Category: Present Parenting

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 I feel about sleep and what I have learned

Recently, I was up until 12:30 a.m.

I usually go to bed between nine-thirty and ten. That is because I have experienced the value of going to bed early and rising early. I have learned that your body works better if you go to bed around the same time each night and wake around the same time each day.

I haven’t always known what I know now about good sleep. I used to be a night owl, and I was very resistant to believing that making these two changes in my life would really matter. But eventually, in desperation, I made the change. It was HARD! It was a whole year of HARD. There were times when I didn’t think I could make myself keep doing it, but I did, and it changed my life.

But things happen, and on this night, I chose to remain up. The next day, doing a simple, close-to-home errand, I had difficulty staying awake at the wheel. Although I had stayed up late, I had gotten up at my usual time, between 5:30 and 6:30. I was TIRED!

I am not a napper! Seriously, I have to be sick or very under the weather to take a nap, but I fell asleep in the chair on this day. When I woke up that morning, I felt worn out, stressed, and frankly, as the day wore on, a bit depressed. Not like me!! My tone of voice, from the get-go, was sharp. It didn’t take much to set me off. It wasn’t easy to get a handle on my responses, even as I worked on my stories and endeavored to think positively.

Now I want you to picture something in your mind.

What if I wasn’t seventy-one but was thirty-five. What if I had three or four little kids to care for. I can tell you what would happen because although I am seventy-one, I was thirty-five, and I did have lots of little kids. I have lived this!

On a day like this, I would yell more often. I might spank. I, for sure, would use time out and lectures in a loud voice. I would have difficulty being present, stopping what I was doing, and looking my children in the eye. Listening would be challenging. I would have many grouchy, angry moments. I would see my kids as naughty rather than as children who need me to pay attention.

Sleep Myths

Recently, I ran across a site which listed some myths about sleep. Because I have learned the truth the hard way, I knew that they were myths. However, maybe you are still feeling some resistance to the idea that staying up late to get some alone time is counterproductive. If so, I feel your pain. I was in that place for well over thirty years before I finally decided to put it to the test.

Here are some myths. You can get more in-depth information on them HERE.

It matters more when you sleep than how long you sleep, as long as you sleep enough hours.
When we sleep matters! There is no comparison to the efficacy of sleeping in the dark of night compared to early morning or afternoon sleep. Here again, I have put this to the test. All I can say is that in my experience, there is a vast difference in how you feel upon waking, and a considerable difference in how you manage your day.
Your body gets used to getting less sleep.
NOPE, not true. You can train your body to go to bed late and get up early. I did that. However, it made a difference in my ability to respond well, to feel well, to care about the needs of others, noisy, busy kids, for example.
Many adults need five or fewer hours of sleep.
Generally, this is NOT true! One of my oldest friends, Janice Johnson Stauffer, has a unique situation. In her family, some of the members have the ‘short sleep gene.’ They can’t sleep longer than five hours. She tried to force herself to sleep the seven to eight hours that most of us need for years. Then through some testing, the family discovered this gene. It has made it possible for her and others in her family to do what works for their bodies. However, there are members in her family who need seven to eight hours. You can read more about their family HERE. It is a CNN documentary. Advance sleep-phase syndrome is found most often in middle-aged to older adults, with an estimated prevalence of about 1 percent. I wish I had this gene. But it affects only about 1% of us. The truth is most of us, to manage well, need seven to eight hours of nighttime sleep. I, and you, most likely, will just have to suck it up! : )
How long you sleep is all that matters.
Sleep duration matters but there are other, just as important, aspects to sleep. Quality of sleep matters. How do we get that – no blue light a few hours before bed, no food about three hours before bed, sleeping at night rather than in the day, fewer disruptions. I have to laugh at that last one. If you are my age, you may get up often to go to the bathroom. If you are in that twenty to forty-year-old range, it will be babies and kids waking you up. But hey, we can only do what we can do.:)
The ability to fall asleep anywhere and at any time means you’re a ‘Good sleeper.”
NOPE! It is an indication of sleep problems. It could be that you are not getting good quality sleep, and you are just plain tired. It could also indicate sleep issues such as:
-Insomnia
-Sleep apnea
-Circadian rhythm disorders
-Narcolepsy and others.
Napping makes up for a lack of sleep at night.
Remember that sleeping in the dark thing? It matters! When we have not gotten enough quality sleep, we sometimes try to make up for it with a nap. Unfortunately, the few times I have tried this, it throws my sleep schedule off, and I wake up sluggish and disoriented. Naps are not bad, but they won’t serve you well if you are trying to recover from late nights.

