or different. Sometimes the experiment is successful and sometimes it isn’t. When you don’t get the desired result, you just design a new experiment. No failure here.

This mom came up with an experiment to increase the time she and her daughter spent talking and to decrease the time they feel tired and at odds with one another.

I want you to remember that this girl is 17, almost 18 years old. I work mostly with children from infancy to 12 or 13. Nevertheless, the mom tried using a connection technique that I teach all the time to use with children. For one week she was going to give her daughter as many random touches as she could remember.

A random touch looks like this:

• As you walk past the child you reach out and touch them in a friendly way while smiling. No conversation is necessary.
• If you see a child sitting on the couch, a bed, or any place like that, you plop down by them, lean back, and rest for 10 to 30 seconds. Then you squeeze a knee or pat a shoulder and go on your way. No conversation is necessary.

The Result of the Experiment

Here is what came out of the experiment. The relationship felt better. They spent more time together even when tired. Mom was more aware. The daughter talked and mom listened more. My friend and client said that looking at the relationship and asking questions about it helped her to be more conscientious about the fact that the relationship was more important than the management part of parenting. She also said she felt more purposeful in the relationship. She was keenly aware of what she wanted the relationship with her daughter to look and feel like.

After a few weeks of the experiment, she and her daughter had four weeks left of life as they had known it. Her daughter was graduating and moving into a new phase of life. She was leaving home to work for the summer. She and her mom decided to go to lunch once a week for the final four weeks. They were really looking forward to it despite being at odds just a few weeks earlier.

In a family, relationships trump just about everything else. How we see people matters. Our stories about them and their behavior impact how we, as adults, treat them. It doesn’t take much to “shift” a relationship into calmer and more peaceful waters. I like to remember that it isn’t the big things that make relationships firm and comfortable. It is the small and simple things we do on a consistent basis.

Questions To Ask About Your Relationship with Your Child

Here are a few questions that you can ask yourself about the relationship you have with each of your children:

• What is the primary conversation you have with the child? What are you talking about?
• What is the energy/mood between the two of you most of the time?
• What assets does the child bring to the relationship?
• Are there behaviors that block the relationship?
• What are you tolerating in the relationship? A toleration is anything that is draining your energy.

Now design an experiment to try something new. Remember that it is an experiment. You don’t know how it will turn out and that is OK. If you don’t get the result you want, design a new experiment. Like any good scientist, you will eventually find what works!

Share this exciting information with those you care about. Not everyone knows they can experiment.

Encouraging Creativity and Creative Thinking in Children

“When art teacher Kandy Dea recently assigned fourth graders in her Walnut, Iowa, classroom to create a board game to play with a friend, she was shocked by one little boy’s response: He froze. “While his classmates let their imaginations run wild making up colorful characters and fantasy worlds, the little boy repeatedly said, “I can’t think of anything,” Ms. Dea says. Although she reassured him that nothing he did would be judged “wrong,” he tried to copy another student’s game, then asked if he could make a worksheet instead. She finally permitted him to make flashcards with right-and-wrong answers.

“Americans’ scores on a commonly used creativity test fell steadily from 1990 to 2008, especially in the kindergarten through sixth-grade age group, says Kyung Hee Kim, an assistant professor of educational psychology at the College of William and Mary in Williamsburg, Va. The finding is based on a study of 300,000 Americans’ scores from 1966 to 2008 on the Torrance Tests of Creative Thinking, a standardized test that’s considered a benchmark for creative thinking.”

The above story and test results came from an article in the Wall Street Journal on December 15, 2010, A Box? Or A Spaceship? What Makes Kids Creative. I am not particularly interested in test results, and I don’t place a lot of credence on tests themselves. However, as a mom, grandmother, and teacher, I have certainly seen this trend. Some children seem to have more difficulty being creative now than when I was a kid.

Some researchers feel that the growing amount of time children spend on screens has decreased their ability to be creative and to enjoy playtime. Others think that children today have as much creativity as ever but that public schools get a D in encouraging it. The belief is that schools are doing an inferior job of encouraging and supporting creativity in children.

As parents, it would be good to have some ideas about supporting and encouraging our children’s creative thinking. Right? I have to laugh at that. In my day, what our parents did to encourage and support our creativity, was to send us outside and say “go play,” and we did. We had a lot of creative play. We made up games, invented terrific machines, made mud cakes, ran and skipped and hopped and created jump rope games, etc. That is how my parents did it. But today is a new day, a new time, so here are some ways you can encourage creative thinking.

Five Tips to Encourage Creativity

Tip 1 – Solving problems is a way to practice and encourage creativity.
Have family councils. Let your children in on problems that need to be solved. Allow them to voice their ideas. Listen to them with respect. Avoid the tendency to decide that their answers are wrong or silly, or naive. On the contrary, you may be surprised at what great ideas they come up with. I might also add that when answers to problems come from the children in the family, they are much more on board with putting the ideas into practice.

Maybe in your family council, you mention that your elderly neighbor is sick and needs help. What can you do to help her? Your children might volunteer to shovel her walks, water her yard, or sit with her and read; things they might not be willing to do if the idea came from you.

In your council, you might mention that you aren’t sure that you can save enough money for the annual trip to the family reunion, and you wonder what ideas they have to solve the problem. Some may suggest jobs they can do for neighbors, allowance money they can save and donate to the cause, or heaven forbid, they might even be willing to cut off cable for a while. LOL

Tip 2 – Thinking, discussing, and voicing an opinion are ways to encourage creative thought.
Have “mini-conversations” with your children about current events, historical events, books that you are reading. Don’t dumb it down for your children. Make your open-ended questions and comments age-appropriate but dare to talk to your children about things that matter. Even four-year-olds have a viewpoint on what happens in their world.

