Camp Creek Blog

The Sliver, or How to stop fighting about screen time

Published by lori on May 15, 2013 at 08:08 AM

Sub-subtitle for this post: Why you need to move from a scarcity to an abundance model.

One of the most frequent things I’m asked is how to deal with the struggle between parents and kids over limits on screen time.

Parents want something better for their kids than TV, movies, and video games — they want their lives to be full of better-quality activities, like playing outdoors, reading, playing, and building.

Many parents approach the subject of screen time — or other kid activities they don’t like, like reading comic books — by placing a strong limit on it. They say to their child, “We want our lives to be lovely and full of all the good things, so we are cramming all the stuff you love that we don’t like into this sliver.”

The child hears, “Blah blah blah, you love the sliver.”

Then the parents get to experience the ever-burgeoning frustration of having their child riveted on that sliver of time. The kids want to talk about it. They want to bargain for more of it. They want to argue about whether they got their fair share of it. Why? Because the sliver is where all the good stuff is.

What we need to do is flip it around. Instead of making the sliver the garbage chute on Star Wars that everyone dives into for blessed escape, we need to allot the sliver to ourselves instead.

We say, “We want our lives to be lovely and full of all the good things, so we are going to allot a portion of our day to the stuff that really matters — the stuff we think is important.”

Now put it all in there. Make time every day to read, to play outside, to play a board game together, to build with LEGO or blocks, to spend time together in the art studio. Work on your projects together, side by side. Go for a hike, fly a kite, sit on the steps and eat an ice cream cone. Read aloud to one another.

As if by magic, the stuff you care about is now part of your everyday life. Magically, your kids are no longer riveted by the tiny sliver of time when they get to do what they want — therefore, they are free to enjoy all the good things instead of bitterly resenting them. Magically, you have just negotiated a life that respects both what is important to you *and* what is important to your child.

When you set up a scarcity situation, you are always going to whip people into a frenzy to get whatever it is that’s hard to come by, whether it’s a dancing Elmo, a Beanie Baby, or a half-hour playing Minecraft. That’s just human psychology. Make it rare and people want it desperately. And when you limit what your child wants to do and push them toward something else, saying THIS is better than THAT, you create conflict where there doesn’t need to be conflict. They should be able to love books *and* TV, computer games *and* playing outside. But because you have put these things in competition with one another, they have to choose — so they end up rejecting the very things you want them to embrace.

When you force your child’s interests into the sliver, you are denying them the opportunity to get good at what they care about. You are denying them the chance to relax and enjoy themselves. And you are saying, flat out, “I don’t care about this thing you like. I don’t like it.” That’s a path toward having them not talk to you about it anymore. You are forcing them away from you just when you should be pulling them close.

If they love Minecraft or playing a video or computer game, they can’t accomplish anything in a tiny slice of time. The way these games work, it usually takes a lot of time just to learn how to play and then it takes a lot of time to slowly progress to mastery. The games make you put in the time; they don’t let you jump straight to the fun part. And the kids are willing to do the work — but if they don’t have enough time, they can’t do the work.

It takes a lot of time to understand, grasp new concepts, figure out rules, learn, practice, and master. Kids whose screen time is limited are living in constant frustration because they can’t build their skills, they can’t watch the YouTube tutorials another kid made, they can’t learn what they want to learn, and they can never relax while doing the thing they enjoy most because they always have one nervous eye on the clock. They can’t experiment, they can’t explore, and they can’t practice — and those are the key steps of learning that you want them to experience, even when it’s doing something you yourself aren’t interested in.

Some parents say they’re really frustrated because their child seems to spend all of their available screen time watching *other* kids play — and they’re tempted to reduce the amount of computer time even more. But watching others is a crucial step in learning. What’s the fastest way to learn to ride a bike — reading a booklet about it or watching someone else ride? Plus, watching tutorials and watching friends play are community aspects; that observation helps them learn how to teach and mentor, how to collaborate and socialize. If you only get X minutes a day and you really want to learn, you are going to forgo playing yourself in order to try to cram in more learning time — and learning requires observing. So cutting back on their computer time actually forces them to do less hands-on experimentation. Learning by doing takes a lot of time, and they just don’t have that luxury.

One of our higher goals as parents should be to help our children become independent — not just physically, but intellectually. If we reject their interests because they seem stupid or because we don’t understand them or enjoy them ourselves, we are rejecting our kids themselves. Do you remember what you liked when you were 11? I’m pretty sure that’s the summer I played Monopoly nine hours a day, six days a week. On the one hand, it was very sedentary. On the other hand, I do own some real estate now. I haven’t built a hotel yet, but don’t count me out. I also watched a lot of “Love Boat” that year. Yet I still managed to start a company, open a school, and write a book. If “Love Boat” can’t kill your intellect, believe me, nothing can.

