Showing posts with label character training. Show all posts
Showing posts with label character training. Show all posts

Saturday, September 20, 2014

We Are Moving to WORDPRESS

Hey, RKWC friends! We are moving all of our blogs in a consolidated manner over to WORDPRESS!

Eventually, Raising Kids With Character blog/seminar, Character Ink homeschool publisher and services, and Language Lady blog posts and updates will be over there!

And to give you some incentive to go over and subscribe, like our FB page, etc., we are running a grand prize giveaway worth over three hundred dollars in conjunction with our ebook launch. (Check out the new ebook by Kathie Morrissey of Character Corner and myself: "Sixty Homeschooling Tips From Sixty Years"!)

So...here is our giveaway page....while you there, please subscribe and go LIKE us on FB! (And Kathie's pages too!)

http://characterinkblog.com/?p=170



Monday, October 21, 2013

Q is for QUIT FIGHTING--Start Out Right With Siblings/Littles With Behavior Absolutes




Kara (4.5) and Jonathan (almost 3) doing their sibling Bible verse for a special at church: "How happy it is when brothers dwell together in unity!" 


The next tip after trying to set your toddler's taste for kindness is the following: Decide ahead of time what your "behavior absolutes" are going to be. 


1. These are the behaviors or negative character that you absolutely will not allow in your home. What you allow now will become the “acceptable behaviors” to your child. These seemingly innocent actions include “fibbing,” hitting, being mean to others, running the other way when called, etc.


2.  For us, these “behavior absolutes” included the following:

a. Talking back (no toddler saying “no” without being punished)
b. Lying or deceit
c. Temper tantrums
d. Striking (hitting, pulling hair, throwing things at someone, etc.). 
e. Being mean

Obviously, we wanted our kids to learn to obey and submit to us and to learn the many character qualities that are crucial to living a Christian life, but these five things were things we never wavered on—and things that we made huge deals out of when they were not adhered to by the toddler/preschooler.

Kara (now 23) and Jonathan (now 21) have been best friends since they were very young.--honest! ;)

One question we frequently get when discussing the idea of behavior absolutes is "How do we make a certain behavior an absolute?"

Before I delve into a couple specific tips for this, I do want to say that keeping sibling fighting to a minimum, helping brothers and sisters love each other, and instituting and enforcing a no striking policy is more a way of life than it is a list of do's and don't's. 

Obviously, we believe that there are some key things that accounted for our children's very limited fighting and not harming each other, but more than that list of things we did is the idea of being "that family." Not weird or trying to outdo others with our "uniqueness"--but rather our children knew that though others might fight all the time, we were"that family"--the family that doesn't allow that. Though other children may raise their hands to harm their sibling, we are "that family"--and we do not permit hurting each other.

A way of life--one that begins with "setting tastes" for kindness and good character and one that has certain expectations always in place. Not expectations that "do this or you're toast" but expectations that Mom and Dad taught us this way, and this is how we live. 

But on to that list--a few things that we think can help a family develop certain behavior absolutes (including loving and being kind to siblings):


1. Behavior absolutes begin with a mindset. 

This mindset is one with faith in what you are doing. Faith that making behavior absolutes that our children will learn to follow is what is truly best. Faith that these things that we are saying are not allowed in our home are things that God would have us do. Faith that God will bless our family's consistency, efforts, and desire to please Him. Faith that consistency and godliness in our home really will work.

It is also a mindset that says, "What I am trying to do here is so important that I am going to put the time and energy into it that it takes to accomplish it. I am not going to let things slide that I know will cause us not to meet our goals for our children's behaviors. I am not going to look the other way when I know something is not right. I am not going to downplay something that we have deemed as important from the beginning."

That is a tall order. But it is one that can truly be carried out. When we go into this parenting endeavor with an idea of what we truly want our homes to look like--and the determination to follow through on it--it is very possible.




2. Your reaction to behavior absolutes being broken is crucial. 

My husband has an annoying saying (it used to be; now that our kids are mostly grown, I agree with him!): "We are getting the behavior that we want. if we wanted something different, we would do something different."

While that isn't one hundred percent accurate, the concept is true. If we want our children to be kind to each other and not strike each other, then those behaviors have to be treated as terrible behaviors. We can't just say, "Be nice" and hope that their behavior changes. 

We liken behavior absolutes to sitting in a car seat. We can say over and over, "I just can't get him to quit hitting his sister." 

However, we somehow (eventually) get our child to quit screaming in the car seat and sit in there until he is five or six! How is that? It is because sitting in the car seat is a behavior absolute.  We would ever consider letting a child have his own way and sit up front between Mom and Dad. It is the law. It is the way it is--and it can't be changed.

So it is with behavior absolutes. We have to feel so strongly about those behaviors that we will not budge on them. When one of our kids is mean to another one, we will not just say "Be nice" and send him to his room. We will instead respond as though he just did something very, very bad. Because if meanness is one of our behavior absolutes, it is a very, very bad thing.