Tip 3 – Listening to your children’s ideas and valuing them as worthwhile is a great way to encourage creativity in your children. It gives them the courage to keep on thinking.

Refrain from judging your kids’ ideas. I think about Connor, the science-loving kid who started Connors Kits for Kids, an online company that makes kid-friendly science kits for kids. When all he was interested in was science, his parents didn’t freak out. They didn’t think, “Oh my gosh, he has to learn math and reading.” Instead, they came on board with his interest, and he and they bought a lot of science kits. Then, when Connor decided that most kits were not worth the money and wanted to find a way to provide great kits for kids that worked, his parents listened and helped him figure out how to do it. He was in fourth grade!

Tip 4 – Children are naturally creative in their play. Let them play, and amazing results happen.
I loved this example of encouraging children’s creativity from the Wall Street Journal article. “When Maureen Dougherty’s three kids were small, she and her husband Brian encouraged them to make up their own lyrics and dances to nursery rhymes, says Ms. Dougherty, of Stephens City, Va. Hearing Mr. Dougherty and the kids laughing one night, years ago, Ms. Dougherty opened the door to find them stumbling around with their eyes closed, singing original lyrics to ‘The Three Blind Mice.’

“After inventing spontaneous lyrics for years, their children, now 14, 18, and 20, enjoy public speaking and can think of things to say right off the cuff,” Ms. Dougherty says.

Tip 5 – Don’t focus on the outcome.
Adults tend to be outcome-driven, but for children, it is the process that counts. Creativity is in the process of doing. If it fails, then they will try something else if you don’t fall apart. Permit them to fail, and in the long run, they will succeed.

It is helpful to realize that if you raise creative children, they may not always behave like other children. They will feel free to talk, express their ideas; they will be bolder, more courageous. But, unfortunately, this way of being can land them and you in trouble. You will have to be brave and face up to what you have raised. Like me, you may get a pink slip from school stating that you’re 6-year-old is insubordinate. That experience made me laugh. Imagine six and insubordinate. And my grandson, Ben, is not your ordinary 9-year-old. He talks a lot about all the things he is learning. It annoys some adults.

I end with this delightful story from one of my own creative children, the insubordinate six-year-old, Jenny.

In the mid-’80s, flannel shirts were in. I sewed quite a few of them in my size. My six-year-old daughter Jenny loved my shirts and started wearing them to school. Of course, they were way too big for her, actually like a short dress. She solved her problem by pinning them at the neck with a large safety pin. Yikes, she looked like a street urchin; and yes, I had made some in just her size! I just said, “Oh well.” She had solved the problem to her liking and was happy with the result. She wore one of my shirts to school every day.

It wasn’t too many days later that I was called into the school to visit the teacher. She wanted to know if everything was OK at our home; was our money situation OK. (This was a small school, in a tiny town!) I got what was up right away and explained to her what Jenny was doing. The teacher was worried that the pin might pop open during playtime and that Jenny might get stuck. “Well, if that happens, I suspect she will change her wardrobe,” I responded. Jenny wore those ridiculous shirts for a few more weeks. Then she decided that they hampered her ability to play ball and other games, and her wardrobe did change. P.S. That fire dancer in the meme above is that insubordinate six-year-old who wore her mother’s flannel shirts. : )

Raising creative children is an adventure worth having.

Let other moms and dads know that kids who are not run of the mill grow into great adults.

Does Play Matter? More Than You Know!!

The POWER of Play

Parents and children’s brains don’t work the same. That statement won’t surprise any parent. Here is a story you will all relate to. Ted, aged two, hits Sally, age nine months. Sally begins to cry. You hear Sally and come running because lately, Ted has been hitting her more often. Hitting his sister is not ok, and you feel angry. You grab Ted by the shoulders, sit him in a chair, and for the 50th time yell at him that it’s not ok to hit his sister. Then, of course, Ted begins to cry.

In your mind, it’s evident that your grabbing and yelling are connected to Ted hitting his sister. You are wondering why Ted isn’t learning the lesson. You are angry and want this behavior to stop. That’s the message you intend to send. It might not be the best method, but it’s a reasonable message.

This is how Ted’s brain works, “Mommy’s angry, so she yells and hurts me.” Despite your well-intended message, the message Ted’s brain gets is that we yell and strike out when we’re angry. Unfortunately, there’s no connection between your yelling and the hitting of Sally, although, in your mind, it should be obvious.

My point with this example is not to discuss discipline issues but to show that children’s minds don’t process or see the same as our adult minds do. This is especially true in the arena of learning. Children and adult brains see or process learning differently. Children learn through play, which may look to adults like pointless, directionless, frivolous time-wasting.

“Many scientists believe play is hard-wired; a central part of neurological growth and development — one important way that children build complex, skilled, responsive, socially adept and cognitively flexible brains. NYT: Taking Play Seriously 2/17/08

Psychiatrist Stuart Brown, president of the National Institute for Play, created in 1996, said, “If you look at what produces learning and memory and well-being, play is as fundamental as any other aspect of life, including sleep and dreams.” NYT: Taking Play Seriously 2/17/08

“Parents bobble between a nostalgia-infused yearning for their children to play and fear that time spent playing is time lost to more practical pursuits. Alarming headlines about U.S. students falling behind other countries in science and math, combined with the ever-more-intense competition to get kids into college, make parents rush to sign up their children for piano lessons and test-prep courses instead of just leaving them to improvise on their own; playtime versus résumé building.” NYT: Taking Play Seriously 2/17/08

Decades of research have shown that play is crucial to physical, intellectual, and social-emotional development at all ages. This is especially true of the purest form of play: the unstructured, self-motivated, imaginative, independent kind, where children initiate their own games and even invent their own rules.