In our home, we limited screens naturally when our children were little by having a routine that just didn’t include them. When they got older, we employed generous limits. We didn’t use screens for entertainment (our family word for this is actually “sloth”) until 3:00, which made their morning and early afternoon the focus of project work and play. As they got even older, we shifted that time to 2:00, but we also allowed computer use for project-related work because the boys were now researching independently, making films, writing books, and so on.

During the day, we worked on projects, played outside, read, played LEGO, took photographs, made art, and all the other good things. The kids never watched the clock; they never dropped a book or a squirt gun to dash to a computer or a TV set. They experienced balance and they enjoyed everything they did. There was no competition between computers and nature or between books and TV. Screens were fun, but the kids never riveted on them because there was no need to. If they wanted to get to level 47 of some game, they had plenty of time to do that. Employing generous limits means you have plenty of time. You don’t worry — there’s no urgency. You aren’t hyper-focused on it, and your mind is free to focus on and enjoy other things. And we made sure they had plenty of other things to focus on.

We need to shift from a scarcity model (there’s very little time for you to do those things you love to do) to an abundance model (there’s plenty of time for us to do all the good things, including that stuff you love to do).

You can’t really fix the sliver problem by, say, making the sliver a little bigger. It really takes a complete flip-flop. You have to stop curtailing what your child loves and instead focus on building a routine and a family culture around the things you believe are most important. Get those things in there — do them every day. But if you want your child to see them, appreciate them, and relax enough to enjoy them, think about getting rid of the sliver.

See also:

Why I Don’t Worry About My Kids’ Screen Time, Part 1

Why I Don’t Worry About My Kids’ Screen Time, Part 2

Parenting with abundance vs. scarcity

Friday link round-up

Published by lori on May 3, 2013 at 08:38 AM

Welcome to Friday! Hope everyone had a great week. Here are the links I shared on Facebook this week (and some extra material as usual) with *bonus insightful comments*!

We spend a lot of time in the forum and in the PBH for Grown-Ups series talking about goals: how to set them, how to break them down, and then how to keep them. We talk about taking real baby steps — and in the forum, we have a thread where we support one another to set and work on monthly goals. An important theme is always — just keep going. Don’t give up. Any progress at all is better than no progress! So I liked this post about the marathon shuffle:

“The essence of the marathon shuffle is that, no matter how daunting it feels to add miles to your training runs, it’s entirely doable if you just keep shuffling out mile after mile.

And that is precisely what I kept top of mind throughout the training program, and all the way through that first race.

Just keep moving.

No need to sprint. Just keep shuffling forward.” — Too hard to sprint at your goals? “Marathon shuffle” at them instead

I used to have a handmade sign hanging on my computer right in front of my face: “Forge Ahead.” No matter how bad things get, no matter how slow you go, just keep going. As Churchill said, “If you’re going through hell, keep going.” I haven’t shared the following post on FB, but I keep sending people the link to underscore this point, so I’ll share it here:

[W]hen we consider our actions, often it’s true that any one instance of an action is almost meaningless, yet at the same time, a sum of those actions is very meaningful. Whether we focus on the single coin, or the growing heap, will shape our behavior. — Gretchen Rubin’s “One Coin Argument”

This hearkens back to the story of the two men who were asked about their work at a construction site: the first said, “I am laying bricks”; the second said, “I am building a cathedral.” Keep your focus on the cathedral you’re building — every brick counts!

Loved this old post by Rachel at Small Notebook about setting compelling goals. If you’ve doing some experimenting (by which I mean trying and failing) with goal-setting, you know they can be too small, too cloudy and undefined, and definitely too large and unwieldy. Compelling goals that are deeply meaningful can tap into our inner motivation:

Want a different life? Here’s how to do it:

Those things you’ve been calling dreams? Start calling those your goals.

And those things that you’ve been calling goals? Those are more like New Year’s resolutions: good for your health, but not quite compelling enough. You need bigger goals, captivating ones, audacious goals. The kind you’ll have to take risks for. In Search for Compelling Goals @ Small Notebook

It’s scary to set big goals. But the people most likely to achieve big things are the ones who were brave enough (or crazy enough — probably a combination of the two) to attempt them in the first place. Speaking of which, this short video is definitely worth your time. In it, Roman Krznaric talks about how to find fulfilling work. I pulled out this short quote he referenced, and I think it speaks to the argument about whether you should pursue passion or just work hard:

“For the first time in the human experience, we have a chance to shape our work to suit the way we live instead of our lives to fit our work. We would be mad to miss the chance.” — Charles Handy

Hear hear. (Want to read more about the kickback against passion? Try this post: Why Skills Don’t Trump Passion. You can also check out last week’s link round-up.)

