Category Archives: Teaching Children to be Truthful

Restitution is an Important Part of Discipline

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Train up a child…

 

Restitution is an Important Part of Discipline

 

It seems that there is always an ideal way of doing things, and then there’s the realistic way.  Ideally, all discipline would include restitution for the wrong that has been done. Realistically, however, often there is not enough time, or even enough energy left for the parent to use, to require the guilty child to make restitution. When it can be done, there are many benefits for the child who is being corrected.

When a child is required to make restitution, that child has more time to think of the wrong done. The child who has done wrong also learns about the value of the thing that has been broken or destroyed.  When intangible values are involved, the guilty child also learns more about feelings of others and develops compassion.

Many parents think they have done their disciplinary duty with a quick verbal rebuke. Telling is not teaching.  If we want a child to learn, that child must realize the wrong in what has been done and decide that he/she does not want to do it again.  When a quick verbal, “That’s not nice; you shouldn’t have done that,” is given, the child does not really know why it wasn’t nice and will probably repeat the action.  If a child is told why it wasn’t nice and required to do something to make up for what was done, it stays in the mind longer and the learning is reinforced.  Discussion of the feelings of the person being offended is good to help the child further realize the reason for the wrong of the action.

If a child breaks something because of carelessness, that child will probably be more careful in the future if his/her allowance is used to replace the object broken.  Even if the child must simply glue something back together, or repair it another way, that is better than a simple scolding. If a child borrows something and loses it, the child should have to replace it. This may mean that the child must earn money. By doing so, the child learns the monetary value of the object lost.

When a child says something unkind to or about another child, the offending child should be required to say something good about that same person.  At one time, while teaching, I required students to write three good things about a person of whom they had spoken unkindly.  They learn by doing this that there is good in all people and they should make it a practice of looking for good in others..  In such cases, it is always a good idea to go back to the golden rule and ask the child, “How would you feel if someone did that to you?”  Children should be taught to treat others as they want to be treated.

There is almost always some way that a child can try to make restitution for wrongdoing and we, as parents and teachers, need to look for those ways and require children to try to make up for what they have done.  This is far more effective that most spankings and verbal lectures.  The children will remember longer why something shouldn’t be done.  They will think more before they act and probably be far more considerate of feelings of others.

 

Design Discipline to the Situation

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Train up a child…

 

Design Discipline to the Situation

 

It seems that many people think that spanking is a cure for every problem observed in a child.  On the other hand, there are those who think that children should never be spanked.  In my opinion, there are times when a spanking may be required; however, there are many other methods of discipline that should also be considered.

My observations lead me to believe that many parents who are quick to spank do so for some invalid reasons. Some will say, “That’s the way I was raised and it worked with me!”  Others may spank simply because they feel they must do something and don’t know (or try to find out) anything else to do.  Some may spank because it is quick and easy and they can convince themselves they have been a good parent because they corrected their child.

Children may not be like their parents and may not require the same discipline.  They certainly live in a different environment with different temptations.  In many cases, spanking a child simply does not work.  As soon as the spanking is over, the child may forget and repeat the action.  Unless a child decides in his/her own mind about right or wrong, that child will probably repeat the action.  Discipline should lead to self-discipline.  Telling is not teaching.  We need to convince children of right and wrong by helping them understand the reasoning behind the rule.

If we don’t spank, what can we do?  Teachers have been creative in discipline since spanking has been prohibited in most schools.  One principal said that he carried his cell phone with him in a classroom and when he saw a child do something especially nice, he said, “You really did a good job! What is your dad’s cell phone number? I would like to call him and tell him what a good job you did!”  He makes the calls on the spot so the class can hear what he says.  He tells the dad what the child did.  The child feels great, the dad feels great, and the whole class is thinking, “Maybe if I do a good job, someone will call my parents!”  The whole class works harder and not only do they realize how easy it is to get a compliment, but in the back of their minds they realize how easy it would be for the teacher or principal to call the parents if they misbehave!