I have to inject a note here about spanking--because many "modern moms" are either against it or believe that it doesn't work. Or buy into the philosophy that spanking a child will make him mean or will make him strike others. 

I know that a family of seven children is not a full-blown case study. However, I don't see how the whole "spanking causes children to be violent" could possibly be true when all of our seven children were spanked (not carelessly; not in anger; not for frivolities or childishness) for the Four D's --and yet they are seven of the most peaceable adults you will ever meet. As children, they didn't often fight with each other--and seldom (if ever) struck another child (or bit, pulled hair, pushed, hit, etc.) after age two or so. (I'm sure they probably did as toddlers--but we treated it very seriously and nipped it in the bud.)

So yes, we spanked our children if they were mean or if they hurt others (as well as for other defiant behaviors). But we didn't have to do it often. Peace with each other and not harming others was a way of life, so it didn't take a lot of discipline for it. 

Thus, the way we respond to our behavior absolutes will have a huge bearing on how "absolute" these behaviors become. Don't take them lightly. Don't put kids in their rooms with video games or televisions because they were unkind. Don't tell children who hit that they shouldn't do that--and they should be nice. Respond with the level of unacceptability that you would for something really bad--if you think it is really bad.




3. Don't make too big of deal out of things that aren't important.

If we truly want to develop behavior absolutes in our homes, then things that are not that big of deals can't be made into big deals.

We see this all the time. A parent responds to a child leaving his socks on the living room floor in the same way that she responds to his backtalking or being unkind to his sister. While we recommend that the things you feel are behavior absolutes be given a high priority and level of response, we also believe that in general parents need to "lighten up" when it comes to childish behaviors (being too loud, making a mess, forgetting to pick up his socks, etc.) and focus on behaviors that are truly important (and from the heart)--such as direct disobedience, meanness, disrespect to parents and other authorities, etc. 

When everything our kids do is the same level of "wrongness," they will not learn the difference between sins and mistakes. When everything our kids do is punished in the same way, they will feel that they can never please us--that no matter what they do, we will find fault in them.

I won't spend a great deal of time on this as we have several posts about this under the character training label and we teach about it extensively in our parenting seminar, but just examine your parenting and see if you are placing too much emphasis on the wrongness of a behavior that is just a kid being a kid and not enough on something that is coming from a child's heart.

I will move on to older kids--including punishments that are appropriate for fighting, helping kids learn how their behaviors affect others, and teaching our kids to love and respect each other--very soon. Thanks for joining us!


And here is the sweet sibling pair when they were teens--Jonathan (17) and Kara (19). The cute thing about this pic is that it was taken when they were traveling on a summer drama team together--and they both kept it as their profile pictures on Facebook for several months. Sweet!





Thursday, October 17, 2013

Q is for QUIT FIGHTING--Setting Toddlers' Tastes for Kindness

Yes, they really were as sweet to each other as they look in this picture--with a lot of orneriness thrown in for that little guy on the right! ;)


I am going to start our series with toddlers and work up chronologically. Those of you with only little kids can do some key things early on to avoid fighting and bickering between/among your children.

Two of those things are elaborated on in general (not just for fighting) in the article below, but here are some thoughts applying to the first one--SETTING YOUR LITTLE ONE'S TASTES FOR KINDNESS:

Set your little one's tastes for kindness--in our parenting seminar, we teach about how Hebrew midwives would put a dab of date paste on infants' tongues to give them a taste for Hebrew foods--and the verses that apply that to parenting and giving our children tastes for things early on.

We believe (and have experienced it with our seven children) that as parents we can set our children's tastes for good things--obedience, kindness, contentment, etc.

In terms of siblings, this means that we set their tastes for loving siblings, for kindness to their brothers and sisters, etc. from toddlerhood. Here are some thoughts on carrying this out:


1. Speaking kind words to our littles

2. Hushing them when they shout, scream, say no to you or other authority or in general are harsh/not kind--NEVER let it go!

3. Using vocabulary with them from the beginning that teaches them kindness ("let kindness be on our tongues")--words like "be nice to sissy; we love sissy" and "don't shout at her; say nice words" and "be nice"--but not just as passing, trite phrases--more like "these are our family's ways and words"

4. Pick the child up, hold him firmly, use wording from above, and be his external control when he has none. Don't just take the toy and give it back and say a passing "be nice"--really take the time to give him a taste for kindness whenever he starts to show meanness. If it continues in that setting, pull him out entirely (and put him in his crib). Do not ever let meanness continue in a toddler--remember, you are setting his tastes for kindness to siblings and others.

Our daughter who is expecting a baby boy in January (her first) just said the other day, "Our little boy is going to be so cute--and sweet just like the boys were when they were little" (her younger brothers).

