Grandpa Said A Naughty Word
[My young daughter] Sophie was sitting on my lap at Grandpa's the other day. As Grandpa was talking to Grandma, he says "Oh, I hate that goddamn show." Sophie looks up at me and whispers, "Ooooh, Grandpa said HATE... that's a naughty word!"
- David Lauer, American father and advocate for good parenting
Four-year-old Sophie had no idea of the significance of her simple heart-felt observation. Her father may have, or he may have thought of the irony of what she said as funny. Sophie's words were hugely important and I will explain why.
First let me take you back many years to a family gathering in Canada. Three generations had gathered for a family dinner on a Sunday evening. The grandson listens to the conversation quietly--having nothing to contribute anyway--as the custom then was for children to be "seen but not heard." The boy has nothing else to do but listen and learn.
The grandmother told stories that took place in the Great Depression, which was not long past. Grandmother and grandfather had survived the Depression in comfort as they owned property as well as a bakery and a grocery store. The grandmother told of many incidents where people without money or food would come to the grocery store asking for handouts. Each was given something.
One feature of most stories was an observation about the cleanliness of the people coming into the store to beg for food. They were usually not clean, the grandmother observed, neglecting to mention whether or not these people might have had access to soap and water, or even a place to live. The child, having no reference other than his own personal experience, thought there must be many dirty people around. He always had access to water and soap.
One story involved a man with dark skin, unusual in those days in a basically all-white city. When grandmother tucked "dirty" and the "N-word" into a sentence in passing, the young grandson exploded. "Oh, Nana, shut up" is all he said. He knew the words of his grandmother hurt someone who could not defend himself. He knew enough to say no more and knew he could not take back what was already out and festering.
The lad was severely reprimanded, isolated from the others present at the time and promised further punishment when the younger family got home. The "sin" had been the boy telling his grandmother to shut up, not the grandmother's expression of racism. Apparently, in that setting and that time, telling a racist relative to shut up was the greater offence. Especially if one of the offenders was a child. And the other a financial benefactor to the younger family.
The grandmother, I should mention--my own grandmother--never again expressed a word that was racist or prejudiced. I can't remember if I was punished at home later, but it would not have mattered to me. I could not listen to prejudice as if it didn't matter, even as a young lad. I felt hurt by words intended to hurt others.
Why? My parents never said or taught me anything about racism or prejudice. My only entertainment in those days was the radio. In the mid-1940s, after the Second World War and before his untimely death, I heard many audio clips of Mohandas Gandhi, fondly known by almost everyone as "The Mahatma" (Great Soul). Gandhi, born into a Hindu family, grieved as untold numbers of Hindus and Muslims died at each others hands during the migrations between India and Pakistan at the time of independence from Britain. However, he managed single handedly to prevent more slaughter than the Brits could ever avoid by speaking words of peace to the Muslims of Bengal.
The Mahatma was a man of peace, a man who put his life on the line many times in the cause of peace, understanding and respect among all people. I learned more from Gandhi than I did from my biological father. His words guided my life when my parents provided no words of guidance. Gandhi was the parent I learned from as a young child and that learning shaped who I became and what I did with my life.
Someone taught Sophie well. She knew, without thinking, that even using the word "hate" was wrong, while never giving a thought to her grandfather's "taking the Lord's name in vain." While there is virtually no evidence that "the Lord" would take offence at the grandfather's statement, the books that profess to express the Lord's wishes all say that hatred is wrong.
More significantly, Sophie had been taught this life lesson about values and mutual human respect before she was old enough to begin her formal education. That lesson will shape her life.
Someone was parenting right. Note also from the quote that Sophie was on her father's lap. Touching (the loving kind) is another critically important experience in a parent-child relationship. Not only is she receiving good parenting today, she will pass these good skills along to her children when that time arrives. She will "pay it forward" and never realize why. Many will benefit later, though few will know the background story as you do.
My friends, this is the kind of good news, of world-saving news, that our news media never report. This small incident happened in one American household. It is likely happening also in many, many more. The world needs to know.
You know these lessons about parenting. Pass them on. Kids learn about life from the people they live with before they ever begin school. Schools are not empowered or directed to teach life lessons. Young adults need to know this. They need us to do what we can to teach them.
Bill Allin is the author of Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents and teachers about what and when to teach children to assist with their social and emotional development as well as their intellectual and physical development.
Learn more at http://billallin.com/
Showing posts with label child. Show all posts
Showing posts with label child. Show all posts
Monday, December 06, 2010
Sunday, January 31, 2010
The Right Words At The Right Time
The Right Words At The Right Time
The best life lessons are a few words on the right subject, at the right time.
- Bill Allin, Canadian life coach and author of Turning It Around: Causes and Cures for Today's Epidemic Social Problems
My now-deceased first wife was a far better teacher than I was. I was an educator.