“Play is motivated by pleasure. It is instinctive and part of the maturational process. We cannot prevent children from self-initiated play; they will engage in it whenever they can. The problem is that we have curtailed the time and opportunities for such play.” David Elkind, Ph.D., The Power of Play: Learning That Comes Naturally.

The temptation we have as adults, especially if we care about our children’s education, is to interfere with our children’s play, trying to make it more structured, directed, with meaningful outcomes—all with good intentions to enhance their learning experience. But remember, children’s brains don’t process the same as adults. Managed, directed, structured play ultimately becomes something other than play, and it’s play that our children’s brains really need.

“For most of human history, children played by roaming near or far in packs, large and small. Younger children were supervised by older children and engaged in freewheeling imaginative play. They were pirates and princesses, aristocrats, and heroes. But, while all that play might have looked a lot like time spent doing nothing much at all, it actually helped build a critical cognitive skill called executive function. Executive function has a number of elements, such as working memory and cognitive flexibility. But perhaps the most important is self-regulation— the ability for kids to control their emotions and behavior, resist impulses, and exert self-control and discipline. Executive function — and its self-regulation element — is important.

“Poor executive function is associated with high dropout rates, drug use, and crime. In fact, good executive function is a better predictor of success in school than a child’s IQ. Unfortunately, play has changed dramatically during the past half-century, and according to many psychological researchers, the play that kids engage in today does not help them build executive function skills. Kids spend more time in front of televisions and video games. When they aren’t in front of a screen, they often spend their time in leagues and lessons — activities parents invest in because they believe that they will help their children to excel and achieve. And while it’s true that leagues and lessons are helpful to children in many ways, (researcher Deborah Leong says), they have one unfortunate drawback…when kids are in leagues and lessons, they are usually being regulated by adults. That means they are not able to practice regulating themselves. As a result, (Leong says,) kids aren’t developing the self-regulation skills that they used to.” Creative Play Makes for Kids in Control by Alix Spiegel

Please do not misunderstand me. I am NOT saying that we should allow our children to run feral, although more feral activities would probably do our children some good. I am also NOT saying that we don’t have a role in bringing some direction and structure to our children’s activities. Instead, I AM saying that we would do well, or more accurately, our children would do better if we resisted the temptation to manage their play, trying to make it more meaningful and directed so that we could feel better about their learning outcomes.

I hope you begin to have a mental shift about what’s happening in your children’s brains as they engage in play. Rather than feeling desperate or discouraged about their play and seeming lack of interest in academics, walk with your children as their brains and learning naturally develop and mature. As you walk hand in hand together, prepare appropriately to open doors along the way and do the work necessary to effectively invite and inspire your children to walk through. And by the way, it’s fine if they don’t. The door isn’t closed forever.

One other thing. A BIG distraction to play is technology. I mentioned it briefly above, but I want to repeat it. Kids will stay on screens for hours if we let them. The older they get, the less we can manage their screen time. But your younger children will do better if you have screen-free times during each day.

Here are possibilities to consider:

No phones at mealtime
No screens 30 minutes before bed
No screens for one hour after school time
No screens before school time
For young children, have set screen time, an hour or two a day

This Friday there was no school. My grands were on their screens the minute they woke up. But as the morning wore on, a friend came over, and the screens were discarded for spray bottles and an ensuing water fight. There was a bunch of laughing, running, noise, and commotion. It was fantastic to hear.

If we manage screen time, even if our kids say they are bored, they will find a way to play if we don’t bail them out. Give them time and ignore the pleas of “I’m bored.”

A reminder of why we want our kids to play and the long term value of strong executive function:

They will have a good working memory
They will have stronger cognitive flexibility
They will be able to control their emotions better
They will manage their behavior well
They will have better impulse control. Ever known any adults without this skill?
They will exert more self-control
They will have stronger self-discipline
A more well-developed sense of well-being
More sustained success in school

These skills help children grow into adults who manage well in the world. So, let’s make sure there is time and opportunity for unregulated and imaginative play.

Let’s let other parents know about the POWER of play!

What Use is a Good Imagination?

Jack, Mary, and Ben using the really cool horns they invented.

What use is a good imagination?

It might surprise you to know that when child development experts talk about “critical thinking skills” and “creative problem-solving abilities,” they refer to the imagination. That is what our imagination helps us to do. For human beings to have well-developed imaginations, you provide children with opportunities to exercise their imaginations. This practice happens best when children PLAY. In fact, some child development experts believe it is the only place that it happens. Play is also the place where executive functioning is developed in children. Executive functioning is a must to become a fully developed, successful adult.

A good question you, as parents, might ask yourselves is, “Are you providing your children enough opportunities for this type of play.” It is a good question because organized sports, music lessons, dance lessons, karate lessons don’t count. Playing board games with the family doesn’t count and doing just about anything on the computer doesn’t count. TV doesn’t count and playing video games doesn’t count. These things don’t count because, in the case of organized sports or lessons, etc., children are not free to use their imaginations and creativity. In the rest, they are watching someone else’s creativity and imagination.

In my mentoring, this comes up because it is a problem for parents. They don’t want their kids to waste time. They don’t want wasted materials. They don’t want messes. But these are the things that go into imaginative play, playing with paints, play dough, costumes, glue, and crayons—making a mess. Exploring the woods, splashing in a puddle, wondering how a caterpillar inches by, or pretending to be a tiger, stalking in the jungle are ways to increase a child’s imagination. These types of play use time, resources and often create a mess.

Homemade guns. Notice that Benny’s is a play drill and Mary’s is an umbrella.

In today’s world, there is a push to make sure that our children are prepared for life, go to college, get a good job. Often parents think that if they give their children too much free time, they are wasting their opportunities to prepare. Even though this thought comes from the best of intentions, it is not helpful for children. Children need time and space to develop their creative imaginations free from adult agendas. So even if your children complain, “I’m bored! There’s nothing to do!” please trust that if you leave them to figure it out for themselves, how to fill their time, their innate creativity will kick in, and their imaginations will soar!