What makes her think that her little boy will be sweet? She knows that it is possible to set his tastes for kindness. She knows it can be done--and is going to try her best to do it. I just love that! ;)

Here is a past blog post about setting tastes and character training in toddlers.

Friday, October 11, 2013

Morning Routines for Littles!

When "littles" have routines and consistency, every day can be a joy!


Yesterday I introduced the concept of the morning routine for all children. Today I would like to spend time on helping parents develop morning routines for their preschoolers. Tomorrow I will address older children and teens in this area.

I mentioned that a mom at a parenting seminar taught us about morning routines when we only had first graders and under. As she explained developing this routine, she showed her littles’ morning routine chart—a darling “board game” that she made on half sized poster board with every other square of the “Candyland” type of board containing a picture of something that the child needed to do in the morning—a child dressed; a child making his bed; a child putting his pj’s away; etc. It was so sweet—and we came home and promptly made “morning routine board game charts” for all of our kids who were old enough to follow the board and do a morning routine. (We used little people/animals with that tacky stuff placed on the bottom of them for the child to take around the board as he does his morning routine. These boards hung on the refrigerator, so it was important that the little pieces were lightweight and stuck well when the child put them on a square.)

Here are some additional tips for implementing morning routines with your little ones:

1. Timing each activity before setting the morning routine time is more important with this age group than any other. Small children can get discouraged if things seem to take too long—and a timer and reporting back to you while developing the time for the morning routine will help him see that this morning routine is truly doable.

2. Consider making a game board like the one described above, with pictures of children on them for your non-readers. (We wrote the task at the bottom of each picture, so the child had the picture as well as the words.)

3. You know your little ones better than anybody. Only put in the morning routine what your child can truly go do fairly independently. Start out small with just a few tasks and then increase as his responsibility and diligence increase.

4. If an entire morning routine chart would overwhelm your young kids, consider an 8 ½ x 11 inch piece of tag board divided into four equal quadrants. In the upper two, put GROOM and ROOM; in the bottom two, put DRESS and MESS. Start with the upper left hand square and work towards getting that part done without complaining and dilly dallying. This GROOM one might include washing face and hands, brushing teeth, combing hair (or coming to Mom with brush and ponytail rings to have her fix your hair). Once that is well underway, add the ROOM one—and have him straighten his room and make his bed in the morning. Continue in this way until all four quadrants are part of his morning schedule. (You can laminate this and have him X each quadrant with a white board marker as he finishes it each day.)

5. Be consistent. If you say that morning routines will be done before breakfast—and before the television is turned on, then follow through. As soon as you start varying from the plan (letting him watch a cartoon when his morning routine isn’t finished, etc.), the morning routines will go by the way. He needs to see that you are serious about helping him learn diligence, responsibility, time management, obedience, and more by being consistent with his morning routine.

6. As mentioned yesterday, consider something fun, like a first-thing-in-the-morning story to get your little ones moving—then do the morning routines.

7. Only put things on the morning routine chart for this age that truly must be done in the morning. You do not want to fill the morning with so much activity that it cannot all be accomplished. Anything that can be done ahead of time, such as packing backpacks, laying out clothes, making sandwiches for lunch, etc. are better off done the night before rather than trying to cram too much into the morning.

8. Develop consistent morning routines for yourself. We can’t sit down with coffee and the morning show in our robe while expecting our children to be doing their morning routines. Modeling goes a long way in teaching thoroughness, time management, and much more.

9. Rewards and encouragement go a long way for this group!


I think back nostalgically to the days of five littles nine and under—all learning how to work, become organized, and more via morning routines. They were so proud of their morning routine game boards and would often take visitors to the fridge to show them and tell them what their early mornings consist of. Two of our little ones even did recitations at a “homeschooling expo” in which they showed their charts and told the audience what they did each morning when they got up. Wowsie…that makes me smile…with a few tears of longing mixed in.

Note: We used Choreganizer chore cards to develop our preschoolers' morning routine charts (available at http://www.rainbowresource.com/proddtl.php?id=018244). Clip art programs would also work well for obtaining pictures to use on charts.

Proactive Parenting: The Morning Routine

“The most important thing that parents can teach their children is how to get along without them.” Anonymous

Image Blessed Femininity


One of the most valuable “Proactive Parenting” tips that we have followed is that of the “morning routine” development. Twenty years ago we attended a parenting seminar in which a young mom was discussing how we could make our mornings run more smoothly, teach our children to be more independent, etc. through this thing that she called morning routines. She even had darling picture-filled charts that she made to help her non-readers follow their morning routines. We began morning routines immediately upon arriving home—and we still use them over twenty years later.