What's the difference? A teacher teaches a prescribed curriculum, a manageable collection of facts and skills, testable and widely accepted as part of the general education of a child. An educator grows children.
I joined the profession because I admired her skill as a teacher. I learned later that her teaching skill was greatly helped by her knowledge, which she gained as a voracious reader. I was a non-reader at the time, in fact in today's terms I would be known as functionally illiterate.
On a break during a summer job I had in my sixteenth year of life, while sitting on a factory loading dock I overheard two older men talking in the yard below. One said "I never have conversations with young people. I find that until they are at least 25, they don't know enough to talk about."
Thinking about that I realized that I knew almost nothing. I had no skills that derived from hobbies or training from my parents. I couldn't claim to know much about any subject at all.
That prompted me to start learning on a grand scale. As I knew nothing about anything, I learned everything I could on every subject I could, be it on the radio or television, as a fly on the wall while meaningful conversations were taking place among older adults, or reading cereal boxes.
Thirty years later people were calling me a human encyclopedia. I finally knew something others could respect me for. Two decades after that, I am sharing some of that with you here.
One overheard snippet of conversation changed the direction of my life.
During my grade ten year, my geography teacher bought a new Volkswagen beetle, a new import to my native Canada. While casual conversations between teachers and students in those days were few, somehow I got into a casual debate with my teacher over the merits of the VW. Based on overheard conversations from others, I took the side claiming that the Beetle was junk.
To my shock, my teacher raised the issue of his new car in our next geography class and asked me to bring forth the points I had made the previous day and add more. What I knew was more rumour than fact. I had never ridden in a VW and had seen more of them advertised on television than on the roads around my neighbourhood.
While the classroom debate added nothing to the knowledge based of my classmates about Volkswagens, the experience made me realize that teaching can be more than conveyance of facts and mastering of skills.
That teacher tried to get a shy kid to speak up in a class situation by engaging a teacher in an unplanned debate in front of the whole class. I didn't lose the debate because my teacher wanted to give me an experience I had never had before, not to squash (albeit deservedly) the poorly founded opinion one of his weakest students held.
A year or so later, in a different high school, my all-business geometry teach went off-topic in class for some reason when the subject of drinking alcohol came up. He said "If I have to depend on an artificial stimulant to get enjoyment out of my life, then I had better rethink and reformulate my life so I can get more enjoyment out of living it."
After that I understood that many people willingly accept such a poor quality of life that they need alcohol or drugs or gambling or shopping sprees or any number of other addictive habits just to make them feel better about life for a short while.
Today, by what I have learned, by what I have read, experienced and thought about thoroughly, I feel so in touch with everything that exists that I can feel higher than any drunk or junk addict all day long. My high doesn't go away and it has no backlash sobering-up period.
In 1995, a couple of years after my long-divorced wife died and my children refused to see me or let me see my grandchildren, my daughter wrote me a letter in which she said "My two daughters are well and happy. I have told them that all their grandparents are dead and I don't want to upset them by having them learn otherwise."
To know that the children I helped raise I will never see again and my grandchildren will never know the wonderful experiences available to kids who know their grandparents set me on a quest to learn something new.
Why or how could a child ever come to feel that way about a parent? To me the effect was like losing your whole family in a fire, all at once, only it was worse knowing that they would all carry on their lives without me. I had something to give that was more valuable than money.
As an educator and sociologist, I had the skills to research how kids learn and develop. I learned more than most people could even imagine.
Mostly importantly, I learned that what children learn in the first six years of their lives molds the kind of people they will be for the rest of their lives. As I was a feral child who never had any toys or experiences with other children for my first six years, I was frightened of my own kids when they were little.
I thought "I'll be better with them when they are old and I can teach them stuff I know." Their mother taught them virtually everything they learned for the first six years of life of our children.
Lo and behold, our children grew to become like their mother, not like me. I'm not sad for me so much as I am sad for my children and grandchildren. My grandkids will grow to be like their mother as she grew to be like her own mother. It's how life works.
Today we have parents who are too busy to teach important life lessons to their kids. They react when the kids are bad, but they teach little when their kids need it.
Instead they give them video games and sit them in front of the television for entertainment. Think about that. Would you want a child to grow up believing that real people in their lives are just like the people they see on television? How twisted and perverse would that be?
Teaching critically important life lessons is relatively easy and fast. In most cases it's a matter of saying each one in a few sentences and allowing the kids to talk with the adult about the lesson.
If we don't teach positive life lessons, children grow to become like the people they see on television and in video games. Look around you and think about what kids in your community are doing with their lives. Sadly, this is one case where life imitates art.
We are all the worse for it.