When I was a child, my parents were not involved in managing our days. We had our chores to do and possibly homework, but when they were finished, we were free, and frankly, we made the most of it. We acted out all the fairy tales we knew. I served as a soldier, nurse, or bad guy in every war I had ever learned about. We made mud cakes and decorated them; we hand-stitched doll clothes; we painted and used clay. We made houses out of fall leaves, and we built innumerable forts out of snow. We had plenty of time for play.

This type of play is a challenge today because our children are growing up in a digital world. They will carry that world in their pockets. But with your help, they can be taught while small, to play and use their imaginations. The first five years of a child’s life are the most suitable time. Here are five tips to help you help your young child use their imagination.

Five Tips to Strengthen Imagination

1. Help your child to activate their imagination. Engage in their play. If they bring you something they have drawn or made, ask them about it, pretend-play with them.
2. Ask thoughtful questions. I especially like this at mealtimes. I wonder what would… What if…
3. Make time for imaginative thinking and play. Make sure there is plenty of free and unstructured time to think, explore and pursue interests and ideas. There is evidence that playing outdoors and in nature stimulates imagination and learning. In addition, some quiet time alone can help children to plan and work through an idea.
4. Encourage different experiences. Read together. Make up stories in the car or at dinner. Visit museums, botanical gardens, parks, etc.
5. Show your playful side and imagination. I have written about this a lot. What you model for your kids is what they will copy. So even if play isn’t your thing, choose to be silly, to pretend on occasion, and to let your hair down.

Jack’s Darth Vader mask (the lid to the pop corn popper)

If your children are older than five, all is not lost. Have you seen the car commercial where the parents look back at their children and ask, “Do you still have bars?” while they are using their phones. At some point, the kids reply, “No, nothing.” And there it is. Get your kids away from all that is digital. Go camping, boating, have screen-free time in your day, put phones away during meals, and ask questions or make up a story with each person taking a turn to add to the plot. With some thought, you can help your older children to imagine.

I recall a family meeting my daughter had with her older kids. All the phones were turned off. The tv was off. No one called on Alexa for anything. They each had poster paper and a stack of old magazines and photos printed off the computer. They talked about what they would like to have happen in their family in the next three years. Where would they like to go, who would they like to see, what did they want to do. Then they used markers, scissors, and glue to create what that would look like for them. They had a great evening, and it used their imaginations.

If you want your children to go to college, have a good job, be successful and happy adults, then encourage them to play and use their imagination!

Let’s help kids use their imaginations and share the value of doing so with others!

Sparks Bring Learning to Life!

What Are Sparks?

I have talked about children’s ‘SPARKS’ in numerous articles and in my book, Becoming A Present Parent. In fact, the issue of Sparks came up in last week’s comments – Can Children LOVE Learning? What’s a Spark, you may ask? Well, a Spark is anything that a child says or does that lets you know they’re interested in something right now. Sparks are valuable regardless of how you choose to educate your children.

My daughter Kate is not a homeschooling mom. However, last year, due to Covid, she became one. It isn’t something she plans to continue doing. But she, like most moms, is interested in teaching her children about life, core values, people, events, and other worthwhile topics. This type of learning occurs well in the family and home. Recently, Kate shared a person of interest with her children, Tessa and Elliott – Lily Hevesh, @hevesh5 a well-known domino artist. Elliott and Tessa have been in love with dominos for years. Tessa and Elliott were intrigued by this woman artist and what she had accomplished. For well over an hour, they worked on their own domino creations. My daughter sent me photos and included these words – ‘Light a spark and watch it burn!’ I loved it because those are my words. I didn’t even know she was paying attention to them. : )

If we keep our eyes open, we will notice what interests our children. We will see what is ‘sparking ‘them right now. That is the thing to hone in on and help your children with, whether it is getting materials they need, teaching them about a famous person who also has that Spark, or giving them space to experiment and create a mess.

HOW TO SEE SPARKS

A. Be Present. Do you want to know the number one way to see and hear your child’s Sparks? BE PRESENT. When we’re Present in all the mundane moments of a family’s day, we will see and hear what we may have missed up until now.

It’s hard to see Sparks if your head is filled with your schedule or if you’re engrossed in your technology. It’s hard to ‘see’ if you’re trying to avoid becoming involved or prevent a mess. You can’t see if you’re so busy working that the Spark appears to be an irritation or problem.

B. Ask good questions. You can jump-start your ability to see your children’s Sparks by asking yourself questions:
• What activity do you have to make them stop doing to get them to eat or go to sleep?
• What activity are they doing when they seem most engaged and alive?
• When they get to choose what to do on a free afternoon, what activity do they choose?
• What did they love to do when they were three years old? Five years old?
• What are they currently doing that bugs you?
• What do they do that’s making a mess?
• What do they collect?

C. Have mini-conversations.
• Share your Sparks, and they may share theirs
• Say “You’re very good at this”
• Say “You seem interested in this”
• Say, “This appears to make you happy/excited.”
• Ask, “Have you ever thought of . . . .”
• Say, “I had a great day today.”
• At dinner, ask “What was the best part of your day?” and have each person share

Pay attention to what keeps coming up over and over again in their answers and their conversations.

When we are in tune with what interests our children now, we can watch them experience joy just as Kate watched it happen for her children. Let others know how to do it too. : )

Can Children LOVE Learning?

For many families, school has begun in earnest. Whether you are using the public system, a private system, or homeschooling, September usually means we are deep into it. Some years back, I wrote an article about how to help children remain lifelong learners, to become lovers of learning.

