Thursday, September 18, 2014

"SCHOOL-AGED CHILDREN UNABLE TO SPEAK PROPERLY, FUTURE LEARNING AFFECTED"

"Fewer children starting school can speak in sentences, prompting an investigation by education chiefs. ..Schools around the country have noted a decline in the spoken language abilities of new entrants from all backgrounds.. School leaders and a specialist in linguistics suspect the problem could be down to children using gadgets too often and parents not talking to them enough. 
The ability of youngsters to express themselves in the classroom is essential to their cognitive development and future learning. ..
New starters could have the spoken-language ability of 2- or 3-year-olds, and even those whom teachers viewed as "average" often came in at levels below a 5-year-old. ..
Julie Cowan, deputy principal at Willowbank School in Auckland, believed there were many causes:'Maybe the fact that children are spending more time on devices and watching television is part of it. Talking as a parent, you are so busy and you have to get to work and drop the kids off.. we spend a lot of time talking at our kids, not necessarily talking with them.'..
Dr Jannie van Hees of the University of Auckland completed her doctoral study on oral language in the classroom for 5-and 6-year-olds. .. 'Children are spending too much time in front of the digital devices and hurrying from one place to the other. It is simple, free and easy to have conversations with your children. But increasingly, I think, families aren't...You can't take for granted, just because you are educated parents, that you talk effectively with children.
The best growing linguistic time...is just those simple times of doing plain things with children but doing lots of conversational exchanges.'"
Nicholas Jones: NZ Pupils Struggling to Speak. Weekend Herald. The New Zealand Herald. Saturday September 6, 2014.

"He may have been dubbed 'the master evangelist of the digital age', but even the late Steve Jobs worried about the effect technology has on children.
While he persuaded millions that Apple's chic but pricey gadgets were a must-buy,..he prevented his own children from using iPads and limited their access to the internet generally.
..the Jobs' children would instead sit around a long dinner table in the kitchen and actually talk to one another. ...
Walter Isaacson, the author of the biography called simply Steve Jobs, told him later that 'every evening Steve made a point of having dinner at the big long table in their kitchen, discussing books and history and a variety of things.'...
Chris Anderson, ex-editor of technology magazine Wired, who has five children aged 6 to 17, agreed with the Jobs family approach.
'My kids accuse me and my wife of being fascists and openly concerned about tech, and they say that none of their friends have the same rules' ..'That's because we have seen the dangers of technology first-hand. I don't want to see that happen to my kids.'"
Ian Johnston: Apple Guru Kept His Kids Away from iPads. Weekend Herald. The New Zealand Herald. Saturday September 13, 2014.

More newspaper excerpts this week, sounding an alarm for parents to take stock of home life. 
Again, over use or inappropriate use of technology is being painted as the cause that is thwarting children's development.
THISWEEKWITHTHEKIDS ~ no matter if your child is 5 or 17years old, how is their speaking ability? Are they relaxed in speech and involve themselves voluntarily in conversations (I don't mean  arguments and criticisms)? If your answer is an honest 'yes', then they are  obviously doing well and you can assume that their technology use is appropriate. If you are unsure or they are not communicating, are recluse.. then the suggestion has been given for you to intentionally start today to talk with your child and not at them, during the simple, plain times of the day. You could also take up the Jobs' example at the mealtime table. 
If you know right now that this is a problem at your house, you are the only people who can change the situation, so you need to make a plan, or there will be no change.
Cathy

Monday, September 8, 2014

"IS IT BETTER FOR A CHILD TO HAND WRITE OR TYPE?"