Roman talks about five strategies for finding work that is meaningful and fulfilling, which he defines as something you care about and something you’re good at. I’d say that’s at the heart of PBH.

Speaking of which, I shared a post about learners as entrepreneurs, which as you know is a favorite topic of mine:

“To cultivate creative and entrepreneurial talents is much more than adding an entrepreneurship course or program to the curriculum. It requires a paradigm shift — from employee-oriented education to entrepreneur-oriented education, from prescribing children’s education to supporting their learning, and from reducing human diversity to a few employable skills to enhancing individual talents.” — Learners as Entrepreneurs @ User Generated Education

Read my posts about raising entrepreneurs here: Entrepreneurship. Whatever you want to call the shift that is happening in our work world — freelance economy, gig economy — it seems clear that we need to prepare our kids to make their own jobs. Personally, I want to make sure my kids are prepared to both compete for a regular job they want *and* make their own job. Statistically, they will change jobs often, and we already know our career plans don’t always pan out. So I don’t think you can skip these crucial skills, even if your kid is sure he or she is set on “normal” employment.

This post is a little scattered and crams a lot into a small space, but there are some good, deep ideas there worth pondering:

How do we find our authenticity with all of the many influences in our lives pulling us in different directions? One approach is to identify and make your own “authentic connections” with the people, places, activities or memories we relate to so deeply that they empower us to be more authentic.” — Authentic Connections and Growing Your Creative Confidence @ Forbes

Good thing to think about: authenticity. “Authentic” is a word that would loom large in the word cloud for PBH. Why? Because everything about PBH is about trying to make the learning experience more real, more learner-specific, and more relevant. I think we should be drilling deeper in every area of our lives to reach authenticity.

Another good thing to think about: self-efficacy. Another key part of PBH: having the *authentic* self-confidence that you can achieve what you are setting out to do. This ties back into goals — heck, it ties to everything. We’ll talk more about this in the future.

Okay, so some specific PBH-related goodness for this week — I shared this quote on FB, and it’s about leadership in business, but I want you to think about it in terms of mentoring your children to become self-directed learners:

“[I]t all starts with listening, turning our attention fully to the person we are with. It’s not just leaders, of course. We’re all besieged by distractions, falling behind on our to-do lists, multi-tasking.

A classic study of doctors and patients asked people in the physician’s waiting room how many questions they had for their doctor. The average was around four. The number of questions they actually asked during that visit with their doctor turned out to be about one-and-a-half. The reason? Once the patient started talking, an average of 16 seconds or so the doctor would cut them off and take over the conversation.

That’s a good analog for what happens … everywhere. We’re too busy (we think) to take the time to listen fully.” — Curing the Common Cold of Leadership: Poor Listening

We are leaders in our homes, and if we want to really mentor our children, we have to learn to stop, pay attention, and really listen. Good stuff.

Abbey shared a beautiful post about her five-year-old son’s foray into project-based homeschooling building a model of a Roman aqueduct:

“He got frustrated. … This frustration led to the most stunning moment of all, when he decided to build supports for the lower end of the aqueduct. …

I was sure [his plan] wouldn’t work. The pipecleaners were bendy…how were they going to support the weight of the wooden balls? When he tried it, though, I was surprised to see that although the pipecleaners buckled under the weight as the balls rolled down the chute, they popped back up again. The bendy pipecleaners made his design flexible where mine would have been rigid. His idea worked better than mine would have.” — Water Beads, II: Roman aqueducts and project-based learning @ Surviving Our Blessings

So much good stuff there, I want to just include the whole post — be sure to click over and check it out. This is the process *every* adult goes through when they support children to make their own ideas happen: the struggle to let go, the amazement when you see authentic learning happening. Authentic! This kind of learning is so much richer, deeper, and longer lasting than prescribed education. They own it. They know it. They will never forget it.

I hope you’re checking out the projects on the new PBH Kids blog. I got a great e-mail from a dad saying he was blown away and now is interested himself in helping his kids do more self-directed learning. We have the chance to inspire other kids *and* their parents — so let me know if you have some self-directed work to share!

Finally, I’m going to share a couple of inspiring quotes from the PBH forum. If you are interested in learning more about project-based homeschooling and sharing your exploration with other like-minded parents, join us. So much good stuff happening, good discussion, sharing, encouraging, and just all-around support.