Something that would have a much more lasting effect than a spanking of an older student would be to require a parent to attend class with a son or daughter for a time if the student is unruly.  The embarrassment would hurt far more than any spanking. Parents would probably have to come only a few times!  Other students are sure to watch their steps so it doesn’t happen to them.  Parents would really scold the child so they didn’t have to lose a day’s work again!

If we care enough for children, we will try to understand their behavior and tailor our discipline to their needs to change their thinking.  We need to use any leverage we have such as taking away cell phones, car keys, restricting from activities, etc.  We certainly should not think that one method of discipline fits every circumstance.

Bullies Need Help

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Train up a child…

 

Bullies Need Help

 

When a child is bullied, our first impulse is to immediately do something to the bully.  Rightfully so, the bully should be stopped even if it means using physical restraint or a good hard spanking.  But, if we stop there, we have not corrected the real problem. It is somewhat like cutting off the top of a weed when we garden instead of pulling it up from the root.  If we just cut off the top, the weed is sure to grow back.  If we pull it up by the roots, that is the end of the weed.

When we stop the bullying for the moment, we are just cutting the top off of the weed, so to speak. We need to get to the root of the problem by trying to determine the cause of the bullying.  If we do not do this, the desire remains to continue the unacceptable behavior.  If the desire is not stopped, these children become good candidates for future prison inmates, and many more people get bullied down the road.

Since most bullying stems from how children are raised at home, we really cannot depend on the home to change the child unless there is some sort of help for the family.  This means that a great deal of the responsibility falls on the school or church.  This is unfortunate since the school personnel already have their hands full with so many other things that are required of them.  There is a program for intervening with “at-risk” children. It would seem that bullying is certainly an indication of an “at-risk” child. Hats off to our schools for efforts made in this direction. School counselors and other staff have their hands full when it comes to working with children who want to hurt others.

Too often, the child who bullies is ostracized from the rest of society.  This simply makes the child want to bully all the more. These children want to “lash out” at people who, in their eyes, don’t like them. In truth, the bully may be in far more danger than the victim.  Bullies are left with little hope when society turns its back on them while victims are pitied and coddled and encouraged.  Tough love requires that we stand ready to forgive and at the same time stand firm on not accepting bad behavior. Bullies need love as much, or perhaps even more, than those bullied. This is not an easy thing to do, but we must rise up to loving bullies if we are to help them find a better way to relate to people. Loving does not mean acceptance of bad behavior.  We can love a person without liking what a person does. It takes a certain amount of maturity to be able to do so.  That level of maturity is required to be a good parent or teacher.

Working with bullies may sound like a very complicated job, but it simply comes down to loving all people, being firm, and doing our best to understand the “why” of actions.  Once we understand why a child behaves in the way that child has chosen, we can start to work on the root of the problem. We cannot expect children to act like adults until they are taught to do so.  Of course, we do not want to let our sympathy for a bully be greater than our sympathy for the victim, but we can sympathize with both and try to help both to be able to cope with situations where respect of an individual’s rights have been violated.  By doing so, we are more apt to prevent problems in the future.

 

 

Knowing Why Makes Obeying Easier

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Train up a child…

 

Knowing Why Makes Obeying Easier

 

When a child understands why a rule is important, it is much easier for that child to obey the rule. Too often adults are inclined to simply “bark” orders to a child with no explanation whatsoever.  This leaves a child feeling somewhat like a puppet and unimportant.  In addition, the child may simply obey the command for the moment, but have no reason to continue to obey.

Taking just a few seconds to explain reasons to a child has much benefit.  When a teacher or parent explains reasons, the child feels drawn into the decision-making process and feels a part of accomplishing something important.  The child then begins to think in an analytical manner and apply the principals involved to other actions.  The child also begins to consider the feelings of others and the environmental effects.

It would seem that we adults have a tendency to think that children cannot understand a great deal, so we just skip over explanations.  Actually, children are capable of understanding and reasoning much more than we often give them credit for doing.  They are not a different species!  They may not have the experiences to grasp all that we tell them, but they can understand much and the explanations we give start them on the path to adulthood and decision making that involves others as well as self.