Tonight at tea the comment was made that handwritten information  has many benefits over typed. My son had popped in for dinner, and on seeing his book diary on the table I had asked if he intended to buy a 2015 diary or just use his phone next year. He said he loved to write in a book diary, and that he had been told by his acting teacher that handwriting had many benefits over typing. I checked online(typing), and found this thought provoking article ~ 
"Psych 101 was about to start, and Pam Mueller had forgotten her laptop at home. This meant more than lost Facebook time. A psychology grad student at Princeton, Mueller was one of the class teaching assistants. It was important she have good notes on the lecture. Normally she used her laptop to take notes, but, without it, she’d have to rely on a more traditional approach. 
So she put pen to paper—and found something surprising. 
Class just seemed better. “I felt like I had gotten so much more out of the lecture that day,” she said. So she shared the story with Daniel Oppenheimer, the professor teaching the class.
“‘I had a similar experience in a faculty meeting the other day,’” Mueller remembers him saying. “And we both sort of had that intuition that there might be something different about writing stuff down.”
It turns out there is.
A new study—conducted by Mueller and Oppenheimer—finds that people remember lectures better when they’ve taken handwritten notes, rather than typed ones. 
What's more, knowing how and why typed notes can be bad doesn't seem to improve their quality. Even if you warn laptop-notetakers ahead of time, it doesn't make a difference. For some tasks, it seems, handwriting’s just better.
The study comes at a ripe time for questions about laptop use in class. Educators still debate whether to allow students to bring their laptops into the classroom. And while researchers have found that laptop use during class-time tends to be distracting—not only do laptop-using students not perform as well academically, but also they’re less happy with their education—Mueller and Oppenheimer’s research seems to be the first quantitative attempt to compare laptops disconnected from the Internet with plain-old pencil and paper.
The study was conducted in three parts. At the beginning of each, students watched video of a lecture or a TED talk, and took notes on it either longhand or on laptops. 
Students watched the video, completed difficult mental tasks for 30 minutes, then took a quiz on the content. In this group, longhand-notetakers outperformed laptop-notetakers on the quiz. Analysis of student notes showed that laptop-notetakers tended to transcribe a lot of the speaker’s words verbatim. Mueller and Oppenheimer suspected that this was because those who typed notes were inclined to transcribe lectures, rather than process them. This makes sense: If you can type quickly enough, word-for-word transcription is possible, whereas writing by hand usually rules out capturing every word.
So students in the second group were given a warning. Before the laptop-users watched the lecture or took any notes on it, the study administrator told some of them:
People who take class notes on laptops when they expect to be tested on the material later tend to transcribe what they’re hearing without thinking about it much. Please try not to do this as you take notes today. Take notes in your own words and don’t just write down word-for-word what the speaker is saying.
The warning seemed to have no effect. The quiz showed that longhand-notetakers still remembered lecture content better than laptop-notetakers. And analyzing the notes that laptop-using students took, the two authors admit: “The instruction to not take verbatim notes was completely ineffective at reducing verbatim content.”
The final group of students took the quiz a full week after watching a recorded lecture. Some of these students were allowed to study their notes for 10 minutes before taking the quiz. In this last group, longhand-notetakers who had time to study outperformed everyone else. Longhand-notetakers of any sort, in fact, did better on the quiz than laptop-notetakers.
What’s more, if someone took verbatim notes on their laptop, then studying seemed more likely to hinder their performance on the quiz. 
In other words, taking notes on a laptop seems to lead to verbatim notes, which make it tough to study well. And you can’t successfully warn someone to keep them from taking verbatim notes if they’re using a laptop.
“We don’t write longhand as fast as we type these days, but people who were typing just tended to transcribe large parts of lecture content verbatim,” Mueller told me. “The people who were taking notes on the laptops don’t have to be judicious in what they write down.”
She thinks this might be the key to their findings: Take notes by hand, and you have to process information as well as write it down. That initial selectivity leads to long-term comprehension.
“I don’t think we’re gonna get more people to go back to notebooks necessarily,” Mueller said. “Tablets might be the best of both worlds—you have to choose what to write down, but then you have the electronic copy.” 
Incidentally, the two researchers might look at tablet use next. (They didn’t include them in this study.) But they have busy scientific dockets outside this work, as neither of them specialize in educational psychology. Mueller researches questions of law and morality, and Oppenheimer tends to focus on decision-making and the psychology of democracy.
But the two say they've appreciated their foray into note-taking research, which stemmed from a real-life problem. “I think,” Mueller said, “that’s where the best research comes from, because the questions resonate with other people.”"
TO REMEMBER A LECTURE BETTER TAKE NOTES BY HAND: Students Do Worse on Quizzes When They Use Keyboards in Class. Robinson Meyer. May 1 2014. http://www.theatlantic.com/technology/archive/2014/05/to-remember-a-lecture-better-take-notes-by-hand/361478/
THISWEEKWITHTHEKIDS ~ What will you do with this? Does it affect what your kids do at home or your attitude to the increasing move to have children work on laptops in class? It seems sensible to resurrect handwriting as a skill, once more.
Cathy

Monday, September 1, 2014

"FATHERS DAY - 2014"