As I reread it, I was reminded of the value of helping our children love learning new things, to not be intimidated by what they do not already know. We don’t have total control if we use the public system or a private system to educate our kids. However, we always have control over what happens in our homes and between our children and us.

Homeschool parents are not immune to things that can take away a child’s love of learning. So often, there is the pressure to make sure our kids are up to par because parents may feel the need to prove they aren’t ‘ruining’ their kids. I have homeschooled, and I know that pressure!

I feel the information is as pertinent today as it was when I first wrote it. I hope you enjoy the read and that it gives you an idea or two that you can institute into your home to help your kids become lifelong learners by choice.

“But I must again repeat it, that the great secret of education lies in finding out the proper means of making young minds fall in love with useful researches…”
-George Turnbull, Observations upon Liberal Education, written in 1742

This is an interesting premise. If we can discern how to help children fall in love with learning, they can receive an excellent education because they want to.

I believe this love of learning comes naturally to children. I’m sure you have observed how children learn. Just watch a baby learning to use their hands. They are not discouraged by how long it takes to gain mastery over the hand. They just keep working at it. No one tries to help a baby learn to use their hands. We just watch them and encourage them and let them work it out. The same goes for learning to hold a spoon, walking, putting on a shirt, etc. We provide the spoon and the shirt and support and encouragement, but basically, let them work it out.

Watch an eight-year-old building a fort. They are dogged when it comes to a project like this and, if left to their own devices, will figure it out and enjoy every bit of the process. The finished product may leave a bit to be desired in our adult minds, but the child will be thrilled with his effort.

Herein lies part of the problem of maintaining a love of learning. The parent might comment on the unsafe condition of the floor or walls; how many nails they used, what of this or that could be better, the pile of accumulated debris. Then the comment, “Here, let me help you with this.” Both teachers and parents must be careful not to damage a child’s confidence in their efforts to help. They also need to be cautious about sending the ‘you didn’t really do a good job’ message.

Sometimes parents have a fear that their child might be left behind, in some way found wanting, or not be able to compete in the adult world effectively. Often, if children march to a different drummer, it makes us nervous. Occasionally a child doesn’t fit on the usual timeline for learning something, such as reading or math.

Our eagerness to help them can sometimes do more harm than good. If we are too energetic in our efforts, we can even cause a ‘hate of learning.’ We often fall into this trap regarding the ‘academic’ subjects or things that cause us inconvenience. School teachers are not immune to these same errors. Pushing too hard and criticism make loving a new skill or topic difficult for kids.

Ten Ways to Foster a Love of Learning

So, what are some ways that we can encourage learning in any subject, even academics, without squashing the child’s own natural desire to learn?

1. Provide a safe and loving atmosphere for learning, more support, less pressure. Safer support would have helped me when it came to math. I loved math, but I was terrible at it. The harder the adults pushed, the more challenging it was to learn. It seemed to slow down my brain. Later, as an adult, I realized that I had a learning difficulty. I wish I had felt supported and safe when it came to math but I, instead, felt judged.

2. Provide inspiring materials. Expose children to inspiring music, great art, good books, etc. When I was of middle school age and into high school, I was teased by my friends because I read all the wrong stuff. That is because my dad had so many great books. I couldn’t help myself. What my friends were reading seemed lame. : )

My mother sang beautifully. She didn’t sing opera, but she played it, and she sang songs from Broadway. I didn’t listen to the same music as my peers. Yes, they did think I was a bit odd, but I had been exposed to the beauty of literature, art, and music. It changed how I saw the world.

If you want help exposing your kids to great art and literature, check out this excellent website. The Well Educated Heart (aka Libraries of Hope) is a restoration of stories from the golden age of children’s literature. Marlene Peterson has reconnected the modern generation of parents and children to the classic but forgotten stories that have instilled virtue and character in the hearts of generations past.

3. Read as a family on a regular, consistent basis. Reading as a family has great benefits. Even now, when my family consists of three people over seventy, I have written about the huge impact our family reading has had. This one thing will make a difference in your family and your children’s love of learning.

4. Inspire curiosity and then leave them to the wonder of experimentation and self-discovery. My grandson, Ben, loves this! Let them, experiment, fail, make a mess, etc. It leads to learning.

5. Leave plenty of time for thinking, playing, and being with family. Avoid too many lessons, clubs, and classes that adults manage. I have often written of the value of being at home, together, talking, reading, and playing. It takes effort to make this happen in our busy world of technology, but you will be well rewarded for the effort. Gotta put away the phone for at least a couple of hours each week. It takes dedication on a parent’s part, but you can do it. I’ve seen it.

6. Remember that play is the work of children. Encourage your kids to go outside and be in nature. Let them work stuff out together without adult supervision. Experiment with time off from technology. Organized sports and clubs don’t count. When kids are free to play and use their imagination, it does a body good.

7. Be patient with the learning process. I know I would have had a better outcome with math if those who taught me and those at home who felt responsible for my learning, would have been more patient with my timeline. I had a learning difficulty. Back in those days, we didn’t even know what that was. But there was such a push to move me along with everyone else that it became harder and harder to learn.

8. Learn to recognize and respond to Sparks. Sparks tell you what your child is interested in right now and may develop a passion for later. They are usually the things that bug you or make a mess. However, if you follow your child’s lead, you can both have a remarkable learning opportunity together.

9. Enjoy learning yourself. I read because my dad read and made books available. My mom read to us. She played all kinds of music and sang for us. My mom and dad taught themselves to run several brick-and-mortar businesses. They were always learning something new. It helped me be brave and willing to learn new things This example has served me well! Right now, at 71, I am learning Spanish!

10. Share what you are learning with your children. I would have loved to have more conversations with my mom and dad about what they were doing, reading, and learning. I know it would have helped me, but their example was all they could give at the time. So, give your children a bit more. Let them know what you are learning about.