If a child understands that a behavior is affecting another person negatively, that same child is more apt to evaluate his/her own action in another situation as to whether it is affecting others in a good or bad way.  This is especially true when adults include in explanations such statements as, “How would you feel if someone did that to you?” Children tend to act on impulse. Explanations help children learn to think before they act.  This is part of growing up.

When adults take the time to explain reasons, a feeling of teamwork is often established.  Children feel as though the adult considers them important when that adult takes the time to explain reasons.  This takes away some of the rebellious attitude often encountered in forcing a child to obey.  They begin to feel part of a bigger cause than just self. The children take on a feeling of responsibility for accomplishing that cause and are more apt to continue the proper action when away from the adult.

It is good to remember that telling is not teaching.  Unless a child takes something to heart and applies it to everyday actions, that child has not really learned that thing.  Our goal is to develop adults who act properly out of desire to do so, not simply because they have been told they should.  Without explanations, what has been told simply does not stay with the child.  We want adults that consider the feelings of those around them and act in such ways as to get along in society.  We will not accomplish this goal unless children learn reasons for good behavior.

Promises! Promises!

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Train up a child…

 

Promises! Promises!

 

It is so very easy to make a promise to a child.  Sometimes when we do so, we are secretly hoping the child will forget what we said and not hold us to it.  Other times, we really have good intentions to follow through, but other things seem to distract us, and we never follow through hoping the child will forget.  The reality is that children don’t forget the promises we make and when we make those promises and don’t follow through, we lose our credibility in their minds.

King Solomon tells us in the book of Ecclesiastes, chapter 5 and verses 4 and 5, that we should fulfill what we vow and that it is better not to make a vow than to vow and not fulfill it. From this scripture, we know that we should be very careful to make even a small promise and not follow through with it.

It is far too easy to put a child off by saying, “Just a minute”.  One mother told me that her son came to her once and said, “Mom, how long is a minute?”  She had forgotten to get back to him.  It is better to say something like, “I’m doing _______ now, and when I get finished, I will try to help you.”  The phrase, “I will try” is much better than a promise because it leaves the door open for the reality that the action may not be possible.  In this way, we are being honest with the child.

When an adult makes a promise to a child and does not follow through, that adult is saying by actions that the thing that prevented the keeping of the promise was more important than the child.  The child then concludes in his/her mind that the adult does not care as much for the child as for whatever interfered with the keeping of the promise. Parents may think, “Doesn’t the child realize I have to work and make a living for the family?” The truth is that the child does not realize that unless it has been explained.  That is why parents and other teachers and leaders should take the time to explain the “whys” of actions to children.

Even well-meaning church leaders often make mistakes by saying things like, “I’ll pray for you,” and then not follow through and do so.  Unfortunately, those in leadership positions sometimes think that because of their position, everyone should understand if they don’t follow through with a promise.  This should not be so.  A parent, church leader, or teacher does not have the right to break promises simply because of status.  In God’s eyes, they are no more important than that little child who is looking up to them to be an example.

Heaven help the adult who breaks promises to others for self pleasure!  That person will be held accountable no matter how important a position they may be holding.  We need to be very, very careful about making promises.  Once that promise is made, every effort should be made to keep it and not disappoint those to whom it is made.  We must never forget that children are a gift from God.  They are like fragile little flowers.  Their spirits are easily bruised and, unfortunately, sometimes broken.

Poetry Holds Value for Children

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Train up a child…

 

Poetry holds Value for Children

 

Sometimes children can take a lesson to heart a little easier when it is in the form of poetry. Poetry also helps children with spelling and reading.  There are many poems available that teach moral lessons as well as helping to improve reading and spelling.

One poet who included moral truths in his writing was Edgar Guest.

His poem, “Myself”, is especially appropriate for upper elementary through high school students.