        Hans Albert Einstein, Albert Einstein, Eduard "Tete" Einstein

“In 1915, aged thirty-six, Einstein was living in wartorn Berlin, while his estranged wife, Mileva, and their two sons, Hans Albert Einstein and Eduard “Tete” Einstein, lived in comparatively safe Vienna. On November 4 of that year, having just completed the two-page masterpiece that would catapult him into international celebrity and historical glory, his theory of general relativity, Einstein sent 11-year-old Hans Albert the following letter - ”
The Secret of Learning Anything: Albert Einstein’s Advice to His Son: Maria Popova  http://www.brainpickings.org/index.php/2013/06/14/einstein-letter-to-son/
My dear Albert,
Yesterday I received your dear letter and was very happy with it. I was already afraid you wouldn’t write to me at all any more. You told me when I was in Zurich, that it is awkward for you when I come to Zurich. Therefore I think it is better if we get together in a different place, where nobody will interfere with our comfort. I will in any case urge that each year we spend a whole month together, so that you see that you have a father who is fond of you and who loves you. You can also learn many good and beautiful things from me, something another cannot as easily offer you. What I have achieved through such a lot of strenuous work shall not only be there for strangers but especially for my own boys. These days I have completed one of the most beautiful works of my life, when you are bigger, I will tell you about it.
I am very pleased that you find joy with the piano. This and carpentry are in my opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play the things on the piano which please you, even if the teacher does not assign those. That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work that I forget about the noon meal. . . .
Be with Tete kissed by your
Papa.

Regards to Mama.
The idea of writing a letter to a child is incredibly rare these days, and possibly even more rare for a father to choose to write to his child. But as Albert Einstein's letter to his son, written nearly 100 years ago, indicates, things that are important and dear can be communicated meaningfully in written form. There are several hints that this letter gives us which are worth practicing ~
 * This father has heard his son's thoughts of the difficulty he feels when his father returns home 
 * In a gentle fatherly manner he suggests a better way to meet in future 
 * He persuasively speaks of the importance of time together so that he can prove his fondness and love for his son 
 * He wants to teach him "good and beautiful things" which only a father can pass on to his child 
 * He speaks of his intention in the future to share with his son what has been of deep interest to him in his work
 * Then he discusses the things that interest his son and we sense Albert knows his son's interests and gifting, and advises not for 'success' but from a basis of love
 * His farewell is affectionate, respectful of the whole family but still expressing high value for this son.
THISWEEKWITHTHEKIDS ~ with Fathers Day approaching this weekend, it would be great if the fathers took the opportunity to write to one child or a short note/email to all their children to communicate their fondness and interest in their own child's lives. 
HAVE A HAPPY FATHERS DAY !!!!!!!!!
Cathy

Tuesday, August 19, 2014

"WHAT'S IN A SCHOOL MOTTO"