I tell moms in our workshops that “morning routines will change the way your entire day goes.” This has been true for us as a homeschooling family, but I definitely think that parents whose children need to get up, around, and off first thing in the morning would really benefit from developing these routines. If you find your mornings extra stressful—and you drop your kids off at school in less-than-happy moods as a result of the hurried, nagging-filled morning or you homeschoolers start your school day off with kids still in pajamas or carrying Lucky Charms into the school room when it’s time to begin—then morning routines are for you.

Below I will give you some tips for starting this outstanding daily habit—and in days to come, I will address various age groups and the morning routine more extensively.


1. Decide how extensive you want your child’s morning routine to be. For older kids (especially girls), we have found that it can be a full ninety minute block that includes their personal morning habits, as well as chores, devotions, and exercise. For younger children, especially boys, we have had morning routines that were simple—and called “room, groom, dress, mess”—signifying that it includes straightening their bedroom, person grooming, getting dressed, and cleaning up any messes they have from the night before (i.e. water glasses, books upstairs, making bed, etc.).

2. If your mornings are chaos now, I recommend starting with a simple list of five to eight tasks that have to be done upon rising—the most basic things that must be done. For example, getting changed, grooming, putting away pj’s, making bed, packing bag for day, etc. This can be added to later once these daily habits are established.

3. Consider what you truly have enough time for in the mornings. We are flexible with our mornings in that Mom and all of the kids stay home and do school, so we have a morning routine time, a chore time, and a personal devotion time—all before breakfast. (When our girls were home, they usually had an exercise time, as well.) If you need to get your kids out of the house early in the morning, you will not want to try to do so many things in the morning as your kids’ rising time would likely be unbearable to get all of those things in before a seven a.m. school bus trip.

4. If your children are always sleepy in the mornings—and hard to motivate, consider starting your morning ten minutes earlier, and waking them up to a story or a chapter out of a chapter book. When our boys were younger, I would sit on their bed in the morning and read to them to wake them up—then they got up and started their morning routines. This seemed to give them some time to get used to getting up and moving.

5. Be realistic in how much time everything takes. When we first set up our preschoolers’ morning routines, we used a timer and had them go do each task, then report back to us. We told them how long that activity took—and wrote down that time plus ten or twenty percent (since they will likely move more slowly in the mornings). Then we added up the total list and came up with an allotment of time for morning routines. This way both of us knew that they truly could get that little list done in that amount of time.

6. Set up consequences or rewards, depending on your parenting style. If you are having really harried mornings now, I recommend that you start out with rewards and then move to consequences. For example, you might have a jar for each child and every morning that the morning routine is completed without reminding, complaining, etc.—and on time—you put a quarter or fifty cent piece in the jar for a treat at the end of the week. After a couple of months, you could remove the reward incentive, but tell them that morning routines are still part of your day—and that if they do not do them according to the guidelines, they will lose a privilege.


The goal of morning routines is that everybody is doing what they need to do in order to start their day—without fighting, coaxing, cajoling, stress, and yelling. It is, in essence, a step toward teaching our “children to get along without us.”


*Watch this blog for future posts on morning routines at different ages and stages, chore charts, and more.

Monday, October 7, 2013

Be Proactive! Be a Problem Solver! (Partial Reprint)

"When a child is allowed to do absolutely as he pleases, it will not be long until nothing pleases him" (Anonymous).



If you don't want your kids to get muddy, don't let them play in the mud! But if you're like us, and think there are many more important things in life than if kids get muddy, go ahead and let them play! The key is to be proactive--decide ahead of time what you can and cannot tolerate!


One of our favorite Preventive Parenting tips is that of becoming a problem solver. As parents, we can complain that we do not like how something is going or how our children are behaving--or we can decide to solve the problem at hand. 

We have found that many things that seem insurmountable--getting kids up and around on time in the mornings without too much stress, having the evening meal on the table at a certain time, and being sure that our kids are reading a lot--are easily taken care of when we decide to solve the problem--rather than just complaining about it or wishing that things were not as they are.

Let me give you some real life scenarios that I have recommended or heard of lately to get your "thinking skills" and "problem solving strategies" working:


1. Kids up running around in the morning, getting into things, etc.,  before Mom has had a chance to get herself ready--and prepare for their rising! 

Make a "nobody up until you are told you can get up" rule. Our preschoolers were not allowed to get up whenever the pleased. 

Just like they had to go to bed at a certain time, they also were not permitted to get up at random times. We had tape players in their bedrooms with radio dramas and talking books available--and also had them put their favorite books on their headboards. They were allowed to read or listen to tapes in the mornings, but they had to wait for me to get them up before they got out of bed.



2. Kids outgrowing their naps but fighting with each other when Mom and other littles are trying to rest. 

We can come out and referee fights, yell at our kids for waking the baby, etc,. or we can make a quiet hour--a time in which only quiet activities are allowed. For us, these quiet activities were in a tub marked Quiet Hour--and were items that did not need any assistance to use.