We need to learn how and when to do the job of parenting well.
Broken people are hard to fix. Better to give them the knowledge and skills they need to prevent them from breaking.
Bill Allin is the author of Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for teachers and parents who want to teach their children the right lessons at the right times in the right way.
Learn more at http://billallin.com/
The best life lessons are a few words on the right subject, at the right time.
- Bill Allin, Canadian life coach and author of Turning It Around: Causes and Cures for Today's Epidemic Social Problems
My now-deceased first wife was a far better teacher than I was. I was an educator.
What's the difference? A teacher teaches a prescribed curriculum, a manageable collection of facts and skills, testable and widely accepted as part of the general education of a child. An educator grows children.
I joined the profession because I admired her skill as a teacher. I learned later that her teaching skill was greatly helped by her knowledge, which she gained as a voracious reader. I was a non-reader at the time, in fact in today's terms I would be known as functionally illiterate.
On a break during a summer job I had in my sixteenth year of life, while sitting on a factory loading dock I overheard two older men talking in the yard below. One said "I never have conversations with young people. I find that until they are at least 25, they don't know enough to talk about."
Thinking about that I realized that I knew almost nothing. I had no skills that derived from hobbies or training from my parents. I couldn't claim to know much about any subject at all.
That prompted me to start learning on a grand scale. As I knew nothing about anything, I learned everything I could on every subject I could, be it on the radio or television, as a fly on the wall while meaningful conversations were taking place among older adults, or reading cereal boxes.
Thirty years later people were calling me a human encyclopedia. I finally knew something others could respect me for. Two decades after that, I am sharing some of that with you here.
One overheard snippet of conversation changed the direction of my life.
During my grade ten year, my geography teacher bought a new Volkswagen beetle, a new import to my native Canada. While casual conversations between teachers and students in those days were few, somehow I got into a casual debate with my teacher over the merits of the VW. Based on overheard conversations from others, I took the side claiming that the Beetle was junk.
To my shock, my teacher raised the issue of his new car in our next geography class and asked me to bring forth the points I had made the previous day and add more. What I knew was more rumour than fact. I had never ridden in a VW and had seen more of them advertised on television than on the roads around my neighbourhood.
While the classroom debate added nothing to the knowledge based of my classmates about Volkswagens, the experience made me realize that teaching can be more than conveyance of facts and mastering of skills.
That teacher tried to get a shy kid to speak up in a class situation by engaging a teacher in an unplanned debate in front of the whole class. I didn't lose the debate because my teacher wanted to give me an experience I had never had before, not to squash (albeit deservedly) the poorly founded opinion one of his weakest students held.
A year or so later, in a different high school, my all-business geometry teach went off-topic in class for some reason when the subject of drinking alcohol came up. He said "If I have to depend on an artificial stimulant to get enjoyment out of my life, then I had better rethink and reformulate my life so I can get more enjoyment out of living it."
After that I understood that many people willingly accept such a poor quality of life that they need alcohol or drugs or gambling or shopping sprees or any number of other addictive habits just to make them feel better about life for a short while.
Today, by what I have learned, by what I have read, experienced and thought about thoroughly, I feel so in touch with everything that exists that I can feel higher than any drunk or junk addict all day long. My high doesn't go away and it has no backlash sobering-up period.
In 1995, a couple of years after my long-divorced wife died and my children refused to see me or let me see my grandchildren, my daughter wrote me a letter in which she said "My two daughters are well and happy. I have told them that all their grandparents are dead and I don't want to upset them by having them learn otherwise."
To know that the children I helped raise I will never see again and my grandchildren will never know the wonderful experiences available to kids who know their grandparents set me on a quest to learn something new.
Why or how could a child ever come to feel that way about a parent? To me the effect was like losing your whole family in a fire, all at once, only it was worse knowing that they would all carry on their lives without me. I had something to give that was more valuable than money.
As an educator and sociologist, I had the skills to research how kids learn and develop. I learned more than most people could even imagine.
Mostly importantly, I learned that what children learn in the first six years of their lives molds the kind of people they will be for the rest of their lives. As I was a feral child who never had any toys or experiences with other children for my first six years, I was frightened of my own kids when they were little.
I thought "I'll be better with them when they are old and I can teach them stuff I know." Their mother taught them virtually everything they learned for the first six years of life of our children.
Lo and behold, our children grew to become like their mother, not like me. I'm not sad for me so much as I am sad for my children and grandchildren. My grandkids will grow to be like their mother as she grew to be like her own mother. It's how life works.
Today we have parents who are too busy to teach important life lessons to their kids. They react when the kids are bad, but they teach little when their kids need it.
Instead they give them video games and sit them in front of the television for entertainment. Think about that. Would you want a child to grow up believing that real people in their lives are just like the people they see on television? How twisted and perverse would that be?