When we safeguard this natural love of learning, we set the child on the road to success when they are ready for deeper levels of knowledge. They will be prepared to flourish in high school and college studies. They will do as George Turnbull suggests; they will seek out an excellent education.

Send these tips along to your friends who have to deal with the pressures of school, any type of school. They will thank you for it. : )

Is there a deeper truth?

How it all started!

Alzheimer’s is a challenging disease to deal with. The brain isn’t consistent. So today, my mom can remember something, and tomorrow she has no clue. It is a temptation to repeat things, hoping the information will somehow stick. The dog has to be in the middle of the pad. This is a porta-potty. Don’t use the garbage can. Don’t fold up your used underwear. It goes here.

The other day my mom ate three bowls of cereal before lunch. This isn’t the first time it has happened. We buy her favorite cereal, raisin bran. It must have sweetened flakes because mom cannot monitor her use of sugar, and we leave it in the refrigerator so she can find it when she gets up in the morning if one of us isn’t in sight.

Mom thinks she is hungry because one of the effects of her dementia is that she no longer recognizes thirst. So, whenever she needs water, she feels hungry. I was out in the garden, and Don was resting. We weren’t there to get her a drink and help her manage how she was feeling. That is why she ate three bowls of cereal in four hours.

When I came in to fix lunch, I was put out. I need mom’s weight to stay reasonable to manage baths and things that will come up down the road. I need mom to eat nutritious food. I don’t want her to become ill and end up in the hospital. These were my thoughts as I explained again why she shouldn’t eat three bowls of cereal before lunch for the dozenth time. She won’t recall any of the conversations. What she will remember is that she was in trouble.

Was there a deeper truth?

Later, I was telling my daughter Jodie what I had done. I was confessing because I realized that my motive for the conversation wasn’t as noble as I had supposed. Then Jodie shared a life-changing question with me. She had learned that it was helpful to ask this question when she felt upset – ‘Is there a deeper truth?’

Let’s look again at the situation with my mom. I want her to have a manageable weight. Is there a deeper truth? I want her to eat nutritious food. Is there a deeper truth? I want her to remain healthy, so she doesn’t end up in the hospital. Is there a deeper truth? Her greatest fear is having to be in a nursing home. I want to make sure she can stay here with us. Is there a deeper truth?

I hated to admit it, but there was a deeper truth. I am a woman of order. I like things my way. Her eating three bowls of cereal was out of order. Not being hungry enough to eat lunch with us was not part of how I envision a family lunch. You get up, eat breakfast, drink water, then have lunch. This is the proper order.

All those other things are true. I care about them, but when I was honest with myself, it wasn’t any of those things that had me so worked up. It was that my plan had been messed with. But, of course, I’m sure you won’t judge me too harshly. You do this. We all do this.

This question can help you to parent better

I can think back to my parenting and the times I got upset with one of my kids. Of course, after the fact, I could come up with lots of good reasons for my distress. However, if I had asked myself this question, I can assure you that often the truth would have been attached to my plans, feelings, desires, and sense of how it should be.

I don’t think we can avoid being upset over things that happen in a family—a mud ring left in the tub; the center cut out of an entire piece of construction paper; clothes stuffed under the bed. Homework lost or left undone, a child not coming home on time, the left-over roast being eaten when you had planned a meal around it. The list is endless.

But we can respond better if we will ask ourselves the question – ‘Is there a deeper truth’ until we get to the bottom of why we are really upset or distressed. Then we will be able to manage whatever the situation is with greater calm. We will be better able to teach. We will feel better about ourselves. We will leave our children feeling better about themselves.

I have numerous opportunities to practice asking myself this question every day. I am getting a bit better, and hopefully, I will become a master eventually. If you decide to begin asking yourself this question, I’ll bet you will also have many opportunities to practice. I hope you choose to ask yourself this question more often. It will bless you and your family.

I needed this question. You probably need this question. Who else do you know
who would benefit from knowing this question?

How Does Reading as a Family Impact Adults?

I am a BIG proponent of family reading because of its many benefits. When our kids were living at home, we read together. I wasn’t consistent, but we did manage to do it often enough that one of my daughters would say years later, “Mom, it was so great how you always read to us.” However, I wasn’t prepared for the HUGE impact reading together has had on our household of three, all of us over seventy.

Some time back, I published an article called I’ve Got the Tone. For many years, I have had a tone in my voice of irritation, frustration, annoyance. Over the years, it became a habit. Since we have been reading together, about a year now, that tone has dissipated quite a bit. The truth is I feel less irritated, annoyed, and frustrated. The feeling in our home is one of more charity, less contention, and a greater desire to connect and be cooperative. I think reading together will directly impact our health.

Let me give you an example of what I mean. Don bought me a bag of veggie chips. I love veggie chips, but we don’t buy them often. I made yummy sandwiches for lunch. I thought about getting the veggie chips, but I didn’t. After the blessing, Don went into the garage where all the chips are kept and got some of the veggie chips for himself. When he came back to the table, I smiled and said, “Hey, I thought those were mine. You should have brought some for all of us”—end of conversation. However, the comment kept coming to my mind as I was reading to Don and my mom. My tone of voice had not been irritated, just matter of fact. But I worried that I might have made him feel bad.

So, I told him that what I had said wasn’t kind, and I should have said, “Good idea,” instead. He looked sheepish and replied, “I was trying to be sneaky.” Don isn’t supposed to have chips. I laughed and said, “Honey, you got them and then came back to the table with them. You aren’t very sneaky.” He replied, “I know; that’s what my meds do to my thinking.” I smiled and said, “I knew that’s what was happening. That’s why I should have said ‘Great idea’ instead of what I said.” We both smiled. It was a totally different feeling from what would have happened a year ago. The feeling was conversational rather than confrontive, even when my first comments weren’t as well thought out as they could have been. There was a sense of connection.