We are not deeply involved in any projects that seem scholarly, but the play the girls have been involved in is intense and lasts for days. They’ve built a huge train track and have houses all around. Even their arguments are based on scenarios of what could happen where they are thinking through situations and using their imaginations for imaginary problem solving.
Play is how children learn! And if this doesn’t inspire you, nothing will:
I’ve been seeing things through fresh eyes again. Before breakfast, I grabbed a cardboard Top Ramen box I was going to throw out, and started sorting out our neglected craft box. I kept big ‘materials’ in that box, and transferred crafting ‘tools’ into the cardboard box — glue, pencils, scissors, rulers, thread spools, markers, etc. I sat this out for the kids and they were so excited! I also noticed that they were able to sort things, find things, AND put them back on their own today! No more ‘mom, where’s the glue?’ or ‘I can’t find my scissors!’
 
 
Also, today was our first official focused project day. It turned out great, and the kids were churning out more and more projects after they were finished. Our son, who only seems interested in video games, has been filling his new ‘project notebook’ with ideas! On a walk to the store today, I brought my first-ever mini notebook to jot down ideas as the kids mention them, and he actually said ‘Mom! Get your notebook back out! I have an idea!’
...all for our FIRST DAY... 

It doesn’t get any better than that! Have a great week, everybody!

 

Be a part of the PBH community. Project-Based Homeschooling isn’t for only one kind of homeschooler — whether you’re a classicist or a radical unschooler or somewhere in-between, all kids deserve some time to direct and manage their own learning while pursuing their deepest interests. Read the posts on project-based homeschooling. Check out the book. Look over the 10 steps to getting started with PBH. Join the forum. Chat with me on twitter. Follow me on facebook. See my pinterest boards on learning, authentic art, play, and more. Come make friends, get some new ideas, and brainstorm about your challenges.

“You want to build a family culture that celebrates and supports meaningful work. This is much more than saying the right thing — this is creating a lifestyle, a set of articulated beliefs, and a  daily routine that encourage and sustain the life you want for your family.” — Project-Based Homeschooling: Mentoring Self-Directed Learners

“I’m especially grateful for the shared experiences, questions, and suggestions in this forum. Already I have been able to think more creatively about some of our dilemmas and I think the idea of a tribe of families working on this makes it so much more interesting to me.” — from the PBH forum

This week on Facebook, we returned to the passion vs. mastery argument:

“Think about all the things you have been passionate about in your life. Think about all those passions that you considered making a career out of or building a company around. How many were/are there? Why did you bounce from one to another? Why were you not able to make a career or business out of any of those passions? Or if you have been able to have some success, what was the key to the success? Was it the passion or the effort you put in to your job or company ?

If you really want to know where you destiny lies, look at where you apply your time.” — Don’t Follow Your Passion, Follow Your Effort @ Blog Maverick

There were some strong reactions on Facebook voting in favor of passion. I wrote a post about this, if you recall:

To really learn something, you need both knowledge and skills. You have to gather the knowledge and then you have to work with it. To discard passion (or authentic interest) is to drain the life force from the learner and therefore from the work. Am I going to bring my best efforts to something that holds no interest for me? Am I going to achieve flow? Am I going to strive to challenge myself? — Why Skills Don’t Trump Passion

The thing is, in my opinion it shouldn’t be “passion over everything” — it should be “passion *plus* mastery.”

Skills don’t trump passion. Skills are what you know how to do. Passion is where you start finding out who you are, what you’re good at, and what the world needs.Why Skills Don’t Trump Passion

I do think you should look at where you apply your time and your effort. Because if you think you have a passion but you aren’t willing to put in the time and the hard work to build up your skills, then what you have is a pipe dream. Real passion calls to something deep inside you that demands effort, sharing, and contributing. If you aren’t moved to do those things, then you need to consider whether it’s really a passion at all.

This week’s Facebook posts focused on self-examination, so let’s continue! Your passion may not really be much of a passion if you aren’t willing to do the work — and inspiration isn’t worth anything if it doesn’t lead to real doing.

The inspiration is not the receiving of information. The inspiration is applying what you’ve received. People think that if they keep reading articles, browsing books, listening to talks, or meeting people, that they’re going to suddenly get inspired. But constantly seeking inspiration is anti-inspiring.

 

You have to pause the input, and focus on your output. For every bit of inspiration, use it and amplify it by applying it to your work. Then you’ll finally feel the inspiration you’ve been looking for.” — Seeking Inspiration? Stop Looking and Start Doing @ LifeHacker

This week’s theme is also evidently “share a quote then share one of my old posts” — here’s my take on too much inspiration, not enough action:
If attention is a finite resource, we need to be careful how we allot it.