When I was a girl at school in Australia we had school mottos. As a five year old we learnt and then would say the motto, "In knowledge we grow", in the weekly school assembly. At high school the school emblem displaying our motto, "Truth. Unity. Concord.". It was plastered over everything from school take-home notes, stamped on texted books,to adorning the exterior of buildings. 
It is probably still the same today in schools, but do schools actually have a motto nowadays that is known by their pupils? And does that motto affect the school's operations, the strategy of teachers and attitudes towards students, as they work towards making them ready to enter adult life?
WHAT IS A SCHOOL MOTTO?
"The logo is both a symbol and an introduction to the school; it tells a story about the school and reveals some of the significant values espoused by the school's community." Alfriston College.
For many schools the school motto is mixed into the Vision, Mission Statement or Purpose documents of the school.
In Judi Stell's article, "Making a Motto Meaningful in the Modern World", she says, "we regularly ask: “What is the purpose of a school motto and how can it guide our school today?”
The Oxford English Dictionary defines a motto as “a short sentence or phrase chosen as encapsulating the beliefs or ideals on an individual, family or institution”.
John Paul College include their school motto in their school crest. "Our College crest represents the values and ideals which our community upholds and which all students are encouraged to follow." As to if they are referring to the school community or wider community,it is not clear.
Elmer W, a retired school principal and author writes in an article titled, "Does your school have a motto or creed that you are committed to follow? How do you use it? What about a family motto or creed?", "I used the following school motto for many years and in many schools, as a very effective tool in communicating to children, parents, and the community that we care. At the beginning of the year, the motto, “At (Name of School) every child is important. We care about kids!” was displayed on a large bulletin board by the office. It was printed at the bottom of practically every newsletter throughout the school year. As a spin-off activity, a poster was placed on the door of every classroom with the following words and signed by the teacher, “In this classroom every child is important. I care about kids!” One way to communicate that we care is to keep saying it over and over, and the school motto is a good tool to use in doing so. Of course, we also must show that we care in as many ways as possible for the words are empty and meaningless without the substance; it is however, very important to keep saying it over and over." Elmer then closed throwing our a challenge to parents to consider a family motto that could be said together each day, and then asks if that would affect things at home.  
I have been wondering about the effects of mottos on their schools, as I drive past and read the mottos that are there on their gates. It has made me wonder what are they saying to the community about themselves?
Here is a little research of 25 school mottos around Auckland, along with the year they were founded. It's interesting to see a shift over the last 150 years, in what the founders held dear and wanted to aim their students towards.  
“Let me be of service to others” 1877
“The difficulty through the narrow” 1888–used by many other schools for the next 40 years.
“Be strong” 1903
“By love, serve” 1915
“To love, to serve” 1939
“Faith is to be saved” 1953
“A mind aware of right” 1953
“In bravery” 1955
“Look around, take everything into account” 1956
“Loyalty and courage” 1959
“The sky is open” 1960
“Worthy to hand on the torch” 1960
“Let courage be thy test” 1961
“Charity fulfills the law” 1962
“To wisdom with honour” 1963
“Character opens the way to the heavens” 1964
“Exert effort” 1968
“Innovative. Individualised. Connected.” 1970
“Building Greatness” 1972  
“Where everybody is somebody” 1972
“Equipping Individuals for lifelong learning” 1974
“Virtue mine honour” 1980
“Proud of who we are, what we know and what we can achieve” 1991  
“Faith is our compass” 2004
“Celebrate diversity” 2005
“Nurture each other, Inspire each other, Empower each other” 2010
THISWEEKWITHTHEKIDS ~ Does your child's school have a school motto?  Does your child know it or understand what it means? Do you agree with it? If not, maybe you can create a better one and suggest the school rethink the old one.

Cathy

Friday, June 27, 2014

"WHAT DO YOU THINK??? HOW OVER-SHARING CAN HARM YOUR KIDS"

                              Illustration : John Spooner

How over-sharenting can harm your kids

Joanne Orlando June 25, 2014  the age.com.au
"Are you over-sharenting? That is, sharing too much information about your kids online? Children have a fundamental right to privacy, but the choices adults are making with technology, especially social media, is challenging that right.
A US study has found two-thirds of parents posted pictures of their children online, raising important questions about potential violations of privacy, especially considering this material could potentially be mined by future employers and other authorities in decades to come. How can a parent have an honest discussion with children about the inappropriateness of sharing information online, when they have been posting intimate details online about them their entire lives? While your children may be offended if they are left out of stories you share with loved ones online, there are still questions around the level of personal detail in the funny photos and anecdotes being shared.
A new trend is the growing selection of footage online from parents who have attached a GoPro (a personal camera often used for action video) to a toddler’s helmet so that they can see what life is like from their child’s point of view. This techno-documentation of infant lives is now extending beyond social media and making its mark as a tool to measure intellectual growth. I recently researched an early childhood centre that attaches a GoPro to children to record what the child does and so evaluate their development.
Sure the desire to understand a child more fully is understandable, however recording the movements of toddlers and babies raises particularly significant issues as they are not in a position to give consent. A similar act of placing a camera atop of an adult’s head without their permission would be rightly considered a massive invasion of privacy. So how is monitoring a baby in this way any different from Robin Williams' sci-fi movie The Final Cut, where, without consent, implants are placed in the characters’ brains and their lives are recorded?
The trend for improved techno-documentation of children is making gains on a large scale. With the increasing obsession for collecting information, data mining and data sharing of information is really threatening children’s right to privacy.
In the USA, the Obama administration has recently supported a new initiative aimed at tracking children for more than two decades, from as early as infancy through the start of their careers. The databases are being built in nearly every state at a total cost of well over $1 billion. They are intended to store intimate details on tens of millions of children and young adults — identified by name, birth date, address and even, in some cases, social security number. Data will be collected in response to hundreds of questions: Did the child made friends easily as a toddler? Was he disciplined for fighting as a teen? Did he take geometry? Does she suffer from mental illness? Did he she graduate from college and how much does she earn? The database is being promoted with the intention of helping officials pinpoint the education system’s strengths and weaknesses and craft public policy accordingly.
While there is an important place for data-driven policies that support children, there are also serious ethical implications regarding such a massive data mining operation. "Did he/she make friends in Year 2?" is not something you as a parent want dragging around decades later, and nor would your child. We've already had laws passed banning the use of DNA for excluding people — now we should be interrogating whether our digital DNA will run into the same abuses. It has now accumulated to a point where we should start calling our online data "eDNA" as a point of comparison. While we expect this data to be secure, we are increasingly confronted with more evidence of the lack of security of information stored online. 
What may be driving this desire to techno-document every aspect of children’s lives is that we have the technology to do it. However the capability of technology requires us all to be responsible and make informed decisions about what information we collect and make available, and the possible consequences to the rights of children.
We have come to accept the information gathering obsessiveness that defines this era, while recognising that this is the first generation of children who may grow up without anonymity. Techno-documenting children’s lives from cradle to grave on their behalf raises important issues regarding privacy, and is a crucial issue of respect for children. They are not there for us to run social experiments. They are just as important as adults, and we should respect their privacy, regardless of the latest technology we would like to try out."
Dr Joanne Orlando is a researcher in technology and learning at the University of Western Sydney
I am putting other things ahead of regularly write my blog at the moment.  I was sent this article and would love to know other people's opinions on it.
Cathy