One of my warmest memories is of my mother reading to us. She didn’t read to us often, but when she did, it was magical for me! As I think back on those reading moments with my mom, I know what made them so special. I knew my mom loved us. This same feeling of love and concern has come from the reading we have been doing in our family. I knew this was the case for kids, but I wasn’t prepared for how impactful it would be for a family of adults. Reading together has established an intimate experience filled with feelings of warmth and belonging.

Most of my readers still have kids at home. It doesn’t matter whether you have a bunch of littles or a group of teens. Both teens and littles like to read as a family. From Scholastic’s Kids and Family Reading Report, we learn only 17 percent of parents of kids aged 9–11 read aloud to their children. Yet 83 percent of kids aged 6–17 say being read to is something they either loved or liked a lot (Scholastic Inc. and YouGov 2014). There are excellent reasons to read together.

WHY YOU SHOULD READ AS A FAMILY

A. Physical closeness—Reading aloud allows you and your children to achieve physical closeness. Small children enjoy sitting on your lap or draping themselves across your body. You may snuggle less with older children, but this is not a given. If you’re open to having older children sit next to you or lay a head on your shoulder, the chances are it will happen often. That has been my experience.
B. A sense of security—Gathering together as a family and reading create a sense of security and safety—a feeling of ‘all is right’ with the world. When children feel secure and safe, they function better out in the world. Love is essential to a child, but feeling safe is crucial and often even more critical.
C. A sense of belonging—There’s a sense of belonging which comes from everyone being in the same room, snuggling and listening to the same story, having a shared experience. This sense of belonging can be beneficial as our children begin to mature. They’re trying to figure themselves out as well as figure out where they fit in the world. This process of personal growth can bring a sense of isolation. Reading as a family is one of the ways parents can create a sense of belonging.
D. A chance to tackle complex subjects—Reading as a family allows you to introduce difficult topics to your children and have safe discussions. I’ve read books to my children dealing with honesty, integrity, kindness, bullying, God, social issues, beliefs, and feelings. It made it possible to bring up ideas and thoughts I wanted my children to consider and ponder. It was a safe and comfortable way to experience essential life lessons.
E. A shared language and a sense of intimacy—When families read together, they often create a unique language. It can provide inside jokes. I read an article that described the experience of a family who loved the Mercy Watson books. In their family, they frequently heard the call at breakfast for “Mercy Watson toast, please!” (Johnson, “Why You Should Read Aloud to Older Kids”) It is fun and bonding when families share a phrase from a good book that means something to all of them. It creates a sense of intimacy.
F. It can strengthen struggling children and youth—When one of my daughters was fifteen, she made unwise choices. She knew it, but she was struggling to make changes. At the time, the youngest two children read with me. We read in the middle of my bed before lights out. Although my daughter wasn’t usually home, I noticed that when she was, she would come to my bedroom door, lean against it, and listen, no matter what the book was. This time together did not resolve her issues, and she had a tough road, but I’m confident it helped her stay connected to our family in a way that was vital to her eventual success. If you’re struggling with any of your children, for any reason, the closeness generated by reading together can go a long way to keeping you connected while issues are worked out.

If you are hesitant to read as a family, give it a try. Be patient. In my book Becoming a Present Parent, chapter Four covers touchpoints. Touchpoint 7 is reading together. You can read that chapter free. Touchpoint 7 shares a real-life experience of a troubled family, how they made family reading work, and their eventual success. There is a section called Making Family Reading Work. With the tips found there, you can read together, and it can be successful.

Share the reasons that you read with your family. If you don’t yet read as a family, why not?

Intentional Systems Make All the Difference!

When I mentor moms, I hear about all the things that aren’t working. That is what they come to me for – for perspective, to see with new eyes. I enjoy this process of sorting it out. We often begin with family systems, so things start to work better.

I have had this type of conversation hundreds of times:
Mom – I can’t stand dinner time. It is always rushed, and then everyone goes and does their thing, and I am stuck in the kitchen with a big mess.
Me – Well, tell me about your system for getting dinner done.
Mom – We don’t have a system.
Me – Yes, you do. You figure out what to fix at the last minute. You cook the meal. You set the table; you serve dinner. You clean up. You are filled with resentment. It isn’t an intentional system, but it is your system. There is usually shocked silence on the other end of the phone.

Here is another example.

I worked with a mom who hated her bedroom. Her bed was always covered by unfolded laundry. What she wanted was a retreat but what she had was resentment.

When I asked her what her system was for the clean laundry, she told me she didn’t have one. But of course, she did. Here is what it looked like. She would do the laundry, and then the clean laundry would be piled on her bed. She would coax the kids to fold their stuff and put it away. It often didn’t get done before the end of a busy day, and then mom would move the laundry to the window seat. It might stay there a few days while she felt cheated because she couldn’t sit in her room, in the window seat.

When she explained what happened on laundry day, I pointed out that she did have a system. It wasn’t a system that got her what she wanted, it made her feel resentful, but it was her system. We talked about how she could better manage her laundry to stay out of her room and be taken care of by all the family. It worked. She got her private space back, and her children became more responsible. Everyone was happier.

The women I talk to are always astonished to realize that they have a system by default, and it stinks. Then we talk through what she would like to have happen, what could reasonably happen, and then come up with an experiment designed to intentionally set up a system that accomplishes what she wants. We talk about getting the family to buy in because when people buy in, they take ownership, and things work better.

Here is an example of a default system in my life that whacked me out for months!

I am a very orderly person. I am also very self-directed. However, for many reasons, I found myself in a mess. I wasn’t getting up on time; I wasn’t getting my studying done; I forgot to pray; I was distracted. After nine months of suffering, I did what I should have done far sooner. I prayed and then thought through what was not working. What did my current system for managing these things look like?

