Archive for ‘Education’

March 13, 2006

For parents, teachers, and coaches

by Rod Smith

Rearing children is perhaps the arena or avenue where you, parent, coach or teacher, will make your most profound impact on the world.

Surely the strongest influence upon how we will raise our children might be the manner in which we ourselves were raised? Much can be gained from trying to remember what childhood was really like. If ignored, and if your childhood was difficult, it will color and influence everything about you, including the manner in which you treat children.

I would strongly suggest that any adult who lives or works with children periodically finds a comfortable place to be alone and undisturbed. Then, as a form of meditation, he or she reaches into the memory bank of his or her childhood to see it all again.

Can you see the world through the eyes of a child?

Can you immerse yourself and get into the experience of a child?

Can you feel, see, think, believe and trust others from the perspective of a child (as if you were still a child)?

Are you able to reach into your own childhood and capture the feeling of childlike vulnerability again?

Perhaps, you never knew such vulnerability at anytime in your life.

February 27, 2006

Should I let the school or the parents know?

by Rod Smith

My son (8) came home from school very upset about children who had turned him away from a game they were playing on the school field. He tried to join in and as far as I can tell, the older boys (10 year olds) who happen to live near (our family) sent him away. Should I make the school or their families aware of this and what do you think I should tell my son?

You will be a very busy mother if you involve yourself in everyday childhood skirmishes. Besides, what would you tell the school about the nature of children that the school doesn’t already know? Unfortunately, your son is experiencing every-day life for people of all ages.

The boy, after you have offered him appropriate comfort, has the potential under your guidance, to begin to learn valuable lessons on how life, society, and friendships work.

Rather than blame the school (or the older children) for anything, consider inviting your son to think about how he will behave when the circumstances provide him an opportunity to choose to be hospitable to others even if they are younger (older, fatter, thinner, stronger, weaker) than he is. Teach, comfort and challenge your son, rather than contact the parents of the other children or the school.

February 23, 2006

A message to teachers…

by Rod Smith

Make neither the child you teach nor his parents into your enemy. Contempt, even slight contempt, for your students and their families, will not further the honorable goals of a good teacher, but infect the classroom environment to the detriment of all.

No matter how poorly students or their parents might behave, you will not be capable of effective teaching if you engage in conflict with members of your school’s community. There are many, and complicated, reasons that children (and their parents) misbehave.

Teachers, being as close, and as involved as they are to families, can frequently become the most convenient of targets for the frustrations of both the children and their parents.

Don’t take it personally. Don’t allow a child’s or a parent’s aggression to succeed in engaging you in conflict. Fighting with the children you teach, or their parents, will not do you or anyone any good at all.

Aggression, like anxiety, is contagious. It immobilizes, polarizes, and has no redeeming qualities for the classroom teacher. You, the teacher, are the professional in your field. It is hard to learn from an enemy (real or perceived) or in the presence of one. You are called to be above engaging in conflict with your student and parent community.

February 22, 2006

Empowered is the school principal who:

by Rod Smith

1. Has the support, trust, and the encouragement of the school community even when unpopular decisions become necessary.
2. Doesn’t have to combat or interpret an internal political minefield within the immediate leadership team, teachers and parent community in order to get meaningful work accomplished.
3. Is sufficiently aware and respectful of the school’s history yet does not allow it to compromise the school’s future.
4. Is not surrounded by “yes” men and women who have lost their capacity to think and who, in their blindness, can foster significant disruption in a school community.
5. Identifies the inevitable “lunatic fringe” existing in every parent community and can therefore effectively resist their agendas, ignore and expose their rumors while remaining aware of their proclivity to disrupt and damage learning communities.
6. Is not engulfed by manipulative parents who use money and status to implement their will or have their children recognized.
7. Is not too busy to have meaningful, daily contact with students.
8. Knows the most dissatisfied parents in a school community are usually those who are already unhappy at home.
9. Does not sacrifice family or personal life for the sake of the school, knowing that success at home and school are inextricably connected.

January 22, 2006

The myth of love at first sight

by Rod Smith

Love requires knowledge and experience

Love at first sight is impossible. Love requires knowledge, time, maturity, conflict, fun, experience, mutual struggles, and a lot more together before authentic love can develop. People can know “at first sight” that love might develop. Such knowledge, in itself, is not love. Every “in love” couple knows they are still learning what love is and means. They know it requires a growth period of twenty, thirty, or even fifty years. Sadly, many couples give up on each other, and on love, before it has the time to mature into something exceptional. When they see it is very hard work, having hoped for something easier, sights are lowered and something approximating love develops, then boredom peaks, and even the divorce court can beckon. Sometimes an affair stands in the wings or a grave brings relief.

Authentic love is about effort, decisions, actions, attitudes, and commitment spread over many years.

Loving someone is about seeking his or her highest interests while, at the same time, not ignoring your own highest interests. It is impossible to love someone more than you love yourself. It is impossible to know someone more deeply and more intensely than you know yourself. Pseudo-love can masquerade as authentic love and, at first, feel very good. In its early stages, manipulation can be confused with caring, intimidation with a “watchful eye” and domination with “strong commitment.” These are the love’s poisons and distorted love follows. True love’s hallmark is freedom for both and a respected, acknowledged voice for each. Anything less is not love.

