My Kids Are Always Late - HELP!

I run most mornings.  Neighborhoods are busy at that hour!!  Last week an elementary age boy flew from his house, jacket flying akimbo, backpack loosely in his grip and yelling “Noooooooooooooo” as he unsuccessfully chased the bus…..

Today I saw his Dad pulling into the driveway in an apparent hurry – slammed the car door and flew into the house.  I can only assume that little guy again missed the bus and Dad picked up the pieces by driving him the 4 blocks to school.

Yesterday, I saw a van zooming into a driveway, and ejecting a girl who ran inside.  Within seconds she emerged, jumped into the van and it flew back the way it came - towards the school 6 blocks away.  I wonder what she forgot!

Morning Drama!!!

So, what did these kids learn about responsibility and solving their own problems?  I would suggest, absolutely nothing! 

My thoughts?  Teach these 3^rd and 4^th graders to safely walk to school.  We live in a very walkable, safe neighborhood.  I would walk with them a few times, pointing out safety rules, neighbors we know and what to do in an emergency.  Then I would let them walk by themselves.  Maybe I would walk or drive behind them a few times.  Maybe I would let my friends know that they are walking. Maybe I would talk to some other Moms and get several kids walking together.  Of course, I want them to be safe.

But kids who are never allowed to be independent are robbed of precious opportunities to learn to think and solve life’s problems. Many parents are so frightened by our world that they don’t ever teach their kids to cope with it.  Think long and hard about that; they are going to be living in this world a long time.

Kids usually want more freedom so the idea of walking by themselves may be very appealing.  If it isn’t, they can always take the bus!!

After I am comfortable with their safety, I would announce that getting to school on time is from this day forward, completely their responsibility. They can walk, they can take the bus.  If they miss the bus, I will expect them to walk.  If they forget something, they can go without it or come back to get it.   Unplanned walking may make them late to school.  If there are school consequences for being late, so be it.  However, if being late should result in a call or note from school, I will ground them from all outside activities for that weekend. Oh, and I will not nag or threaten as they get themselves out the door.

Now the problem is on their shoulders, not mine.  They are likely going to make a few mistakes, but they will learn!  And in learning they will become more responsible and independent – all characteristics they are going to need to navigate the teen years and later, to become successful adults.

In the meantime, parents, enjoy a second cup of coffee - reminding yourself that parenting should NOT be the hardest thing you have ever done!

Workshop at Clarence Center Elementary

There are still some slots open for my workshop series on April 17th and 24th (6:30-8:30PM).  Call Christine or Michele at 407-9150 to register.  Funded by Still in One Peace Crisis Services, there is no cost to participants.

This is an interactive, often humorous workshop that presents the basic Rosemond parenting principles and then helps parents apply them to their own parenting concerns.

Typical topics range from defiance to bedtime hassles, from lying to homework problems.  This is a wonderful opportunity to understand John Rosemond's traditional, common sense parenting framework while developing real solutions to specific problems.

Feel free to email me if you have any questions!

Your Child at Age 30!

I often invite parents to describe the adult they hope their child will be at age 30.  In response, they say things like kind, caring, humble, respectful, responsible, a good citizen and a good neighbor.

No one has ever said: rich, famous, a snob or self-important.

Yet many parenting approaches put the focus exactly there.  We put kids into every activity we can - dance lessons, music lessons and sports teams.  Then we find ways to give them repeated, over the top praise.   If they get a bad grade or in trouble at school, we tell them it is the teacher or another student’s fault.   If they complain about how hard their homework is, we sit at their side to help, believing that frustration will make them feel they are a failure.

In the name of “protecting their self-esteem” we take away the gift of accomplishing what they can on their own.  We tell them they are successful, even when they aren't.  They become self-centered kids who believe they are entitled to a life of ease, praise and instant success.

We rob them of the opportunity to develop confidence and real life skills.  Sadly, I have seen lots of kids who believed they were supremely talented, wonderful and rightfully at the center of everyone else’s universe.  When they went off to college or work, many fell flat on their face as they began to experience some of life’s harsh realities.   They simply had no experience in figuring things out for themselves or humbly understanding that life is not ever perfect.

A young lady I know recently went on a mission trip to Peru.  While it says a lot that she would give up spring break to go to an impoverished country to live in dirt and squalor, I was perhaps most impressed by her blog title:

“Little Jessica, Big World”

Great  statement! She knows she is a small cog on the great big wheel we live in.  She had the courage to go far from home, give up her comfort and fun in order to serve others.  She knows there is a larger picture than a self-absorbed life.

Don’t worry too much about your child’s self-esteem.  Give them lots of opportunities to explore their world, to learn how they can impact on it and to be successful in their own small ways.   Small successes breed self-confidence and give children the will to try harder things.  Self-confident people don’t need others to build their self-esteem – it comes from within them.