Here is the hard truth

Most people need seven to eight hours of nighttime sleep with as few interruptions as possible. You will always struggle to parent well if you are perpetually tired. I’ve been living this new way for well over a decade now, and it’s been amazing. I enjoy going to bed earlier and getting up earlier. I can’t even believe it myself! My thinking is clearer. I have time to do things that make my day more productive—prayer, personal study, meditation. My whole day runs better. I remain calm more often. I have more patience, and I feel less stress.

It’s doable even if your kids get up at 5:30. You may not get the quiet morning routine that I have finally achieved. Your day will begin earlier. These are the hard facts. What will make this trade-off worthwhile is how you’ll feel during the day. You may have less alone time, but you’ll find it easier to be Present. You’ll find yourself feeling happier and responding like an adult more often. You’ll like yourself and your children better.

How to Begin

I recommend you begin going to bed at least 30 minutes earlier than you do now, an hour if you can commit to it. Don’t get on the computer or scroll your phone after 9 p.m. This will absolutely help you get to bed earlier!

Going to bed earlier will change your days! Nevertheless, some of you will resist. If you do resist, it will come up repeatedly until you finally get desperate for a way to feel better as a parent, to feel calmer, more in control, more patient, happier, and healthier. When that time comes, you’ll remember this counsel, and hopefully, you’ll take it. It won’t be easy, but if you remember that simple things, done consistently, over time, make big differences, you’ll be able to persevere as long as it takes to make this your new habit.

You CAN get more and better sleep. Just decide and then be consistent!

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?

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.

Practice active listening as much as you can and make your home a refuge.

Share ‘how to’ with a friend.

Let Kids Use Resources and Make a Mess

Kids can be so creative and messy.

Recently, my grandson Elliott was super busy in his room. He wanted lots of tape and privacy. I was happy that his mom gave it to him.

He may have been recreating a spider’s web or he may have been taking a stab at an obstacle course like his dad had made during their self-imposed quarantine for Covid a year earlier. It really doesn’t matter because there is great value for kids in being allowed to create even if it uses supplies or creates a mess.

Not everyone agrees with me, but my experience tells me it is true. If we are opposed to a mess, that is about us. If we think materials are wasted unless the end result is some usable item, that is also about us and our story.

My children were creative, so we used lots of paste, glue, rubber bands, construction paper, paper tubes, and egg cartons. We used thousands of crayons, gone through a few dozen pairs of scissors, innumerable pencils, and pens, not to mention compasses, rulers, and other drawing devices. We used rolls of paper and tape and gallons of paint and brushes. We used pounds of flour, butter, and sugar. I can’t even imagine the number of eggs we’ve used. We burned through lots of gas going from place to place to do this and that. In short, we consumed a lot of resources.

Thinking about this makes me happy. Let me share two experiences I’ve had that demonstrate why I’m happy when children use resources and how I know whether they were well used or wasted.

Experience 1

When my youngest daughter was seven, we purchased an item in a large wooden crate. Of course, a large wooden crate is a kid magnet. Kate and her friends were all over that crate.

One day Kate came and asked for paint and brushes. When I questioned what she wanted them for she said it was to paint the boat. So, I gave her lots of poster paint. I never went to see what was happening. I knew they were painting the wooden crate and that now it was a boat. They hadn’t asked for my help, and I was pretty sure they didn’t want it either.