Teaching critically important life lessons is relatively easy and fast. In most cases it's a matter of saying each one in a few sentences and allowing the kids to talk with the adult about the lesson.
If we don't teach positive life lessons, children grow to become like the people they see on television and in video games. Look around you and think about what kids in your community are doing with their lives. Sadly, this is one case where life imitates art.
We are all the worse for it.
We need to learn how and when to do the job of parenting well.
Broken people are hard to fix. Better to give them the knowledge and skills they need to prevent them from breaking.
Bill Allin is the author of Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for teachers and parents who want to teach their children the right lessons at the right times in the right way.
Learn more at http://billallin.com/
Monday, March 02, 2009
What a Child Learns From You
By the age of six the average child will have completed the basic Americaneducation. ... From television, the child will have learned how to pick alock, commit a fairly elaborate bank holdup, prevent wetness all day long,get the laundry twice as white, and kill people with a variety ofsophisticated armaments.
- Russell Baker, columnist and author (b.1925)
Some will read that quote and think it ironic. Others will think it sarcastic. Some will consider it pessimistic.
Yet what the quote missed is a child's main source for life information: parents. The quote is not wrong, just inadequate to convey the message.
While Baker had the age right ("by the age of six") he missed something extremely important, critically important about what a child learns in his first five years. In his first five years of life, a child learns what life is about.
You may think that age five or younger is too young to understand what life is about. Especially what the extremes, the best and worst of life, are about. While that is generally true, a young child gains his sense of the values that he will carry through his life from his parents. The life values of parents tend to be passed along to children, in so many varied ways that they can't be enumerated.
Let's say a young child is with her father in a store. The child doesn't pay attention to what the father buys or speaks about with the clerk. Back in the car, she overhears father saying to mother that the clerk gave him back five dollars too much and that he didn't return that money. That brief experience might leave a mark for a lifetime.
Children learn by example, as most of us know. Many parents don't know how important their role modelling is. A young child whose parents use drugs is highly likely to use drugs or alcohol when he grows up. Kids need to learn what life is about and we tend to not teach them until they are older, "old enough to understand." It doesn't work like that. They learn about life by taking markers from their parents, sample experiences they generalize into life lessons.
The little girl whose father kept the five dollars will generalize the experience to accept that it's all right to steal from someone, especially if the person doesn't know about it. A general belief that dishonesty is socially acceptable may not happen with a single incident. The child has no idea that the clerk will have to make up the money from her pay when she cashes out at the end of her shift. Nor might the child care. The kid is interested in what the parent does because the whole purpose of parenting is to teach actively and to be role models passively and the primary objective of a child is to learn about life from her parents.
For most children, their parents are their life for the first two years. How the parents act is how they come to believe that life is. At the time of life when their brains act like sponges to find examples to help them understand what life is about--their main purpose in life in their first few years--what their parents do is treated as a model for what they should do. They want to be adults, as all children do. They accept the values of their parents because they are desperate to learn what values adults have.
For various reasons, a child will sometimes understand that what a parent has done is wrong. Neglect or abuse of the child, for example, might make the child determined to be just the opposite with his own children when he grows up. However, history shows that a majority of children who were neglected or abused become parents who neglect or abuse their own kids. The acorn doesn't fall far from the oak.
Ironically, bad behaviour by a parent may be picked up more readily than good behaviour. The reason is that parents behave well and properly most of the time, whereas bad behaviour is so different from the norm and so rare that a child will pick up on it. The child, wanting to fill in the gaps in his understanding of life values he seldom has opportunities to learn, will see some action or hear some words by a parent and generalize from them. One tiny example of bad behaviour (believed to be tiny by the parent) becomes a life lesson to be utilized later by the child.
If you are the parent or grandparent of a young child, everything you do may be scrutinized by the child and generalized as an example of a life value or lesson. The admonition "do what I say not what I do" doesn't work with kids. They take their first examples more from behaviour of parents, less what the parents say.
If you are the parent or grandparent of a young child, you are a living example to that child of what life is. Lessons learned later may change that, but most times the later lessons do not stick the way role model lessons from parents stick.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents, grandparents and teachers who want to know what a child needs and at what time he or she needs it. It teaches people how to treat parenting responsibilities with a professional attitude.
Learn more at http://billallin.com
- Russell Baker, columnist and author (b.1925)
Some will read that quote and think it ironic. Others will think it sarcastic. Some will consider it pessimistic.
Yet what the quote missed is a child's main source for life information: parents. The quote is not wrong, just inadequate to convey the message.
While Baker had the age right ("by the age of six") he missed something extremely important, critically important about what a child learns in his first five years. In his first five years of life, a child learns what life is about.