When a couple, say Anne and Bob, are both healthy people who develop a lasting and loving relationship, she is able to focus on him without losing or compromising herself. They don’t become each other nor are they glued together. Being apart does not mean falling apart or the undermining of the relationship; being together does not deny individuality. She’s decided to love him. Bob has decided to love Anne. It has nothing to do with the performance of either. The love lives inside each one for the other.

Anne and Bob focus on what they can give to each other without giving up themselves. They know a mature loving relationship is about total equality. They desire mutuality in every respect and both work very hard toward it. There is a palpable freedom between them and a team attitude even when they are involved in unrelated or separate activities. They inspire each other toward separate and shared goals. Neither is threatened by the other’s willingness to grow and achieve and both heartily applaud and encourage the success of the other.

They are willing to hear things from each other they would prefer not to hear. Neither changes what they think, feel, experience or believe to accommodate what they believe the other might prefer to hear. Truth is told with kindness. Anne and Bob share a sacred trust. Questions are born out of a desire to participate in each other’s lives and not from suspicion about each other’s activities. They know and often experience that love casts out fear.

Ann and Bob are faithful to each other because faithfulness builds healthy, sound friendships with all people. Ann is faithful to Bob because even if she did not know Bob, she’d be a faithful person. He is faithful to her because he already is a faithful man. In a sense, their faithfulness has nothing to do with each other.

An absolutely private world, holy territory, lies between them. They go to places together in this world that each has never been before. Here, they touch the heart of God through commitment, mutuality, freedom and respect. In this private place of communion, the depth they know in this sacred intimacy is never equaled with another or devalued or soiled through compromise with another. It is highly valued, a protected place for them both, and, like very expensive art, is defended, enjoyed and treasured by each of them.

December 23, 2005

The Challenge to Heathy Single Parenting

by Rod Smith

Sabotaged? Expect it...

Sabotaged? Expect it...

Healthy single parents get over the guilt often associated with the solo rearing of children as efficiently as possible. They don’t wallow in what might have been, of who let whom down, or in feelings of rejection or abandonment. They know that their own healthy emotional condition is their own responsibility and that “victim-thinking” serves no helpful end and is toxic for both parents and children.

While their lives are heavily invested in their children, single parents also have entire facets of their lives that are separate from their children. They have adult friends, hobbies, interests and activities that are not focused on, or that even necessarily involve their children. They know that developing a life outside of their children is a very good thing for everybody!

Healthy single parents seek neither empathy nor sympathy. They know they are equipped for parenting and embrace it with courage, determination, and good humor. While they want to be understood, heard and accepted, they want it to no greater degree than do any other adults. They do not view the solo rearing of children as a sacrifice but as both a challenge and a joy.

Healthy single parents determine to be an integral part of their extended biological families and an integral part of several other communities or “families of choice.” Then, within these communities, they enter reciprocal relationships, both receiving help and the support they need to rear their children, and offering their talents and support to others in their particular area of need. While healthy single parents never relinquish the responsibilities of rearing their children, they willingly share the joy with selected people in their various communities.

Healthy single parents do not become advocates for, or against, the other biological parent of their children. Promoting or idealizing a so-called “dead-beat” parent in the eyes of the child is misleading for the child (who will find out the truth when the time comes). Demonizing the other parent is as misleading. The healthy single parent gives the child appropriate room and opportunity to do his or her own assessing of the “other” parent.

Healthy single parents resist the temptation to play tug-of-war with others who love the child or children. They know former spouses and former in-laws are invested in the child and therefore they willingly negotiate appropriate space and appropriate opportunity for the on-going development of these vital relationships.

While the single parent, like all parents, must cultivate and develop the necessary strength and endurance to do the wonderful task child-rearing, with all the many stages and phases of growth toward adulthood, they must, like all parents, be honest about their needs, wants, failures, loneliness, desires and aspirations. Ideally, married parents have the luxury of partner to share their inner world. In single-parent families, it is often the child who is in closest proximity to the adult and therefore a “sitting duck” to fulfill the role as confidant to the parent. It is imperative that adults confide in other healthy adults and not in their children. No matter how “adult” the child might appear to be, it is a subtle form of abuse to visit the weight of adult needs and concerns on a child. This is potentially some form of emotional incest and the ramifications for the growing child can be treacherous. A child needs adult care – and it’s not the other way around. It is damaging for a boy to be “mommy’s little man” or “best friend” to a lonely mother. Likewise, it is an emotionally distorting to expect a young girl to be her father’s “special lady” in the absence of a mother. Visiting a young child with the weight of adult needs is, to say the least, unfair, and single parents must find other healthy adults to be their emotional support in times of inevitable weakness.

When a parent wants to make amends, or improve matters, with his or her children, here are some places to start:

1. Don’t accept random blame. You might have done a lot wrong, but it is likely you also did much right. Be no ones whipping boy or doormat!

2. Define yourself very clearly no matter how unclear you might have been in the past. People respect clarity even if it clarity brings results the children might not want.

3. Interpret situations according to “how I see it” rather than how you want your children to see it.

4. Turn off the supply of money to your adult children. It is seldom a good idea for adults to have their lives financed, even partially, by their parents. Bailing adult sons and daughters out of trouble is seldom a cure.

5. Don’t give teenagers anything they do not earn.

6. Give younger children divided attention. In other words, pursue interests that do not involve the children. Offer them focused attention when you do by not allowing anything to get in the way. These periods will almost always be brief since healthy children will have interests that don’t involve parents.

7. Concentrate on your own fulfillment, maturity, talents and usefulness so your children will have an example to follow.