Next, Kate came and asked me for a piece of material to make a sail. I got a sheet for her. She asked if I could help her figure out how to get the sail to stay up. I went out to the boat, gave her directions, and she and her friends went to work. Throughout the day, they came in and asked me for this and that and I got whatever they needed.

I didn’t go out to the boat again until they came to say they had finished and for me to come and see. Wow! It was an amazing boat for a bunch of 7-year-olds to have created. They played with the boat for a long time. I think they loved it because they had made it themselves.

They had used a lot of paint and glue, material, and other items. The boat didn’t last more than a month or so, but I can tell you they played with it daily, and it brought a great deal of pleasure to those seven-year-olds.

Experience 2

A few summers ago, Jack, my then six-year-old grandson, came in and asked me for a couple of empty paper towel tubes and glue. He said he needed real sticky glue. That meant my good tacky glue. I asked Jack what he was making, and he said, “A robot.” I gave him the glue.

Later in the day, I went upstairs and out to the car. As I went out the back door, there was Jack busily working on his robot. It was a square piece of plywood lying flat on the ground. He had used half a jar of my really sticky glue to adhere two round balls on the board and a length of broken necklace. He had used half a roll of tin foil to cover things, robot style. Hmm, what in the heck was that? When I went back downstairs, I told my husband Jack wasn’t making a robot, he was gluing stuff to a piece of board with my expensive, very sticky glue and lots of duct tape.

The next day as I left for work, I stopped dead in my tracks because right there, at the bottom of the back steps, was a perfect robot. Jack had envisioned a robot from a square piece of board and over the course of half a day had assembled all the materials he needed, and he had created it. I was amazed. It had looked like a junky piece of board covered with glue and odds and ends the day before, but Jack knew what he was doing. He had created a perfect robot.

The robot lay at the bottom of the back steps for four days until it rained. Then the pieces were gathered up, and it went to the junkyard in the sky. Jack’s robot couldn’t be played with or hung on the wall. So, the question I ask you is, “Was it a waste of materials for Jack to build the robot?” My answer would be a resounding “No!”

The boat had an obvious use, but the robot seemed useless. However, in both cases, the child had to conceive an idea. They had to determine what materials they needed to bring their idea to fruition. Next, they had to take the initiative to gather the materials and organize them in order to bring their vision to life.

In both cases, since I was somewhat involved and observed the process, those kids had to problem-solve to make things work out. They worked independently, for the most part, trusting they could figure it out and get the job done. At the same time, they had to determine when they needed to ask for help, and exactly what help they needed.

In Jack’s case, he had to figure out how to get the job done with two younger siblings getting in the way. Yelling or hitting wasn’t an option. He had to use diplomacy. In both cases, the child was able to look at the finished product and beam from ear to ear because they knew they had done a spectacular job. They both felt proud for many days. Their belief in themselves was stronger and their ability to do increased.

When I look at the results from the use of the materials in both cases, I think those materials were used perfectly. They accomplished what paint, glue, junk, brushes, rubber bands, scissors, pencils, pens, and all the rest were designed for—to help people problem solve and create. The use of the materials assisted these children in feeling more capable and able than when they began; to feel the pride of having done something that mattered to them.

If I’d been more involved, or if I’d been worried about how the materials were used, we could have saved paint, glue, tape, and so on, and we would have had less mess. But I hope you can see that what the children experienced would have been far different.

The Value of Using Supplies and Making a Mess

As adults, we do have to pay attention to the use of supplies because children need some guidance, but we should worry less about waste. Think instead of what they gain by creating on their own:
• Increased vision
• Initiative
• The ability to bring the vision to life
• The ability to gather what’s needed
• The ability to problem solve
• The ability to work independently
• Learning when to ask for help and what help they need
• Learning to work well with others
• Developing leadership skills and attitudes
• Learning to use diplomacy

If you decide to see your children’s projects differently—how they feel to your child and what the process of creating is teaching them— you can better evaluate the right use of materials. You’ll be able to let it be about them and not you. Couldn’t we use a few more adults who aren’t afraid to turn their dreams into reality because they spent their childhood doing it?