Give your children responsibilities in the home and in the community.  Expect them to fight most of their own battles – your belief in them will build far more confidence than solving problems for them!

Let your children know that they are simply small parts of a great big world that they share with millions of other equally important, equally talented and equally valuable people.  Give them the experiences they need in order to grow into the adult you hope they will be at age 30!

Lessons on the Soccer Field

In a recent conversation, I mentioned that my son is adopted from Korea.  A mom asked if we ever experienced prejudice.  The happy answer is there were only a couple incidents. By and large he was welcomed by schools, kids, parents and church.  But she asked how I handled the things that did happen.

The answer is simple: I took 2 steps backwards.  I often recommend this method when disciplining children but also any time you are going to react emotionally; step back, calm down and wait for a good response.

One lovely summer evening, our travel soccer team played a new opponent.  My son, Kevin, loved soccer and was very fast.  Along with his teammates, we were routing the other team.  Soon I started hearing things like: “there goes the Chink”, “Hey Chink boy”, “oh aren’t we all scared by the Chink”.  It went on and on.  No coach stopped it. This had never happened before and I was appalled and angry.

But I just sat there.  I wanted to jump up and stop the game but I knew that “interfering soccer moms” are rarely listened to and seen only as a pain in the neck.  My friends were watching me – I knew they thought I should react. But I continued to sit there.

After the game, Kevin and his teammates ran over and asked if I heard the slurs. I said yes but that the opponent team “was close, but no cigar”.  When they all looked at me puzzled, I explained that “Chink” was a derogatory word for a Chinese person, but Kevin was Korean so they got it all wrong.  The kids started laughing and in a move, I will never forget, they started dancing around Kevin, chanting a kind of rap: “Close, but no cigar; close, but no cigar”.  The tension was immediately over.

Two weeks later we played the same team.  Before the game I approached our coach and told him that if the same thing happened, I would not sit still, but would stop the game and remove Kevin from the field.  Our coach talked to their coach and whatever else they did; there were no more racial slurs.

Everyone learned so much.  Kevin continued to own and be proud of being Korean.  His friends learned that prejudice is often ignorant, mindless and just not true.  The coaches learned to take action (maybe late, but they would have learned nothing if I had embarrassed them by stopping the first game).  And I learned that supporting my son can sometimes best be done by looking at the whole picture – taking 2 steps backward and giving myself the gift of thinking.

The 2 steps backward rule works well in discipline too.  Wait until you are calm and have a plan.  Only then should you impose a consequence – I promise your children will remember what you are talking about and you will look much more like a leader to be listened to!!!!

Nature's Power In Raising Kids

During an early morning visit to see manatees on Florida’s Orange River, I heard a childish voice ring out across the stillness.  She was about 10 and was kayaking with her mother among these gentle, almost prehistoric sea animals.  “Look over here, look over there, oh my gosh, there are some more”; her innocent enthusiasm and delight left many of the park visitors smiling.

I also noted that she was completely comfortable with the kayak and handled it as a contributing member of the 2 person team.  She looked like a child that spent a lot of time outdoors.

It seems to me that children who experience nature and the outdoors on a regular basis develop many benefits.  It connects them with the great circle of life, the many mysteries of the world.  It dwarfs them in the larger scheme of things and teaches them that they are not the most important part of the universe.  They learn to respect nature and take their place in stewarding its gifts.  They learn how they can contribute to important ecological issues (saving the endangered manatees, for example).

They learn independence and resourcefulness as they master the skills needed to be strong and safe.  They face problems that need to be solved right now.  My brother once saved our cousin from drowning when the cousin fell off a rock at a very remote Northern Canada lake.  At the same lake, my friend and I struggled for 20 minutes to get back into a rowboat we had been swimming from.  The adults watched us from shore and would have come out to help us if we needed them, but they let us figure it out.  How proud and important my brother was when he became the family hero.  How much self confidence my friend and I gained when we got back into that boat.

Of course, there were many other factors in our growing up, but it is not surprising to me that my brother, friend and I all grew up to be confident, resourceful and independent people.  And we all continue to love the outdoors and nature.

My advice to parents is to get your kids outside as much as possible.  Expect them to entertain themselves in the yard.  Help them develop the skills and independence needed to ride their bikes safely so they can explore their neighborhood on their own.  Take them to parks and beaches and set them free to find the fun of building sand castles or playing in the waves.  Plan family hikes and visits to zoos and public gardens.

Call a time out from the addictions of the digital world – a world that is taking up much too much of our children’s time.  The digital world of tablets, ipods, tv, video games and computers is passive entertainment; the natural world is active entertainment.  Out of interactive, experiential activity, children learn responsibility, resourcefulness and respect.  Which by the way, are the main characteristics parents ask me to help them achieve with their children!