 In the case of fighting after outgrowing naps, the two who are fighting must have Quiet Hour in separate rooms--and if Quiet Hour is violated, it's back to naps for them.




3. Kids not ready in the morning on time, stress and fighting, etc

Implement morning routines--a set list of things that each child does from rising times until breakfast, or whatever the end of morning routine time holds. Figure up the amount of time needed to get those things done, subtract that from leaving or ready for school time--and make that time the Morning Routine time. (Read more about morning routines here.)





The point of this post is that so many things that cause us stress, fights, poor relationships, nagging, etc. can be handled through problem solving--proactive parenting--parenting in a way that we prevent those times, as opposed to always putting out fires because we did not prevent them to begin with.

Proactive Parenting provides a much more peaceful environment in our homes. It allows us to work on the discipline issues that are really crucial--and to ward off punishment, etc.,  for situations that can be handled ahead of time, rather than in the heat of the moment. 

As an added bonus, Proactive Parenting teaches our kids how to solve problems, come up with options, get a handle on things before they become too big, etc.,  as they watch us model these skills for them.

Friday, September 27, 2013

The Impact of Teaching Our Children to Minister to "the Least of These"


The homeschooled kids in our area start out young (as early as ten years old with their parent) serving in the One Heart Disability Ministry. Look at the joy that children bring to those with disabilities!



A Facebook post just came through from my daughter and her husband concerning their 

disability ministry, One Heart:


"Got some sad news this morning that Charlie, one of our dear One Heart members passed away this Wednesday night. Charlie always made us smile and brought us joy. I bet he's bringing other people joy in Heaven now! He always answered questions about the Bible with, 'Jesus died on the cross for us.' What a simple, amazing truth. Last year at the Talent Show he sang 'Jesus Loves Me.' So blessed that he was part of our lives!"


My son-in-law Joseph with Charlie


If you have heard Ray and I speak in our parenting seminar, "Raising Kids With Character," or at a homeschooling convention, you know that we are big advocates of teaching children to serve at young ages. You might also know that we believe there is a hierarchy of service outlined in the Bible that teaches children to serve the Lord at home--to serve their own families---first, followed by reaching out to those locally and finally to the "uttermost parts of the world."



"Journey Through Easter"--drama and walk through (with petting zoo!)--is always a hit with the One Heart attendees


Without going into the entire seminar session, I will give you some keys that have led us to this thought process:

1. "To whom much is given, much is expected."
2. "He who does not provide for his own family is worse than an infidel."
3. Parable of the talents
4. Serve in your own "Jerusalem" then your state/region....then the uttermost parts of the earth


One of my sons helping a One Heart client fill in his VBS book



We began this teaching with our kids when they were two or three years old--teaching them to pick up around the house, unload the silverware in the dishwasher, help put away laundry, etc. Then they continued to learn household skills that they could/would eventually use in serving others.

As they grew, they served with us--starting with setting up chairs for small group or homeschool support group meetings and moving into going with us to nursing homes and other local outreaches. 

Soon the time came for them to go "out" and serve others--that is, they had learned to serve their family so well and so cheerfully and so diligently that they could take the skills that they had learned here and serve on their own.


The skills that we have built into our children during their formative years--cooking, cleaning, organizing, serving, music, drama, reading, writing, leading, Bible teaching/studying, etc.---are used over and over by our young adults in their various ministries

This has looked different for different kids--from preaching in young adult services to leading/directing dramas in church to singing on the praise team to working in children's ministries (locally and at state homeschool conventions) to "going to the uttermost parts of the earth"--such as taking wheelchairs around the world with Joni and Friends; serving at state capitols every weekday for a semester; leading drama teams of teens in summer drama traveling around the midwest or southern USA; and even starting a ministry that would some day reach over one hundred disabled adults every week for many years.

Boys' sports night (along with a trophy for each client!) is always a hit with the One Heart male clients

The latter is what this post is going to focus on--and the impact that teaching our children to minister to "the least of these" really has on our children--and their futures.

When our third child, Cami, was seventeen years old, she served at a Joni and Friends Family Retreat (the world-wide disability ministry of Joni Ereckson Tada) for two weeks. At the end of the retreat, she told the leaders there that she wanted to do something similar to the retreat back home--on an ongoing basis. They told her to go back to her pastors and tell them and see what she can start. 

One Heart "Special Deliveries" is a yearly outreach to nearly three hundred disabled adults in the Fort Wayne, Indiana area

Cami was a senior in high school when she began the One Heart Disability Ministry (One heart...one soul..is worth it...). She had trouble getting volunteers (it is difficult to work with disabled people--and many adults do not want to get involved), but she started rounding up her younger sister and little brothers and their friends, and before she knew it, she had a weekly ministry, sort of a "Sunday school" every Tuesday night for adults with cognitive disabilities. And it grew. And grew. And grew.