If you have ever gotten caught on Tumblr or Flickr browsing 800 images of home offices, gardens, or kid spaces, you know what inspiration overload is. Especially when you find yourself addicted to looking at other people’s art projects and art studios but you haven’t touched a pencil yourself in ages.

The problem with too much input is, it leads to too little output. What is the point of endlessly gathering new information if we never do anything with it? Inspiration Overload

In the same theme of examining our habits and determining whether they’re really supporting our goals, I loved this post about examining your social-media habits:

Is it necessary to share this? Will it add value to my life and for other people?

 

Can I share this experience later so I can focus on living it now?

 

Am I looking for validation? Is there something I could do to validate myself?” — 9 Questions to Ask About Your Social Media Addiction

Click through to read the rest of the questions.
 
I don’t like framing this as social-media addiction for our context, however. Let’s frame it as self-reflection: taking the time to think about what we’re doing and why and whether our choices align with our goals. That’s worth thinking about!
 
It’s important to stop regularly and think about your goals. What do you want to accomplish? Do your routines and habits support those goals? Are you still feeling passionate about what you’re doing? Keri Smith has a great post about how to get published, and buried inside, she talks about how it’s about the journey, not the reward — the process, not the product:

But what I learned in the meantime was bigger than any publishing tip I had ever read, you really must LOVE THE WORK. While getting published is an exciting possible outcome of a creative endeavor, it should not used as a motive for creating. Really enjoy yourself and the process of creating… — Seven Steps to Getting Published, Keri Smith

In Reggio schools, they say Niente Senza Gioia — Nothing without joy. Measuring your joy is a good way of seeing if you’re still on track. Is hard work required? Oh, yes. Is it always fun? Nope. But you should still have the passion, you should still feel the drive to make and share and build, and you should still love the work. If you don’t love it, it’s not going to resonate with anyone else.

 

I hope you all have been checking out the new PBH Kids tumblr blog — I’ll slowly be adding more and more self-directed projects by kids of all ages, and we are going to have some kid-written reviews of project resources as well. If you want to share some kid-directed work, send me an e-mail through the contact form on this blog!

 

And finally, a great quote from the PBH forum:

I also loved what Ian told me yesterday — He said, “All of our projects connect! Because I am learning about the ocean, and Micah is learning about machines, and they use machines to explore the ocean, and Max is learning about dinosaurs and he is really wanting to know about fossils, and Lena is learning about people skeletons, and…” He’s right, they are all connecting, sometimes in startling ways.

Everything is connected.

 

On that note, hope everyone has a wonderful weekend!

Share your goals or keep them to yourself?

Published by lori on April 22, 2013 at 08:30 AM

This post is part of my Monday series on PBH for Grown-ups — you can see all of the posts here.

Should you announce your plans and intentions or keep them to yourself? Does it work for you or against you to share your goals with the people around you?

Reasons you might decide to share your goals:

 

1. Accountability. Other people will hold you to your plans. If you slip, they’ll encourage you.

 

How this can backfire: If you’re really doing the work, you will be constantly revising your goals. Other people won’t understand the nuances of your choices — if you don’t stick like glue to your original goal, they’ll say you’re making excuses. They’ll hold you accountable to your original, first goal, and that can be frustrating when you feel you need to adjust your sails. We already know we should avoid naysayers, but people who cheerlead you hard to stick with your original goal can be just as bad. There’s also the pervasive idea that you’re failing — even if you’re actually revising your goal based on new and/or better information.

 

Some people are great at encouraging; they are positive and supportive. Other people will tsk-tsk you, shame you, or tease you. If you share your goals at large, you’ll be getting all kinds of “support” when you slip.

 

2. Community. You’ll find other people who are working toward the same thing and you’ll all support one another.

 

How this can backfire: You want to write a novel, so you join a writing group. Terrific! People who are trying to write professionally supporting each other and giving each other valuable feedback … but is the feedback valuable? If you fold in everyone’s opinion, what happens to your original vision and your unique voice? Are these people really good writers, and is their advice any good?

 

The right community can offer support, encouragement, and valuable advice — but the wrong one can damage your work and your self-esteem along with it.

 

Finding community is tricky. You are on a journey to discover something entirely unique: yourself, your meaningful work, and your best life. The important thing is that you find the way that works best for YOU. Custom, not off-the-rack. Community sometimes drives toward sameness — there’s a right way and a wrong way. Two choices aren’t enough for you. You are looking for YOUR right way, and there isn’t a group for that. Get too entrenched in a particular community, and they may actually prevent you from growing.