Tuesday, June 10, 2014

"CONTINUING TO THINK ABOUT MY CHILD'S CHARACTER : HANDLING THE BORED CHILD"


                                         drgullo.com

                                lallieonlove.wordpress.com

".... the muscles and joints of the" gymnast, "the vocal organs of the singer, the finger-ends of the watchmaker, the palate of the tea taster, grow to the uses they are steadily put to; and, much more, both in the case of the brain and all other organs, grow to the uses they are earliest put to." Charlotte Mason: Parents and Children. p. 90.
BEING BORED IS NOT UNCOMMON
Many people of all ages, personalities, cultures, intelligence and philosophies, see life as dreary. Actually everyone suffers with this attitude in some measure at some time.The regular routines and predictability of life seems to trigger this condition of heaviness, dullness and lack-lustre mindset.
IS THERE A CURE TO BOREDOM?  
Charlotte Mason says there is. "It rests with parents to see that the dreariness of a motiveless life does not settle...on any...of their children." p.81. She then gives a method ~
1. Parents have the responsibility to do something about the situation to bring change to the child.
2. Find the abilities, talents or gifts natural to the child. For example - 
they may be a great listener 
have a sense of humour 
be a quick worker 
a fantastic cook 
musical 
good at games 
an organiser 
have a warm personality 
a fine sportsperson 
clever with crafts 
artistic 
make people feel comfortable...
3. Show the child how to cultivate one of their skills so it is of use to others not only for themselves. For example - 
a musician can regularly play to bring enjoyment to others 
a child who is good with games can set up a weekly game with an elderly relative or lonely neighbour 
a child leader or organiser can get involved in a community child program or buddy coach in a sport....
4. A feeling of well-being, satisfaction from being helpful and contributing to others, is a rich benefit when we choose to live to be of use. "... the child into whose notion of life that idea is fitted will not grow up to find time heavy on his hands." p. 81.
WHAT ABOUT RELAPSES?
As with all habits, a child needs to practice being of use to others, seeing their abilities as things to benefit others, for a time period. The longer that period the firmer the new habit will be in place, as the quote at the start of this post truthfully states. Charlotte Mason cites 20 or more practice times or a month of purposeful working to establish the new habit without allowing any regression to the old. 
If there is a return to feeling bored, the established practice of being of use to others, blocks and makes it hard for the child to return to their old habits. However if the child struggles at this point, they will only need a little parent's assistance to once again stop focusing on self and instead be of use to others.
THE INTERACTION BETWEEN THE THOUGHTS OF THE MIND AND THE CONFIGURATION OF THE BRAIN
"The fair conclusion appears to be that each is greatly the cause of the other; that the character of the persistent thoughts actually shapes the cerebrum, while on the configuration of this organ depends in turn the manner of thoughts we think." p. 88.
THISWEEKWITHTHEKIDS ~ take up this great encouragement to step in and help your child to move out of boredom and other motiveless life habits. 
Cathy