I realized that the system I had used in the past had fallen apart. I didn’t have a morning routine. I sat down, thought through what I needed, then wrote it down and taped the paper to the bathroom wall. This experiment was better, but I was still distracted and not getting these important things done daily. I know that consistency is essential, so I went back to the drawing board and prayed again. I was missing something.

I have kept my morning routine quite simple for a long time because I am a full-time caregiver. I get up at 6:15 on many days, dress, feed, and groom my 15-year-old special needs granddaughter. Then I get the other three off to school. In the summer, I am on deck with these kids for a few hours most days. By nine Don and possibly my mom are up and want breakfast. Mom needs her hair done, and twice a week, she needs to bathe before I can move on to anything else. Noon would come and I wouldn’t have gotten what set me on a solid path for the day completed. The time would rush on from there and frequently late evening would come, and I never got to my ‘stuff.’ The question was how I do the things that matter to me and still take care of all these people.

When the answer came, it was so simple as answers from God often are.

I had the thought to put my scriptures and affirmations in the bathroom, in my reading basket, and hang my clothes for the next day on a hook the evening before. Then each morning, I would get up, go into the bathroom, dress, and prepare for the day. I would sit on the toilet and read my scriptures and say my affirmations. Then I knelt and prayed. I know God forgives me for praying at the side of the toilet. : ) The whole thing takes 20 minutes, then I am out in the fray, but the things that matter to me and my well-being are complete. The system for my mornings that I have intentionally designed is working well!

Systems matter. If there is a place in your life that feels out of order or things aren’t happening, look closely at your system. What is it? What does it lack that would feel better or help you manage better? If you don’t think you have a system, and that is why it isn’t working, think again. You do; it just stinks. Come up with an experiment. Try something new with intention. You will be surprised at what a difference it can make.

Got a great ‘systems’ story. Please share. : )

Creating a Refuge for Your Family

My sister flew to Philadelphia to see her son and his family. Michael picked her up at the airport, and they drove to New Jersey. He is in the military, and she was very anxious to see them all.

Here is the catch – my sister has terrible claustrophobia and can’t fly. She has never been on a plane and has anxiety just thinking about it. But she wanted to see Michael and his wife and kids. Watching her prepare for the flight and all the effort she had to make to even get on the plane, let alone stay on it, was a miracle.

She managed to get to Michael’s in one piece. Everyone had a wonderful time, lots of good food, fun activities, and hugs and kisses. She loved it. But in the back of her mind was that trip home. Again, lots of worries and getting control of self-talk, using natural nerve remedies, etc. On the flight to her sons, she used an entire bottle of Ashwagandha.

When Rozanne got home, she said that it was such a comfort. She said, “Home is a refuge. It is a safe place to be. The place where you can rest and feel peace.”

That is so right! We all want to go home to be safe and at peace. It’s what our kids want too. For parents, that is part of our job – creating a refuge where it is safe and there is peace. That is a significant part of the job.

There is a skill we can learn and then practice that will help our homes feel more like a refuge. It helps kids feel valued and heard.

ACTIVE LISTENING

When we actively listen, it is to connect with the speaker and to understand how they feel about what they’re saying. It’s active and engaged and seeks to hear the words and, more importantly, to hear the heart.

Because this type of listening doesn’t come naturally, I’ve had to develop steps to make it happen more often. They may be helpful to you also.

A. STOP what you’re doing. Turn away from any technology, book, or project. If you genuinely can’t stop, tell your child you can see this is important to them, and you want to hear what they have to say. Set a specific time when you’ll be free and keep it. Saying “we’ll talk about it later” is not specific and sends the message you’re not available to them, that whatever else you’re doing is more exciting or more important. If possible, stop and listen now!

B. Make eye contact with your child. I remember reading that an infant can tell the difference between a face in order and one with jumbled features.

From my experience, I know babies are interested in their parent’s faces. They look at their parent’s faces constantly and reach out to touch them. Infants want us to look back at them. As we grow older, the desire for eye contact with the people in our lives that matter to us remains.

Eye contact is looking directly into your child’s eyes and not looking away at other things or looking down. When we look at our children as we listen to them, it sends a powerful message that we care, we hear them, and they matter.

C. Respond to what your child is feeling, not only what they’re saying. When you’re actively listening, you’ll respond to feelings more quickly and more accurately. This type of response helps your child feel heard. You can say things like, “Boy—how maddening!” or “You didn’t like that, did you?” or “How did you feel?” This helps your child know that you view their feelings as valid and important.

D. Listen with patience and interest. Whatever you’re feeling, your child will know! They’re like energy magnets. If your energy is inwardly impatient, they’ll know. If you’re dying to get back to your stuff, they’ll feel it. If you’re bored out of your mind, it’s coming across loud and clear. It may all be on a subconscious level, but they know. Hold thoughts in your mind that will help you maintain interest and patience.

For example, you can think, “I sure love this kid. They’re so interesting, funny, kind, thoughtful,” whatever. Hold thoughts that allow you to embrace fully the moment you’re sharing with your
child.

Avoid interrupting. Ask only those questions that help clarify. Your job at this moment is not to teach, reprimand or fix. It’s to listen.

Listening to your child is an end in itself. It isn’t about a resolution, teaching, making progress, none of that. It’s about connection, pure and simple. You can always teach later. Right now, actively listen.

During a day, there are dozens of opportunities to stop and listen. We can’t actively listen in every situation. But if we can increase those times we do, it will significantly impact our relationships.

When you practice listening to really hear your child, even if they have made a mistake or you are angry at them for something, it creates a safe place. When kids feel safe, they will come to you more often, even when they know they are in hot water. And as our children grow older, this will be a gift to us.