 

3. Motivation. When things get tough, your friends can cheerlead you along.

 

How this can backfire: Are we looking for self-motivation or motivation from the outside? Sharing your goals brings on self-motivation to not embarrass yourself by failing in public. That’s not so great. A bit negative.

 

Then there’s the motivation you can get from others because they love you (friends, family) or they’re on the same journey (friends, community). That sounds better. Except we’ve already covered community: by definition, they’re mostly interested in an issue rather than you personally. They champion a particular way to reach a goal; they may not be so keen on helping you figure out exactly what works best for you and your family. Unless the community is  named “All About [Insert Your Name Here],” your goals and theirs are not 100% aligned. And we’ve already covered friends and family, too: As much as they may love you, their methods for encouraging you may not be what you need; in fact, they might work against you.

 

Thinking it through…

 

Do you need someone else to hold you accountable? If so, think about being your own trusted resource. Remind yourself of what you want to achieve and why. Build your supportive environment and advertise to yourself.

 

Do you need motivation? Stop and reflect often. Build a routine and habits that support reviewing your goals: keeping a journal, writing down your small wins, reflecting weekly/monthly/biannually about where you are, where you want to be, and how things are working. Ask yourself: Is this still what you want? Are you making progress? What specific steps do you need to take next? What tools do you need to take those steps? If you can’t break it down, you need to stop and figure out what comes next. If you no longer feel motivated, you need to ask yourself why. It’s no use having a group of people urging you on toward something that no longer feels meaningful.

 

Do you desire community? Don’t put all your eggs in one basket. Use different friends and groups for different things. Figure out which people leave you feeling energized and full of ideas and which leave you feeling negative and drained. Figure out what your groups and communities are good at and what they’re not so good at, and use them accordingly. Don’t fall into the trap of maintaining peace by pushing aside your own wants and needs.

 

Get this fixed in your mind: Our goals aren’t dreams. They’re plans. They’re intentions. We’re going to do the work to make them happen. We’re going to make slow but steady changes to align our daily activities with our values and goals. At some point, it’s the right time to share. At some point, we need to reach out and connect with other people. But we want to do it slowly, thoughtfully, and intentionally.

 

So what works for you — sharing your goals or keeping them to yourself?

 

For one more wrinkle, listen to Derek Sivers’ brief TED talk on the subject — he says that sharing your goals tricks your brain into thinking you already accomplished something, so it actually makes you less likely to succeed in the long run:

Repeated psychology tests have proven that telling someone your goal makes it less likely to happen.

Any time you have a goal, there are some steps that need to be done, some work that needs to be done in order to achieve it. Ideally, you would not be satisfied until you’d done the work. But when you tell someone your goal and they acknowledge it … the mind is kind of tricked into feeling that it’s already done. And then because you’ve felt that satisfaction, you’re less motivated to do the actual hard work necessary. — Keep your goals to yourself

New PBH Kids blog + Friday link round-up

Published by lori on April 19, 2013 at 10:10 AM

We’ve started a new blog sharing self-directed projects by kids of all ages: PBH Kids. We’ll be keeping this G-rated so kids can enjoy reading it, too. Be sure to check it out! If you would like to share some project work, e-mail me through the contact form. Enjoy!

This week on Facebook, some links discussing work and money. As self-employed people, my husband and I have made self-sufficiency and financial independence an important part of our family culture. One thing we discuss is the importance of knowing when you have enough:

What is wealth for? How much money do we need to lead a good life? This might seem an impossible question. But it is not a trivial one. Making money cannot be an end in itself — at least for anyone not suffering from acute mental disorder. To say that my purpose in life is to make more and more money is like saying that my aim in eating is to get fatter and fatter. And what is true of individuals is also true of societies. Making money cannot be the permanent business of humanity, for the simple reason that there is nothing to do with money except spend it. And we cannot just go on spending. There will come a point when we will be satiated or disgusted or both.” — In Praise of Leisure @ The Chronicle of Higher Education

I am reading a fantastic book called The Soul of Money, which I quoted on the PBH Facebook page:
 
“When you let go of trying to get more of what you don’t really need, it frees up oceans of energy to make a difference with what you have.” — Lynne Twist, The Soul of Money
 
This fits right in with the PBH philosophy: focus on what’s working, and whatever you pay attention to will grow. Or as Lynne says in the book, “What you appreciate appreciates.”
 