Lying Part 2

As children get older, they indeed may consciously lie.   The lie is often the SECOND misbehavior committed in an attempt to cover up the first one.

·         A 9 year old girl disrupts her class, resulting in a teacher’s note that Mom or Dad is to sign.  She forge’s Mom’s signature and insists to the suspicious teacher that it is Mom’s signature.  

·         An 11 year old boy, having trouble with homework, promises to ask for help tomorrow.  He comes home and says he did.  Doubtful, Mom emails the teacher.  She learns he neither asked for help nor made up some missing assignments

·         A 10 year old girl has a note from Mom giving her permission to ride a different bus after school.  She forgets to take it to the office and then tells the bus driver that they simply forgot to stamp it. (School authorities spend time and worry figuring out where she is).

In all three instances lying was secondary to an initial behavior problem – disrespecting teachers, forging signatures, not getting extra help, not taking the note to the office.  While the lying clearly must be punished, these families should ALSO address the initial misbehavior. 

Children learn best when they are required to take responsibility for their actions.  In these instances, we are talking about some fairly serious issues.  A big limitation on the child’s freedom will punish the misdeeds.  But to prevent them from occurring again, responsibility must be put solely on the child’s shoulders. 

Some suggestions:

The child is grounded to his room for 1 week for BOTH the first problem and the lying.  After the week:

·         The 9 year old continues to be grounded to her room until she brings home a statement of “good behavior” signed by her teacher every day for 10 days.  If on any day, no note comes home, the 10 days start over again.

·         The 11 year old is to bring home a weekly statement from his teacher “that all homework assignments were submitted this week in a neat and acceptable manner”.  Any week that the statement doesn’t come home, he is grounded to his room the following week (beginning with the weekend!)  (Helpful hint – stop micromanaging his homework assignments!!)

·         The 10 year old loses all electronics until she has 14 days with no checkmarks on a daily chart (checks are given for either being irresponsible or lying).  If she gets a check on day 4 or 6 or 13, the 14 days starts over again.

In all 3 instances, the child receives a significant restriction on their freedom (which is NOT too harsh – he is still fed, safe, secure and cared for).  But most importantly, he is given a huge opportunity to become responsible for himself.

Just as important, the parent stays calm and in charge.  While some brief discussion about lying is acceptable, your lecture is not what will influence better behavior in the future.  Put the monkey on your child’s shoulder and let him figure out how to make it go away – it will be a lesson he will not soon forget!

Lying - Part 1

At a recent workshop, several parents were concerned about lying in their homes.  Examples included children of 5 and 6 as well as children between 9 and 11 – a horse of a different color.  In today’s blog I will focus on young children.  But first of all, the common elements of lying.

When kids lie, parents get really upset – they believe in honesty, they are upset that their child would disrespect them by lying, and they fear that the child is going to turn into a criminal!  One of the key things I recommend to parents is to “take 3 steps backward from misbehavior incidents, take a deep breath and look at the larger picture”.  That almost always results in developing a better response than jumping feet first into the heat of the moment.

Young children do not have the same sense of right and wrong that adults have.  Young children are NOT “little adults”; they do not know what you do.  Therefore, in most instances of young children misbehaving, I recommend that you don’t ask a lot of questions – don’t provide the opportunity for lying in the first place!  If you are reasonably certain that your child did something, don’t ask whether he did it – you are setting him up to say “no” and starting a cat and mouse game.  And when you play cat and mouse you do not look like you are in charge!! 

Your reaction to childish behavior problems should be to “call the foul and assess the penalty”.  If you don’t ask a lot of questions, you won’t give them the opportunity to lie!

·         “You took candy without my permission so now you are going to spend an hour in your room.”

·         “Your toothbrush is dry – go brush them now”.

·         He told you his friend hit him, but then changes the story.  “Oh your friend didn’t hit you?  Well I am glad of that” – and drop the subject.  If you keep asking “why did you lie to me”, your child may really not know the answer and he may be pressed to just make something up.

·         He sneaks into your room to retrieve a toy you had taken away as punishment, and then hides it. “You took your toy without permission so you are spending the rest of the day in your room”.  (Helpful hint: avoid the cat and mouse game in the first place – if you take something away, put it someplace he CANNOT get it) 

Stop trying to figure out why they took candy, didn’t brush teeth, lied about being hit or took the toy back.  Statements like “You know better”, “I thought I could trust you”, “I am very disappointed in you” are stating your adult interpretation of moral behavior.  Your young child simply does not understand right and wrong the way you do.  So use consequences effectively to address the initial misbehavior and don’t create the breeding ground for lies to start!!!  Learning right from wrong will come – albeit in baby steps – Rome wasn’t built in a day!!