Let’s spread the word. : )

Want What You Teach Your Kids to Sink In?

Since the schools closed, I have been helping my grandchildren with their schoolwork. Their work is online. A learning curve for me! : ) My eight-year-old grandson is a competent student. When he isn’t doing actual schoolwork, he is busy teaching himself about aerodynamics, science, and math. He is a smart little guy. However, each day that I have been called upon to help him, when I say, “Ben, let’s get your schoolwork done,” he replies, “I don’t know what to do.” That statement isn’t true. He knows how to log on. He knows where to find the modules, and his teacher has made a video for walking him through. I realized what he means is, “I need some direction. Get me going.”

Right after this conversation, we had a second conversation. I said, “Get your iPad, entry code, and paperwork and meet me at my house.” He replied, “I don’t know where they are.” I said, “Ben, you do know what to do. What I think you need is direction. So, I don’t want you to say that you don’t know what to do anymore. Say, Grandma, I need direction. And Ben, it’s your responsibility to know where your stuff is. Let’s find a spot for you to put it in my house, and then you’ll always know where it is.”

Although it will probably resolve these two issues eventually, there was a big problem with this morning’s exchange, and I should know better!

Mini Conversations Vs Mini Lectures

When talking to kids, mini conversations are far more effective than mini-lectures. What Ben got this morning was a mini-lecture. It took all of three minutes, but it was still a lecture.

When he finished his work, he put his book in the spot we decided upon and took his papers to his house. When I called him back and reminded him to put his papers in the same place so that he would know where they were, he said, “Oh, I didn’t know you meant the papers.” My best-educated guess is that tomorrow he will say, “I don’t know what to do” and need reminding that he does know and needs some direction. Mini lectures rarely sink in on the first go-around. Mini conversations, however, are far more effective when teaching. So, what is the difference?

The Purpose of a Mini Conversation

The purpose of a mini conversation is to listen and then teach, if you need to teach. Sometimes you share cool stuff, sometimes kids share cool stuff, and you stay present and listen through it all. Mini conversations always feel agreeable to both parties! They never feel like a lecture. A mini conversation will go miles in helping your lessons sink in. What would it have looked like if Ben and I had had a mini conversation this morning rather than a mini-lecture?

“Ben, it’s time to do your schoolwork.”
“I don’t know what to do.”
“That’s interesting. Didn’t you figure it out yesterday?” “Yea, but today I’m not sure what to do.”
“What would help?”
“I don’t know.”
“Let’s open your tablet and look at the modules and see if we can figure it out. OK?”
We would do what we do every day, and then I could say, “Ben, see, you do know what to do. Now you won’t have ever to say “I don’t know” again. High Five buddy.”

And what about the second part, not knowing where his school supplies are.
“Ben, get your tablet and papers and meet me in my house.”
“Grandma, I don’t know where they are.”
“That seems to be a problem every day, Ben. What can we do about it?”
“I don’t know.”
“Hmmm, let’s see. What if you had a spot in my house to keep them. Do you think that would help?”
“Yea, that would help me.”
“I think I have the perfect spot. See this basket on the stairs. I keep the book I read to grandpa and great-grandma here, so I always know where it is. Would that work.”
“Yea, that will work.”
“Ben, what do you think you need to put in here when you finish your schoolwork?”
“My reading book.”
“What else.”
“Oh, I could put my papers and my code in there.”
“Yea, that’s good. Then you won’t ever have to say I don’t know where my stuff is again. High five. We are Rockin this, Ben.”

Mini Conversations Are Powerful In Connecting With Kids

Can you see the difference? It not only sounds different; it feels different. There isn’t any recrimination. No shame. No judgment. Just solutions. And here’s another thing. Ben would have bought in. When kids buy into something new, a system or way of being, they take more ownership, and they remember to do it more often.

I’ll bet you also noticed that this mini conversation would probably have taken more than 3 minutes. Yup, it would have taken at least five or six. But if it relieved you of hearing lame responses and having to remind over and over, wouldn’t it be worth the three extra minutes.