Somewhat related, what is the number one piece of advice older people want to pass along to the younger generation? Don’t work a job you hate:
 
“You know those nightmares where you are shouting a warning but no sound comes out? Well, that’s the intensity with which the experts wanted to tell younger people that spending years in a job you dislike is a recipe for regret and a tragic mistake. There was no issue about which the experts were more adamant and forceful. Over and over they prefaced their comments with, “If there’s one thing I want your readers to know it’s…” From the vantage point of looking back over long experience, wasting around two thousand hours of irretrievable lifetime each year is pure idiocy.” — What is the single most important life lesson older people feel younger people need to know?
 
I don’t believe it’s ever too late to change your life (I’m not giving up on you grown-ups), but certainly our children have the opportunity to lay out a life plan that aims toward meaning and purpose. You can gift them with freedom and choice by helping them learn to appreciate what they have (see above) and know when they have enough (see above). And how to keep their costs down:
 

“The only thing you should have to do is find work you love to do. … [W]hat I always tell kids when they get out of class and ask, ‘What should I do now?’ I always say, ‘Keep a low overhead. You’re not going to make a lot of money.’ And the next thing I say: ‘Don’t live with a person who doesn’t respect your work.’ That's the most important thing — that’s more important than the money thing. I think those two things are very valuable pieces of information.” — Grace Paley

 
Keeping a low overhead is always good advice, I think. And again that goes back to knowing when you have enough, so you aren’t caught on that besting-the-Joneses hamster wheel.
 
A nice post on honoring your work space that harkens back to creating a supportive environment for your work:
 
When you respect your work, you want to create a beautiful, clean, sacred container for it. Regardless of the size, cost or fanciness of your physical space, treat it with reverence. Pay attention to what you bring into it. Take time to clean the floor and wash the windows. Surround yourself with images of beauty and inspiration. Give gratitude to the tools that you use to do your work, and to all the masters who have come before you.” — 10 Ways to Develop a Mastery Mindset @ Escape from Cubicle Nation
 
Another great quote from that post:
 

Set boundaries. You cannot create great work if you are in a constant state of reaction. You must protect your creative work time by blocking out your schedule, turning off your phone and closing down your email.  You must protect your creative energy by avoiding “life sucking squids,” as my friend Martha Beck calls people who only care about their own edification and not about your needs or soul. As Eleanor Roosevelt said, “No one can take advantage of you without your permission.” —  10 Ways to Develop a Mastery Mindset @ Escape from Cubicle Nation

Need more help with that? Check out How to give without being taken advantage of.
 
And our PBH-related posts for this week!
 
Michelle continues her great blog series about doing PBH with her daughters:
 
“[I]f you pay close attention and build the habit of writing down all of those little things they’re doing that don’t look like the typical definition of learning activities, you’ll start to see patterns or deeper skills and connections forming. You’ll see the face of authentic learning. Subjects they research begin to show up in their play, drawings, stories, and conversations. You’ll see them learning at a much deeper level than if they had just read a few pages in a textbook and answered some questions or wrote an awkward, forced essay. It’s real. It’s powerful. And it sticks.” — Project-Based Homeschooling Q&A: Documenting and Forward Motion @ Raising Cajuns
 
Beautiful. And Lindsay wrote a great post about doing PBH with preschoolers with her own list of essential things to remember:
 

Before implementing any ideas from project-based homeschooling (PBH), the “projects” we were doing were completely adult-directed, which Marlowe really likes. PBH helped me to see that projects that are child-chosen, child-directed, and child-managed are crucial as well. Marlowe often has ideas that we never get to (ie, I never get around to helping her make them happen) or that get started but fizzle right away once the next thing comes along. The book is overflowing with ideas for how to assist children in their projects in a thoughtful way, many of which I’ll modify for this early childhood time by taking a more subtle approach. — Project-Based Homeschooling: Simple Project Work with Preschoolers @ Song & Season

And Claire wrote about introducing her children to dedicated project time:

 

I know every day won't be like today, but oh if it could be...

We got our feet wet with this new concept of “project time” today. I had talked with the boys about the idea yesterday and their enthusiasm was so heartwarming. I did have to insist that we get our regular lessons done first, but they were happy enough with that (and even got all their work done before lunch!). After a short break, it was the much anticipated “project time” and they jumped into their work with gusto. — Our first day with “project time” @ Faith, Family and Life

 

Our thoughts are with Boston this week. Peace be with you all.

Be a part of the PBH community. Project-Based Homeschooling isn’t for only one kind of homeschooler — whether you’re a classicist or a radical unschooler or somewhere in-between, all kids deserve some time to direct and manage their own learning while pursuing their deepest interests. Read the posts on project-based homeschooling. Check out the book. Look over the 10 steps to getting started with PBH. Join the forum. Chat with me on twitter. Follow me on facebook. See my pinterest boards on learning, authentic art, play, and more. Come make friends, get some new ideas, and brainstorm about your challenges.