The joy that One Heart brings to the lives of those who attend is unmistakable

Within two years, she had her associates degree in church ministry with an emphasis on disability ministry, and she was asked to come on staff at the church as the Disability Ministry Director, the "official" head of One Heart Disability Ministry.

Four years ago Cami married a young man who has a paraplegic brother and cousin with severe brain injury--and also a heart for the disabled and broken, much like Cami has. They have continued leading One Heart together with their combined compassion, love, and selflessness.



In addition to the weekly services that are held with over one hundred disabled attendees all throughout the school year, One Heart delivers gifts and goodies to up to three hundred disabled adults in the Fort Wayne are every Christmas, hosts a summer VBS, and has other special events throughout the year. 

My message today is not what kids can do when they are trained in so many skills (that would take a book--and I would love to write it!); nor is it about having kids serve in general (though that is a good idea too!). My message today is this:

Teaching our children to minister to "the least of these"--the widows, elderly, disabled, and orphaned--has the potential of having a bigger impact than almost any other ministry or service opportunity they could do.

Why do you suppose this is the case?

It is consistent with Scripture--"do not only invite those who can invite you back"; "care for the widows and orphans"; and Jesus' ministry to the blind, mentally challenged, poor, hungry, homeless, etc.

It builds an empathy in our children that cannot be duplicated anywhere else. Truly, we can tell them there are poor children who do not have enough to eat, but until they serve food to them in a summer ministry in the park, they cannot comprehend that. We can tell them that there are people whose brains do not work like ours do and they cannot do for themselves, but until they go week after week and listen to these people tell the same stories over and over or teach them to color or tell them about Jesus, they cannot FEEL the feelings that we should as Christians feel for those less fortunate than we.




Our four youngest children started working in One Heart with Cami as soon as they could be trusted to fully obey their older siblings and really work hard without parental supervision (not be tempted to play ball in the gym during the gym night but instead stay focused on the people they were there to serve). This was between the ages of eight and ten for all of them. 

And as a result, they are four of the most sensitive, compassionate kids I have ever known. 

Would they have developed this sensitivity and compassion without serving "the least of these" in an ongoing manner? 

Maybe. Maybe not. But I know that this consistent outreach--having to give up their own interests one evening a week, being responsible for their parts (teaching, serving refreshments, leading games and crafts, etc.), and learning to love and reach out to those who are "different" and extremely-mentally challenged--has had a huge impact on the kinds of people that they are growing up to be. 




P.S. Cami and Joseph are expecting their first baby in January, and Cami recently posted the status below. It is such a blessing to think that my grandson is going to start learning to serve "the least of these" from babyhood.




"Funny story from One Heart last night....(this is even better than last week's story!) I (Cami) was closing the evening in prayer with a full classroom of people and as I stood in front with my eyes closed, I feel someone patting my belly. I look down (mid prayer) and I see Susie, a One Heart member with down syndrome, just patting my belly and smiling as if she was talking to the baby. It was adorable and hilarious all at the same time. I got through the prayer without cracking up too much and dismissed everyone. Love it that the One Heart people are so excited about our baby. Can't wait until he is here and can meet everyone. He is loved already!"


Wednesday, September 25, 2013

A Change a Week--Times Fifty Weeks a Year Times Thirty Years...Equals a Lot of Change!

Even just one change a month can equal a lot of changes over a lifetime---and a lot of NOT GIVING UP!


Thirty years ago, Ray's mentor said, "Sit down with Donna every week and ask her, 'What change do you think we need to make? What do you need for me to do?'"

He continued, "After you do this for a long time, it will give Donna peace, and she will feel secure that you really care about your family and how to improve it. 

He said, "Then one day, you will ask her 'What do you need for me to do for you?' and she will say 'Nothing at all. What can I do for you?'"

Well, that time of my saying "nothing at all" has never happened yet in over thirty years! ;) 

But he was right about part of it: the peace and security that come from knowing for over thirty years that my husband wants good things for our family as badly as I do is incomprehensible.

A change a week times fifty weeks a year times thirty-plus years--equals a lot of change. Granted, we didn't do this every single week of our lives. But even if we made a change a month for thirty years....

Twelve months times thirty years equals 360 positive changes. That is 360 opportunities to make our family stronger. It is 360 times to solve problems. It is 360 situations to improve. 

It is 360 painless times to say, "We can do this. We can make changes in this area, and we can make this month better in our home than last month!"

You see memes on Facebook and other places all the time that read something like one of the following:

1. Just do it! The time is going to pass whether you do it (a fitness activity, usually) or not, so you may as well have a good change being made as the time passes!

2. Make the change (again, usually fitness-related). Sixty days from now (or whatever), you will look back if you do it, and be glad you did. If you didn't do it, you won't look back and be glad you didn't!