 

Myself

By Edgar A. Guest

 

I have to live with myself and so
I want to be fit for myself to know.
I want to be able as days go by,
always to look myself straight in the eye;
I don’t want to stand with the setting sun
and hate myself for the things I have done.
I don’t want to keep on a closet shelf
a lot of secrets about myself
and fool myself as I come and go
into thinking no one else will ever know
the kind of person I really am,
I don’t want to dress up myself in sham.
I want to go out with my head erect
I want to deserve all men’s respect;
but here in the struggle for fame and wealth
I want to be able to like myself.
I don’t want to look at myself and know that
I am bluster and bluff and empty show.
I never can hide myself from me;
I see what others may never see;
I know what others may never know,
I never can fool myself and so,
whatever happens I want to be
self respecting and conscience free.

 

This poem is very plain and simple to understand and takes little discussion to drive home the point that children should be very careful of their choices. There may be some vocabulary that needs to be explained such as the word, “sham”.

 

More of Guest’s poems can be found on the Internet.  You can simply research them by his name.

 

Teens Need Help Making Decisions

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Train up a child…

 

Teens Need Help Making Decisions

 

There is a great deal of research now occurring concerning the brain and how it works. Recent research indicates that the part of the brain that influences decision-making and problem-solving is not fully developed during the teen years. The frontal lobes which help control risk-taking and thrill-seeking are not fully developed until around age 20. This causes teenagers to feel invincible and not fully consider the consequences of their choices. If teens know about this research, they might possibly be more open to the acceptance of the advice of parents, teachers, and others who are older.

Below are six primary steps to decision-making for teens. If parents are aware of these steps, they can pass them along to their daughters and sons and better help them with decision-making.

The six steps recommended for decision-making by teens are:

  • List the choices.
  • Think about the pros and cons of each choice.
  • Assess the likelihood of the consequences actually happening.
  • Compare the consequences and their importance.
  • Decide and act.
  • Evaluate the consequences, both expected and unexpected.

 

Parents need to help teens see options when they list choices. It is difficult for teens to see more than one or two options. At this point, they may feel more influence from the opinions of friends. Parents may need to point out that the friends may not have thought of all of the options available.

If parents are patient, teens often welcome their advice. When parents become involved, it is evidence to the young person that the parent cares. There are times when the parent must make the final decision no matter how much conversation has occurred. However, the process of involving the teen has long-lasting benefits. Although the teen may not seem cooperative, the process itself becomes imbedded in the mind of that person to help in the next decision. This process should be repeated over and over to ensure that the teen understands the steps to decision-making. When young people are involved in the decision, they are more likely to follow it.

The teen years are a transitioning time between the total dependence on parents as a child and independence from parents as an adult. The safety of the teen is foremost, but as much as possible with this in mind, teens need to be allowed to make decisions with the understanding that the parent has the last word.

It’s Tough to be the Parents of a Teen

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Train up a child…

 

It’s Tough to be the Parents of a Teen

 

“Who is this new child in my home? This can’t be the child I held on my lap and read to, then heard prayers, gave a hug and kiss and tucked in for a nice night’s sleep! Now I see a child that is much different from anything I ever imagined my child would be! I’m bewildered. My child seems bewildered. To be truthful, I’m scared. I thought I was being the perfect parent, but my child is not being the perfect child. The results I am seeing are not what I expected.”

Many parents of teenagers may very well be thinking the above thoughts. There is no doubt that being the parent of a teenager is a really tough task.

We may tell our children that we will always love them. When children become teens, that love is truly tested. Now, we must prove that love. We must put our pride aside and do what is best for the child, even if it may be embarrassing at times. Love is understanding. Love is patient. Love doesn’t keep score. Love is long-suffering. Love is kind. Love doesn’t have to have its own way. Love is gentle. Can we really display these characteristics with this seemingly new person? When the apostle, Paul, described love in I Corinthians 13, he didn’t say to show these characteristics except with teenagers! Even when our children are not so lovable, we are still supposed to love them and that means displaying the characteristics of love named in the Bible.

We need to remember that the teen years are really tough for the child as well as for the parent. The “acting out” that often accompanies a teen is often the result of the same feelings we may be having as parents. They are scared, bewildered, uncertain, dealing with a new body (a body that is larger and looks different). The teen has not learned the proper way to vent deep emotional feelings. Unfortunately, many parents have not learned this lesson either. The result may be a shouting match between parent and child.