Mini- conversations are powerful in connecting with our kids, and they are powerful when we want to teach.

Help someone else learn about the power of mini conversations. Spread the word.

School in Limbo? Here’s Help!

In our district, kids are going back to school only two days a week. WHAT!! That will leave a lot of parents with kids who want to do something fun and connect, as well as learn. Here is something that will help you out! : )

I began teaching and speaking over a decade ago. I focused on a learning tool that, at that time, was called The Closet. The printer said he loved my Closet Mastery Course but had to look inside because he wondered if I was training people to come out of the Closet. It also seemed odd to call this tool The Closet and then tell people they can use a box, a bag, or any old container that they would like – or even no container. So, the name was changed to The Spark Station.

When I began teaching this tool, my audience was almost exclusively homeschooling parents. The Spark Station initially helped kids want to learn so that the homeschool process would be less stressful. However, over the years, I realized what a fantastic, fun, and engaging tool it was for connection. My message morphed and eventually became a book, Becoming a Present Parent: How to Connect With Your Children In five Minutes or Less.

The Spark Station has lived beyond homeschool because

it’s a beautiful way to ‘play’ and connect with kids. This is a boon for adults like me, who are a little play adverse.

Years ago, I created a 13-audio course about the Spark Station. This year I have offered the entire thing to all my readers FREE. It is in its original homeschool format, but all principles, rules of engagement, and outcomes apply broadly across the parenting spectrum. Over the next few months, I will create a multi-part series of articles on the Spark Station to help you use it in your home. It’s WONDERFUL, FUN, and EXCITING for kids! It is useful for toddlers, children, and teens.

The Spark Station – Part 1 What is The Spark Station

I used to say, “So what is the definition of the Spark Station? Simply put, it is a space where parents have put items that they think will inspire their children to explore further and learn.” Then I had a mom tell me she was on audio five before she finally understood what The Spark Station was.

Now I say it differently. The Spark Station is a tool you can create. It can be an actual closet or a box, a dresser, or any other place you can put new items to share with your children. It’s not the same as a storage space where you keep your learning materials, books, and craft items. Its purpose is to create a time and place when your children will be exposed to new and exciting ideas or be able to engage in things that already interest them, and where parents connect with their kids. It’s a time and space where both adults and kids can share what they feel joy or passion in, and what interests them, their SPARKS. I’ll share information on how powerful SPARKS can be.

You can use the Spark Station at a set time each week, say on a Sunday afternoon. You can also use it anytime you feel like it. You can use it as part of your school day if you homeschool. Dad can use it to connect after long days at work. However, it is not to be used by children alone because you want your own time. It’s important to remember that it is a connection tool and that can’t happen if you are occupied elsewhere. Another important thing is that when kids use it alone, it turns into a mess quickly, and then no one uses it. This is one of the five critical rules which I will cover in another article.

What I want to accomplish here is to encourage you to begin listening to the FREE course. If you don’t have time for a 13-audio course, then view this one audio. It will give you enough information to determine if this is something you want to have in your ‘connection’ arsenal. Or you can read each installment of the series of articles titles Spark Station Basics as they are published.

I’ll end today with some pictures of Spark Stations. You will see how diverse they are and how fun they look. : ) You will notice that they are large and small, fancy and simple, for little kids and big kids. They are all different!

But before I show the pictures, here is a letter from a mom who took the leap and gave it a shot.

“The Spark Station and The Spark Station Mastery Course really work! I just had to share my experience with all of you. I finished lesson 5 of the Spark Station Mastery Course yesterday. I went through my home to see what I could find. I cleaned out the entertainment center (that is what we are using for our Spark Station). I was excited but nervous.

‘I found sand in the garage that I forgot we had, rice, material, art supplies, wooden blocks, Lincoln Logs, math wrap-ups, and the list goes on. I filled totes with the items I wanted to start with. The kids saw me doing this and were anxious to know when they could use all that cool stuff.

‘I dyed the sand; I dyed the rice, and I put the stuff in the Spark Station this morning. We did our devotional, and then we talked about how the Spark Station would work. I was really nervous.