There is actually no place this is truer than in parenting....
(from Destination Healthy Me)

And so it is with family changes. We all have things to work on in our homes. We need to tweak the schedule, so that things run more smoothly. We need to discipline a child differently so that the child's behavior is changed. We need to remove so much fun or add more fun in. We need to drop things for our lives to have time to spend on/with a certain child at a certain time. We need to take our focus off of one thing and put it on another until a skill is learned. And on and on and on.

However, those many changes can feel overwhelming when we look at them all at once. (I used to make "Master Changes Lists," so I know what I'm talking about here!) 

But what if we didn't have a "Master Changes List," but instead we just looked at this week, this moment in time, and we decided to do one thing to improve our family....and what if we really carried out the steps necessary to make the change? And what if once we got that change down pat, we took on another problem area and solved it--and again really did what it took to make it better?

Now that doesn't feel overwhelming at all--and not only does it not feel overwhelming, but it also feels good--and doable. 

We are talking on the Facebook page about how my husband and I kept going--NOT GIVING UP week after week, month after month for thirty years of parenting so far. This is one of the things that kept us going--knowing that we had the ability to change things that were not working in our homes--but also knowing that we didn't have to do everything all at once.

You can do this! You can have the family life that you want. You can discipline your children properly and in love. You can raise children who have the character of Christ---not perfect, mind you, but virtues in their lives that you know the Lord wants for them. You can have fun in your home, have organization, and develop deep relationships with your children...

...one change at a time...facing one thing today and another thing in another week or month...because even a change a month times twelve months a year equals a lot of change...



Ray and I for our thirty-second anniversary this summer visiting the first place we made changes in our lives--the church where we were born again the year before we got married

Sunday, September 22, 2013

When Do I Give My Child a "Mulligan"?

Some of the group playing "walley-ball" at the Y



mul·li·gan
ˈməligən/
noun
informal

  1. *
    (in informal golf) an extra stroke allowed after a poor shot, not counted on the scorecard.



    Recently when my sister, her husband, and her two young teen daughters were here visiting in Indiana from North Carolina, we took as many from our family who could come and my sister's family to our local YMCA to play a game called "walleyball" (rhymes with volleyball). This game is similar to volleyball in its rules--with the addition of walls as it is played in a racquetball court. 

    Since the court is smaller than a regular court, the game is actually a little easier for those who are not as strong--but not as easy for stronger people who hit the back wall (one of the out of bounds zones) quite often. The combination of the walls, the rules, the size of the court, and the various strengths of the players that night has made me think over and over again in the days since we played about the idea of the "mulligan."

    As indicated in the opening of this post, a mulligan is "an extra stroke allowed after a poor shot"--that is NOT counted on the scorecard or against the one who has been issued the "second chance." 

    This term is one that we have thrown around our family of seven children (now ages fifteen through thirty) for years since my husband is a master at adapting games to fit the crowd who is playing. He loves to bring two or three families together and modify a kickball game or our oldest son's homemade handball invention in order to allow littles to play with biggies; parents to play with children; and lesser skilled participants to play with "athletes." Thus, a "mulligan" is a familiar word--and one that has been spoken many, many times in our home over our thirty years of parenting  as we have enjoyed playing with our children.

    It wasn't uncommon during our walleyball night to hear someone shout "mulligan" whenever a person attempted to serve but didn't make it over the net. Then we would evaluate and determine "yes" the person gets a mulligan or "no" he does not. What has led me to think of these mulligans quite often since that evening is the criterion on which we based giving mulligans that night. 

    I mean, how does someone tell a sweet, small, twelve-year-old balletic niece that she cannot have a do-over after she tried so hard to get the ball over the net? Or how do you turn down a poor middle-aged sister (*smile*) who is still recovering from frozen shoulder surgery: "too bad--you should have hit it harder"?

    So when did we give mulligans that night--and what does this have to do with parenting?




    Allow me to give you our walleyball mulligan run-down:

    1. My younger niece is not a "ball" type of athlete. She is a dancer, cheerleader, and gymnast. She is also fairly tiny. She was a good sport about the whole night--but walleyball probably wouldn't be her first choice of games. Because she is small, she had trouble getting her serves over at times, so everybody agreed to give our sweet Brittany some mulligans when her serve fell short of the net.

    2. My sister had just had surgery for frozen shoulder approximately ten weeks before our Y night. She was able to play okay, but definitely didn't have the range of motion that a serve often took. Thus, we moved her closer to the net and gave her mulligans.

    3. Our youngest daughter (22) has never been a volleyball player. She always thought she was terrible at it, and she often sat on the sidelines and watched others play through the years (in spite of her being very fit, a runner, and serious ab-workout girl!). She wouldn't ask for a mulligan when she missed, but because she has just been learning volleyball over the past few years, we sometimes offered her a mulligan as well.