You may think that age five or younger is too young to understand what life is about. Especially what the extremes, the best and worst of life, are about. While that is generally true, a young child gains his sense of the values that he will carry through his life from his parents. The life values of parents tend to be passed along to children, in so many varied ways that they can't be enumerated.
Let's say a young child is with her father in a store. The child doesn't pay attention to what the father buys or speaks about with the clerk. Back in the car, she overhears father saying to mother that the clerk gave him back five dollars too much and that he didn't return that money. That brief experience might leave a mark for a lifetime.
Children learn by example, as most of us know. Many parents don't know how important their role modelling is. A young child whose parents use drugs is highly likely to use drugs or alcohol when he grows up. Kids need to learn what life is about and we tend to not teach them until they are older, "old enough to understand." It doesn't work like that. They learn about life by taking markers from their parents, sample experiences they generalize into life lessons.
The little girl whose father kept the five dollars will generalize the experience to accept that it's all right to steal from someone, especially if the person doesn't know about it. A general belief that dishonesty is socially acceptable may not happen with a single incident. The child has no idea that the clerk will have to make up the money from her pay when she cashes out at the end of her shift. Nor might the child care. The kid is interested in what the parent does because the whole purpose of parenting is to teach actively and to be role models passively and the primary objective of a child is to learn about life from her parents.
For most children, their parents are their life for the first two years. How the parents act is how they come to believe that life is. At the time of life when their brains act like sponges to find examples to help them understand what life is about--their main purpose in life in their first few years--what their parents do is treated as a model for what they should do. They want to be adults, as all children do. They accept the values of their parents because they are desperate to learn what values adults have.
For various reasons, a child will sometimes understand that what a parent has done is wrong. Neglect or abuse of the child, for example, might make the child determined to be just the opposite with his own children when he grows up. However, history shows that a majority of children who were neglected or abused become parents who neglect or abuse their own kids. The acorn doesn't fall far from the oak.
Ironically, bad behaviour by a parent may be picked up more readily than good behaviour. The reason is that parents behave well and properly most of the time, whereas bad behaviour is so different from the norm and so rare that a child will pick up on it. The child, wanting to fill in the gaps in his understanding of life values he seldom has opportunities to learn, will see some action or hear some words by a parent and generalize from them. One tiny example of bad behaviour (believed to be tiny by the parent) becomes a life lesson to be utilized later by the child.
If you are the parent or grandparent of a young child, everything you do may be scrutinized by the child and generalized as an example of a life value or lesson. The admonition "do what I say not what I do" doesn't work with kids. They take their first examples more from behaviour of parents, less what the parents say.
If you are the parent or grandparent of a young child, you are a living example to that child of what life is. Lessons learned later may change that, but most times the later lessons do not stick the way role model lessons from parents stick.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents, grandparents and teachers who want to know what a child needs and at what time he or she needs it. It teaches people how to treat parenting responsibilities with a professional attitude.
Learn more at http://billallin.com
Thursday, June 26, 2008
Do You Know What You Missed As A Child?
Turn the power of praise upon whatever you wish to increase. Give thanks that it is now fulfilling your ideal.
- Charles Fillmore, cofounder of Unity School of Christianity (1854-1948)
Okay, I accept that the quote sounds like it was spoken directly from a pulpit. But that was the way Fillmore spoke and wrote.
Praise is to human social interaction what fertilizer is to gardens. Most gardens will grow without using fertilizer, but they may grow stronger, healthier (free from risks of attack by competing species of plants) and more plentiful with fertilizer. So will the good effects of praise on relationships, including work relationships.
As members of a social species, we human naturally seek acceptance from our fellow humans. We want to fell that we belong. We want to feel that we are a part of something of significance. We want to feel that the part we contribute helps to make our total experience work better, both for us and for those who are part of our group.
The traditional model of relationships in a work environment was based mostly on the old master-slave model of our distant past. People work to the best of their abilities because they get paid to do so, so that model dictates. But it doesn't always work that way.
People can do barely adequate work for which they get paid a more than reasonable wage, but they can't necessarily be fired without the employer risking a wrongful dismissal legal case. A barely adequate job may not only hold a company back, it could bury the company if a significant number of employees have a similar attitude.
In the new business model that is increasing in popularity since the 1980s, an employer tries to make each employee feel that the success of the company is a direct reflection of their own person success. Even in times of poor markets, the employer strives to encourage employees by watching carefully for individual examples of good work and successful dealings with the various publics of the business so that the employees feel that they will al work their way through troubled times together.
In this business model, there are no bad employees (or there shouldn't be), only employees that need more encouragement and direction to be more successful. Every one of us has bad times in our lives and they don't correspond with the bad times at our place of work (we hope). A good employer will help a troubled employee through those bad personal times in order to get good work while on the job.