‘The kids immediately went to the fabric and wanted to make capes. Unfortunately, the pieces we had were rather small, so we talked about using those pieces for other things and talked about how much fabric we will need to make a cape (it will appear in the Spark Station soon).

‘Then they found the colored sand, mason jars, and lids that I had in there. They used the funnel in the box to help pour sand into the jars and make beautiful designs with different colored layers of sand. While the older three were working with the sand, I pulled out the rice tub and set it up on a blanket. I had spoons, cups, bowls, etc. in with the rice. I just let it sit there, and as soon as my 18-month-old saw it, he was occupied until The older kids went to play with him when they finished.

‘When they bored with the rice, my older son pulled out the art box. He found cupcake liners in the box. Immediately the girls wanted some too. They asked me what they could use them for, and I told them anything they wanted. They seemed unsure; I told them I could see making a pretty flower. My son immediately said he wasn’t going to make a flower; he thought his would make a great head for a lion. They glued their cupcake liners to the paper and used the chalk in the box to draw the rest of their pictures.

‘I just sat there and grinned the entire time. I couldn’t believe how easy it was. Why was I so afraid of this, it’s not scary, it’s incredible? I now have a…tool at my fingertips that gives me the perfect way to my kids. I can’t wait for tomorrow, and neither can my children.” Stacey S.

Please take a look at The Spark Station Mastery Course; it’s FREE.

Does your family have a good way to connect and do you use it consistently?

How would it impact your family if you added this one thing – consistent family play for connection?

Focus on what ties you together and your family can never fall apart. family.lovetoknow.com

Grandma, You and I are the Same!

When you improve your life skills, it’s a boon to your whole family. The better able you are to navigate life and the more growth you have, it naturally rubs off on those around you.

Case in point. Over a decade ago, I began my quest to improve my ability to manage my thoughts so that my life results would be more in line with what I wanted. I read books, attended many events and classes, got some personal mentoring, and even did some energy work. I noticed that I was happier, more often, by choice. I spoke kindlier to myself. My confidence went up. I was able to help others make changes also. It felt good. My granddaughter, Mary, was born just after I began my quest to control my life, my happiness, and my responses; to stop being a victim. Although I didn’t know it, she has been watching me.

A few years ago, she saw a vision board on my wall and came and asked me what it was. I explained that it contained pictures of what I wanted to happen in my life. She must have thought about that for a few days and then she came and asked me to help her make one. She also noticed that I made my bed every morning, and soon she began doing the same. She was only eight or nine, and nobody told her to do it. She saw that I did it and that it was a good thing. She also saw the sayings and affirmations that I have on my walls. If you go into her room, you will notice that she has hopeful and joyful sayings all over the place. When she makes anything or buys anything, she makes sure that the words she loves are on it.

One day, about a year ago, she said, “Grandma, you and I am the same.” You know she is right. I work to remain in control of the story that I tell myself, and so does Mary. Her room, art, clothes, and actions all reflect her understanding that she oversees how she feels and how life looks.

Not all children will respond this way. My two grandsons are not the least bit interested in making their beds. : ) They don’t wear upbeat sayings on their clothes. They don’t do much art, and when they do, it doesn’t say things like “Love Yourself.” LOL However, I can tell they are learning valuable things, and it comes out now and then in something they say and do.

Our example to our children matters. If we feel like victims and live our lives as if we are, our children will see that and follow suit. If we blame and criticize, so will our kids. If we talk poorly to ourselves, then how can our children believe that they are any better. We can’t and won’t be perfect people or parents, but what will last and impact our children the most is when they see us growing. There is power in understanding and believing that you are 100% in control of your life. You may not be able to control all the circumstances, but you can manage your response.

I have seven grown children. Some are edging into their fifties, and they tell me how much my continued desire to become better has helped them. So, if you have issues in your family, look inside. See what you need to do to take control of your feelings, your own life. Let go of victimhood—practice consistency. Take charge of the story you live and tell yourself. Clean up your self-talk. It will not only bless you. It will bless your family!