    Who didn't get a mulligan?

    1. I adore volleyball. I played a little in high school, and while I'm not great at it, my years of experience in playing it at picnics, etc., meant that I was not a mulligan candidate. 

    2. See that athlete in the picture above--serious tennies and headband? That is our son's girlfriend who was the captain of her high school volleyball team and took MVP at nationals. She is playing volleyball at Moody Bible College this fall--no mulligan for that expert!

    3. See that young man below? He is our fifteen year old--our youngest child. And he can be hyper, funny, loud, helpful, compassionate, and crazy all at the same time. On this particular night, he (as many fifteen year old boys do) tried to serve overhanded as hard as he could in an effort to score on every serve. Thus, he often hit the ball too hard and hit the back wall or the ceiling--both out of bounds spots. No mulligan for someone who knows how to do it but is hot dogging! ;)

    4. None of the men or teen boys got mulligans. They are strong, athletic, and competitive. No motivation or encouragement was needed!





    So what does this have to do with parenting? More than you might think.

    In the "game" of parenting, we have the opportunity every day to give more chances or to show "tough love"--to extend grace or to train through consequences. We face these situations often unprepared. 

    We lament over them--"I just feel like if I don't bring his shoes to gym class and he gets an F for the day, he will blame me" or "I know we have told her dozens of times not to leave her phone lying around at the gym, but now that it is stolen, I feel sorry for her because she misses talking to her friends. And we homeschool, so her phone is a way she socializes," etc. etc. etc.

    And I am not making light of any of these scenarios. We, after all, have raised six "teens"--and have one teen that we are in the thick of raising (a last child, nonetheless!).

    Grace. Training. Mercy. Responsibility. I mean, honestly, who wants to choose among those?

    But let's break down our walleyball game a little further to see if we can get some benchmarks for giving our kids mulligans:

    1. Brittany is younger. She is not as strong as the big guys. She is not as used to ball handling like her sister who plays basketball at school. Extending mulligans to Brittany, who was trying to serve the ball over the net with all her might and had a good attitude in the process, is a good decision.

    And so is giving a mulligan to a child who is struggling and genuinely wants to change/alter his behavior/make things different. And you know what? Most of the time we parents know when this child deserves a mulligan. The key is going to be to not give mulligans forever to a struggling child--but to gradually reduce the mulligans as the child becomes stronger and more adept.


    2. My sister was injured for pity's sake! She was being a sport just joining in the family fun.

    When a child is downhearted or overwhelmed, he often needs grace. I don't mean in trouble because of continual bad decisions or poor character but rather truly discouraged. When mercy is extended to a child in this situation, it can make a huge difference in how he pulls himself up by his bootstraps and gets moving in the right direction. 

    How long does a person with a shoulder injury need to recuperate before she should just serve already? Just as my sister's doctor told her that it varies from person to person (with hers being more extensive once they got in there and found bone spurs as well), so it is with our children.

    This is where heart parenting really comes in to play. Should the mulligans come to an end and this "injured one" come back now? Are we prolonging the healing process by not letting her live with consequences?

    Someone who is hurting needs a mulligan--but not forever.


    3. Volleyball playing is somewhat of a new experience for Kara. Granted, she is twenty-two in these pictures, but she has only been getting on the court and playing over the past couple of years. You could say that she is in volleyball training.

    A child who is "in training" in a certain area needs more mulligans than the child who has already been doing that skill or task for a while. We talk about this in our parenting seminar--the idea of "childishness." Childishness (forgetfulness, irresponsibility, etc.) in a child who is still learning his morning routine or his after school chores is best handled incrementally--with mulligans in place as needed--but not so many mulligans that the immaturity and irresponsibility remain.

    We gave Kara a mulligan or two--but her volleyball training is about over (evidenced by how much better she played tonight than the previous time we played), and her walleyball mulligans are about to come to an end as well.



    Warming up...

    What about those who didn't get mulligans?

    1. Strong people who have done something over and over again do not need the motivation that comes with a mulligan (usually). It was easy to tell our twenty year old, athletic son to roll the ball under the net if he hit the ceiling on his serve. No training was taking place; no motivation or encouragement was needed.

    2. Those who were hitting the ball so hard that it hit the ceiling or the back wall did not need mulligans. They needed to learn cause and effect. Walleyball is different than volleyball--the court is shorter and the back wall and ceiling are off limits. If you continue to smack the ball with that force, you will serve it out, and the other team will get the ball. 

    It wasn't that hard in our walleyball game to determine who got a mulligan and who didn't. 

    And while that isn't always the case in parenting, we can use some key benchmarks for extending grace, including age of the child, past experience, whether other consequences have already been in place but didn't help, the attitude of the child at the time, the frequency with which something occurs, the strength of the child, and more.

    Because sometimes each one of us needs a mulligan in this game called life.