It works the same in a family. Every young child seems to bring home a steady supply of creations (usually paintings) from school or a pre-school facility. Those creations make their way onto the refrigerator or a bulletin board, so the child knows he or she is appreciated. But that only works for just so long.
A child knows if he or she has produced a piece of trash painting, even if the teacher praised it and encouraged the child to take it home (less trash to dispose of after school). If the parent gives only blanket praise, as the teacher had done, the child knows that the parent is praising him or her, only the effort that went into it. In other words, flattery, with no substance or sincerity.
A child needs to know what is good about a piece of work, not that the whole thing is "marvelous." A child needs to know that the parent understands what is in the painting, The child learns that by having the parent ask questions about it, then adding comments and constructive advice.
Just as an Olympic athlete feeds on successes along the way to the next international Olympics, a child grows in a positive way by both praise and help to improve next time. Blanket (non-specific) praise is treated by a child the way everyone should treat flattery, knowing that it's for show, but without value.
The sole objective of a child--every child--is to grow to be a competent and confident adult who can cope with downturns in life because he or she has the skills and tools to work with, yet having the ability to achieve great successes because their increasing body of skills and improved talents have produced better than ever results.
Kids know this intuitively. Parents, many of whom treat their children as if they were never children themselves, don't necessarily remember this.
The prime objective of a parent is not to provide food, shelter and video games for the child. The prime objective is to be a role model and teacher so that the child stands "on the shoulders of giants" (Isaac Newton's words) in order to reach greater heights than the parents could or have.
No child ever has the objective of being nearly as good as his or her parent. Nor should it ever be the objective or a parent that the child should only be nearly as good. Both child and parent should want the child to be better because the child could take advantage of the experience, skills and talents of the parent, then add their own to create something new and unique.
If a parent doesn't "get it," the child may not be what he or she could have been.
A person doesn't need perfect parents in order to reach self fulfillment and achieve their potential. But a child who has parents who know what they are doing in growing the child will reach greater heights sooner than the one with little help from home.
As an educator and sociologist specializing in education, I have never met a parent who didn't do and want to do their very best for their children. I also have never met a parent who claimed that they knew enough--what they needed to know and should have known--about raising children when they first became parents.
That's wrong. The discrepancy is both tragic and unnecessary. People--kids and adults--suffer because they don't know.
We have the knowledge. But it's tied up with a few educators and social science professionals who meet roadblocks everywhere they turn trying to spread the word.
Talk about it.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents and teachers who want to know what kids really need instead of just the limited stuff that school curriculum provides.
Learn more at http://billallin.com
- Charles Fillmore, cofounder of Unity School of Christianity (1854-1948)
Okay, I accept that the quote sounds like it was spoken directly from a pulpit. But that was the way Fillmore spoke and wrote.
Praise is to human social interaction what fertilizer is to gardens. Most gardens will grow without using fertilizer, but they may grow stronger, healthier (free from risks of attack by competing species of plants) and more plentiful with fertilizer. So will the good effects of praise on relationships, including work relationships.
As members of a social species, we human naturally seek acceptance from our fellow humans. We want to fell that we belong. We want to feel that we are a part of something of significance. We want to feel that the part we contribute helps to make our total experience work better, both for us and for those who are part of our group.
The traditional model of relationships in a work environment was based mostly on the old master-slave model of our distant past. People work to the best of their abilities because they get paid to do so, so that model dictates. But it doesn't always work that way.
People can do barely adequate work for which they get paid a more than reasonable wage, but they can't necessarily be fired without the employer risking a wrongful dismissal legal case. A barely adequate job may not only hold a company back, it could bury the company if a significant number of employees have a similar attitude.
In the new business model that is increasing in popularity since the 1980s, an employer tries to make each employee feel that the success of the company is a direct reflection of their own person success. Even in times of poor markets, the employer strives to encourage employees by watching carefully for individual examples of good work and successful dealings with the various publics of the business so that the employees feel that they will al work their way through troubled times together.
In this business model, there are no bad employees (or there shouldn't be), only employees that need more encouragement and direction to be more successful. Every one of us has bad times in our lives and they don't correspond with the bad times at our place of work (we hope). A good employer will help a troubled employee through those bad personal times in order to get good work while on the job.
It works the same in a family. Every young child seems to bring home a steady supply of creations (usually paintings) from school or a pre-school facility. Those creations make their way onto the refrigerator or a bulletin board, so the child knows he or she is appreciated. But that only works for just so long.
A child knows if he or she has produced a piece of trash painting, even if the teacher praised it and encouraged the child to take it home (less trash to dispose of after school). If the parent gives only blanket praise, as the teacher had done, the child knows that the parent is praising him or her, only the effort that went into it. In other words, flattery, with no substance or sincerity.