Thursday, May 22, 2014

"A START IN THINKING ABOUT MY CHILD'S CHARACTER"

                                   www.wikihow.com
The forming or fashioning "of a child's brain depends on the habits which the parents permit or encourage;... the habits of the child produce the character of" a person, "because certain mental" habits "once set up," will "go on for ever unless they should be displaced by other habits. ... Ever day, every hour, the parents are either passively or actively forming those habits in their children upon which, more than upon anything else, future character and conduct depend."  HOME EDUCATION : CHARLOTTE MASON. p 118.
Are there certain character traits that you hope your children will have locked in their nature once they become adults? These may not be evident in their life now, but like many parents, we hope somehow they will be picked up and established by the time they leave home!!
WHAT IS "CHARACTER"?
The Oxford Dictionary says, "A person's qualities, reputation, good repute, personal appearance, collective peculiarities, nature, style, the distinctive mental or moral qualities of an individual..."
Charlotte Mason has written extensively on the subject of Character, saying that each child has a particular, unique nature. They have tendencies and dispositions which make some character traits automatic, while others are foreign and therefore difficult to adopt and lock into one's developing Character. 
CAN PARENTS CONTRIBUTE TO THEIR CHILD'S CHARACTER?
Charlotte says that parents make the greatest contribution towards how their children develop in their character and in how they 'turn out' in the end. 
The easiest place to start working on anything is at the beginning, when our children are very little, but regardless of age you can still begin work on their character now. It is never too late.
I completely agree that, "the habits of the child produce the character of the" person. It is our responsibility to recognise, "permit or encourage" the habits of our children.
If it is important to you that your child be honest, or hardworking, an independent thinker, reliable, a listener, humorous, a reader, articulate, tidy, perceptive, helpful, even tempered, compassionate, punctual, friendly, forthright, polite, motivated, a forward thinker, an inspirer, observant....., you have a role in building this into their Character. 
HABITS FORM CHARACTER.
Every day you see your child practicing good, acceptable and not acceptable habits. These will continue to be practiced year after year and form their character, unless they are "displaced by other habits."
How do you change the habits a child practices?
SOME STORIES ~
 # "A baby falls, gets a bad bump, and cries piteously." An experienced mother doesn't make matters worse by talking about what's happened or lavish emotional 'sorries', 'it must have hurt', 'poor little busby'... Instead she "hastens to change their thoughts", by taking the baby to the window to watch the trees blowing, gives them their favourite toy, shows them through a picture book...., diverting the child's attention and gradually "the child pulls themselves up in the middle of a sob, though they are really badly hurt." This is exactly how an adult's will works in the many daily situations of life. "It is by force of will that a person can change their thoughts, transfer their attention from subject to another. ... this is enough to save... and to make" a person of character, "this power of making themselves think only of those things which they have beforehand decided that is good to think on." Home Education : Charlotte Mason. p 324.
What is happening here is that the baby or child is learning a self-compelling power, that they have a say in controlling how they react, what they will do and think.
Habits form Character.
# "Her thoughts are wandering" on to unhelpful things, "to the hindrance of her work; she pulls herself up, and deliberately fixes her attention on those incentives which have most power to make her work, the leisure and pleasure which follow" after hard work is completed, the responsibility that she has to "fulfil this task. Her thoughts run in the groove she wills them to run in, and work is no longer an effort." Home Education " Charlotte Mason. p 324.
Habits form Character.
THE ESSENCE OF ALL THIS.
Children can be taught this simple practice.
"Are you cross? Change your thoughts.
Are you tired of trying? Change your thoughts.
Are you craving for things you are not to have? Change your thoughts.
There is a power within you, your own will, which will enable you to turn your attention from thoughts that make you unhappy and wrong, to thoughts that make you happy and right. And this is the exceedingly simple way in which the will acts; this is the sole secret of the power over himself which the strong man wields - he can compel himself to think of what he chooses, and will not allow himself in thoughts that breed mischief." Home Education : Charlotte Mason. p 326.
THISWEEKWITHTHEKIDS ~ Do you believe that as a parent you can contribute to changes in the habits of your child? Does all this seem daunting or does it ring true? More to come.
Cathy