When you stop and think about it, isn’t it rather ridiculous for a parent to be shouting at a child to tell the child not to shout at the parent? Two wrongs don’t make a right! “A gentle answer turns away wrath, but a harsh word stirs up anger.” (Proverbs 15:1) This truly works. To shout to a child who is already shouting is like pouring gasoline on a fire. It just causes more shouting. No one says it is easy, but we must set an example of the behavior we expect from a child.

Quite often, teens say things they don’t really mean, so we need to learn to look at the heart rather than simply going by the words spoken. A teen may shout, “I hate you!” What they are really thinking and feeling may be “I loved you and I don’t feel you loving me back, and now I am hurting and wish I could feel that love!” It is common for teens to feel alone and that no one understands them. If they can’t feel understanding at home, they will look for it elsewhere. Does this mean that we should let the child get away with being disrespectful? No. It should be pointed out that disrespect has been shown and the child needs to be told what is acceptable and what is not acceptable. Also, the child needs to be told that disagreement is alright, but there is a correct way to disagree. He/she then needs to be taught the acceptable way to disagree. Parents and children can then discuss the issues that are really at the root of the trouble.

“Keeping cool” when a teenage child is showing a hot temper is not easy, but the love for the child can be the very thing that gives us the strength to do just that. It helps to know that many parents have gone through the same challenges, many parents are going through those challenges now, and many more parents will do so in the future. We are not alone and we must not abandon our teens just because it is not pleasant to deal with them.

 

 

 

Utilizing Teachable Moments

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Train up a child…

Utilizing Teachable Moments

 

We’ve all heard the expression, “It’s too late to close the gate after the horse is gone”. Well, it is much better to teach children right from wrong early in life than to wait until they have “escaped the corral” and gone in the wrong direction. Unfortunately, it seems that many parents do not think of teaching until something happens to demand their attention. They tend to react to bad situations rather than act ahead of time to prevent those situations in the first place.

There are many teachable moments in a child’s life when we can instill real truths that will last a lifetime. By instilling these attitudes early, much heartache can be avoided later. However, it takes real awareness on the part of the parents or guardians to recognize these moments when a child is most receptive to the truth being taught.

I remember remarking to my husband when I taught kindergarten, “You know, I think you could teach anything to a kindergartner if you just go about it the right way!” Five-year-olds seem to be so very eager to learn. They love their teachers and will forgive them almost anything. This whole year of life seems to be made up of teachable moments. It is such an important year!

Children will inevitably get sick at some time or another. This is probably the best time for parent and child to bond. Children learn compassion as they experience the compassion and care of others. It is at a time like this that a parent needs to hold a child, sing to the child, and perhaps tell stories, and give encouragement. Children learn so much about love at a time like this. They learn also that they are vulnerable. People who are extremely healthy sometimes have an attitude of indestructibility. Children who have been sick a lot often grow up with an attitude of humility.

When a child watches a movie with a parent, there are usually many things that happen in the movie that could stimulate conversation for discussion of correct and incorrect behavior. Events and happenings in everyday life offer many teachable moments as well. When arrests of acquaintances are made, it is appropriate to have discussions with children about the choices that person made. Help children see what the consequences of bad choices are.

At bedtime, when the children are tucked in and prayers are heard, discuss with the children choices, both good and bad, that were made that day by the child. Children are often receptive at this time and it is a time of closeness between parent and child.

Unless a parent is constantly on the lookout for teachable moments, they will be missed. Parents need to be conscious at all times of what their children are doing and thinking. It is only a caring parent who will do this. Raising children is a 24 hour task. It is tiring mentally, physically, and spiritually and means often giving up one’s social life. As a person in the autumn of life, I can tell you that when you reach this age, you will think back and say that you had those children close to you for only a short time. . When they are little, they step on your toes. When they are grown, they step on your heart. The more we take advantage of the teachable moments while they are still at home, the less they will step on our heart when they are gone away from home.