A child needs to know what is good about a piece of work, not that the whole thing is "marvelous." A child needs to know that the parent understands what is in the painting, The child learns that by having the parent ask questions about it, then adding comments and constructive advice.
Just as an Olympic athlete feeds on successes along the way to the next international Olympics, a child grows in a positive way by both praise and help to improve next time. Blanket (non-specific) praise is treated by a child the way everyone should treat flattery, knowing that it's for show, but without value.
The sole objective of a child--every child--is to grow to be a competent and confident adult who can cope with downturns in life because he or she has the skills and tools to work with, yet having the ability to achieve great successes because their increasing body of skills and improved talents have produced better than ever results.
Kids know this intuitively. Parents, many of whom treat their children as if they were never children themselves, don't necessarily remember this.
The prime objective of a parent is not to provide food, shelter and video games for the child. The prime objective is to be a role model and teacher so that the child stands "on the shoulders of giants" (Isaac Newton's words) in order to reach greater heights than the parents could or have.
No child ever has the objective of being nearly as good as his or her parent. Nor should it ever be the objective or a parent that the child should only be nearly as good. Both child and parent should want the child to be better because the child could take advantage of the experience, skills and talents of the parent, then add their own to create something new and unique.
If a parent doesn't "get it," the child may not be what he or she could have been.
A person doesn't need perfect parents in order to reach self fulfillment and achieve their potential. But a child who has parents who know what they are doing in growing the child will reach greater heights sooner than the one with little help from home.
As an educator and sociologist specializing in education, I have never met a parent who didn't do and want to do their very best for their children. I also have never met a parent who claimed that they knew enough--what they needed to know and should have known--about raising children when they first became parents.
That's wrong. The discrepancy is both tragic and unnecessary. People--kids and adults--suffer because they don't know.
We have the knowledge. But it's tied up with a few educators and social science professionals who meet roadblocks everywhere they turn trying to spread the word.
Talk about it.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents and teachers who want to know what kids really need instead of just the limited stuff that school curriculum provides.
Learn more at http://billallin.com
Thursday, May 01, 2008
This Painless Pleasurable Gift Could Save A Life
We shall never know all the good that a simple smile can do.
- Mother Teresa
Without going into excruciating detail in analysis of kinds of smiles, let's just say that they come in two basic types. With one type, the emotion is in-coming, with the other it flows outward.
Some people smile at how they benefit from a particular situation. They might smile with glee as they leave their bank with more cash in hand than they withdrew from their account because the teller made a counting error. They don't care if the bank lost money. It didn't, but the money to make up the difference would come from the teller's pay. The customer may still not care, only interested in his personal benefit.
Another person might smile at the hurt of another. They delight at the suffering of someone because they feel it makes them superior. Or because the person suffering was falsely accused of doing something when the guilty party was the smiler.
A kidnapper would smile at a child before grabbing the child and forcing her into his car and driving away.
These smiles all involve benefits or perceived benefits for the smiler, sometimes (often) at the expense of another person.
Mother Teresa would not even acknowledge those kinds of smiles as real smiles. She only knew smiles that emanated love. One look at that exceedingly wrinkled ancient face and you knew there was love behind it, nothing but love going out to whoever received the smile.
When we give a gift to a charity, most of us know nothing of where it will go, how it will be used. When we smile a warm smile at another person with the objective of helping that person to have a better day we don't know how much good it will do. We know where it will go and who it will benefit, but we don't know how much or in what way it will benefit that person.
I am reminded of a time many years ago when it struck me that no one entering or leaving the bank branch I used regularly either smiled at others coming toward them or held the door open for them. I decided that I would follow that practice anyway. Every time I went into or out of that branch, I held the door for someone and smiled warmly at them.
About a year later I noticed that some people were holding the door for me, a few even smiled while doing it. Two years after that almost everyone I met going into or out of that branch held the door open for me if they went through first. Many smiled, not all.
Why the change? I submit that someone started it. Someone made a snowball and started it rolling downhill. I would like to think that it was me, but that doesn't matter.
What matters is that when I go through the door of that bank now, someone ahead of me will almost certainly hold the door open for me and will likely smile at the same time. It's the smile and the gesture that count, not the fact that I might have begun something that spread.
I have read comments written by people whose lives were saved by a smile. Two that I can remember--one man, one woman--were thinking of ending their lives by their own hands. Someone did something nice for them, they smiled warmly, and the depressed people decided that the world might not be such a bad place after all. After that, the world looked different to them. I don't know the rest of their stories, but they don't matter.
Does a smile really have that much power? Can such a small gesture make such a huge difference in someone's life? Remember that for someone who is severely depressed, enough to consider taking his or her own life, nothing makes sense anyway. A smile given freely and warmly to them might be worth more to them at that particular moment than winning a lottery.
In fact, winning a lottery is something related to our impulse toward greed, which may well be something that is crushing the emotional wellbeing of a dpressed person.
Small gestures that show you care about others make huge differences in their lives.
When you smile warmly at someone who looks miserable, who looks as if the world just ran over their lonely lifeline and split it open, then you see that face transform into a smile in return, even if it's a weak one, you feel as if your life truly is worthwhile.
As the agencies that collect blood for medical purposes say, "It's in you to give."
A smile costs you nothing. Except a measure of emotional giving. Some have trouble making that gift. For them, those who smile for their own benefit, giving a smile to hlep someone else is not something they do.
The ultimate test of the value of a smile is when you smile at the person in the mirror and that person smiles back. It means the person in the mirror likes you.
Take that to the bank. And hold the door open for someone while you're there.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents and teachers who want their children to know the value of a smile and the real worth it has when smiles are given to others. It's an important life lesson.
Learn more about these life lessons at http://billallin.com
- Mother Teresa
Without going into excruciating detail in analysis of kinds of smiles, let's just say that they come in two basic types. With one type, the emotion is in-coming, with the other it flows outward.
Some people smile at how they benefit from a particular situation. They might smile with glee as they leave their bank with more cash in hand than they withdrew from their account because the teller made a counting error. They don't care if the bank lost money. It didn't, but the money to make up the difference would come from the teller's pay. The customer may still not care, only interested in his personal benefit.
Another person might smile at the hurt of another. They delight at the suffering of someone because they feel it makes them superior. Or because the person suffering was falsely accused of doing something when the guilty party was the smiler.
A kidnapper would smile at a child before grabbing the child and forcing her into his car and driving away.
These smiles all involve benefits or perceived benefits for the smiler, sometimes (often) at the expense of another person.
Mother Teresa would not even acknowledge those kinds of smiles as real smiles. She only knew smiles that emanated love. One look at that exceedingly wrinkled ancient face and you knew there was love behind it, nothing but love going out to whoever received the smile.
When we give a gift to a charity, most of us know nothing of where it will go, how it will be used. When we smile a warm smile at another person with the objective of helping that person to have a better day we don't know how much good it will do. We know where it will go and who it will benefit, but we don't know how much or in what way it will benefit that person.
I am reminded of a time many years ago when it struck me that no one entering or leaving the bank branch I used regularly either smiled at others coming toward them or held the door open for them. I decided that I would follow that practice anyway. Every time I went into or out of that branch, I held the door for someone and smiled warmly at them.
About a year later I noticed that some people were holding the door for me, a few even smiled while doing it. Two years after that almost everyone I met going into or out of that branch held the door open for me if they went through first. Many smiled, not all.
Why the change? I submit that someone started it. Someone made a snowball and started it rolling downhill. I would like to think that it was me, but that doesn't matter.
What matters is that when I go through the door of that bank now, someone ahead of me will almost certainly hold the door open for me and will likely smile at the same time. It's the smile and the gesture that count, not the fact that I might have begun something that spread.
I have read comments written by people whose lives were saved by a smile. Two that I can remember--one man, one woman--were thinking of ending their lives by their own hands. Someone did something nice for them, they smiled warmly, and the depressed people decided that the world might not be such a bad place after all. After that, the world looked different to them. I don't know the rest of their stories, but they don't matter.
Does a smile really have that much power? Can such a small gesture make such a huge difference in someone's life? Remember that for someone who is severely depressed, enough to consider taking his or her own life, nothing makes sense anyway. A smile given freely and warmly to them might be worth more to them at that particular moment than winning a lottery.
In fact, winning a lottery is something related to our impulse toward greed, which may well be something that is crushing the emotional wellbeing of a dpressed person.
Small gestures that show you care about others make huge differences in their lives.
When you smile warmly at someone who looks miserable, who looks as if the world just ran over their lonely lifeline and split it open, then you see that face transform into a smile in return, even if it's a weak one, you feel as if your life truly is worthwhile.
As the agencies that collect blood for medical purposes say, "It's in you to give."
A smile costs you nothing. Except a measure of emotional giving. Some have trouble making that gift. For them, those who smile for their own benefit, giving a smile to hlep someone else is not something they do.
The ultimate test of the value of a smile is when you smile at the person in the mirror and that person smiles back. It means the person in the mirror likes you.
Take that to the bank. And hold the door open for someone while you're there.
Bill Allin
Turning It Around: Causes and Cures for Today's Epidemic Social Problems, a guidebook for parents and teachers who want their children to know the value of a smile and the real worth it has when smiles are given to others. It's an important life lesson.
Learn more about these life lessons at http://billallin.com
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