“You want to build a family culture that celebrates and supports meaningful work. This is much more than saying the right thing — this is creating a lifestyle, a set of articulated beliefs, and a  daily routine that encourage and sustain the life you want for your family.” — Project-Based Homeschooling: Mentoring Self-Directed Learners

 

“I’m especially grateful for the shared experiences, questions, and suggestions in this forum. Already I have been able to think more creatively about some of our dilemmas and I think the idea of a tribe of families working on this makes it so much more interesting to me.” — from the PBH forum

 

How to believe in yourself

Published by lori on April 16, 2013 at 08:23 AM

This post is part of my Monday series on PBH for Grown-ups — you can see all of the posts here.

Here’s a chicken-or-the-egg for you: Which comes first, belief in yourself or success?

Can you succeed at anything if you don’t believe in yourself? Can you believe in yourself if you’ve never achieved anything?

You can see how this works with PBH. If you start when children are very young helping them deeply and meaningfully explore their interests, helping them set and remember their goals, helping them work through difficulties and find the knowledge/skills/assistance they need, then they learn very early on that if they keep at it, they will get where they want to go. They learn it’s not magic, it’s a collection of skills and habits and knowledge, and they can collect those and learn to wield them. That understanding, carried on through childhood and the teen years and into adulthood, is the path to meaningful work — the path to a life of passion and purpose.

When you help an older child get on this path, it’s not so easy. They don’t automatically believe in themselves the way a three-year-old does. They don’t have simple faith that if they want it, they can work for it and get it. They may have a set idea of whether they’re smart or stupid. They may have a set idea of what learning is. They may have lost their faith in themselves or in the adults around them. They may have begun to equate anything that smacks of educational as painfully boring and pointless. Bonus: also possibly humiliating, if they feel stupid. They may have lost their faith in you. They aren’t sure that you mean what you say; they aren’t sure they can trust you to follow through. Worst of all, they may have lost faith in themselves. They no longer believe they are smart, powerful, talented, and capable. They may have lost the joy in learning. They might prefer to avoid any situation that seems challenging, because they hate confronting their own insufficiency. They might not want to put themselves in a situation that’s going to make them feel stupid, and since every learning situation begins with figuring out what you don’t know, they may have decided they hate learning.

The most important part of getting that kid back on the path toward self-directed learning is rebuilding the trust between you. He has to trust that you are going to let him learn about what matters to him. He has to learn that you really are going to let him stay in control — you’re not going to take over, you’re not going to ruin what he loves by turning it into a unit. He has to begin to see you as a trusted resource: someone who’s going to be there for him, giving him what he needs, taking him where he needs to go, and not letting him down.

Then you begin to help him begin to believe in himself. You help him identify his interests. You help him identify his goals, and you help him break them down into achievable steps. You help him have a series of small successes — and reflect on them. He begins to see the possibilities of working on something that he cares about. He builds on that foundation of trust that you provided: it’s about him and what he wants to do, and you are going to help him make his ideas happen.

If you want to begin baby-stepping yourself toward your own success, you need to become that trusted resource for yourself. You need to learn to trust in yourself, or you will never be able to do the hard things you need to do.

(Let’s be clear about what we mean by “success” — we mean working hard at something you care about. We don’t mean Scrooge McDuck swimming in his vault of gold. We don’t mean limos and ticker-tape parades and magazine covers. We are talking about a meaningful life and the chance to apply your talents and abilities to something meaningful to you. We are talking about feeling competent, capable, and useful in a life that matters, doing work that matters.)

Whether you have supportive friends and family or not, you are always going to be your own wingman. How can you learn to trust yourself? To believe in yourself?

Ask yourself:

- Do you act in a way that is beneficial to your own long-term self-interest?

- When you set a goal, how likely is it that you’ll follow through?

- Does “now you” always screw over “tomorrow you”? (apologies to Seinfeld and night-Jerry/morning-Jerry)

- Do you keep sliding your promises to yourself to the next day while you do things for others?

- Do you like yourself?

- How well do you rate your chances at success? Would you invest in yourself?

- When you screw up, do you let yourself off the hook? Do you pile on the self-loathing?

- On a scale of 1 to 100, how committed are you to your plan? Are you leaving yourself an out?

- Do you think you’re trustworthy for others? Do you do what you say you’ll do? Do you follow through?

- How do you feel when you’re alone with yourself?

- When you think about changing your life, do you focus on your strengths or what you want to change?

- Do you think your goals are achievable?

- When you make a “to do” list, how often do those things actually get done?

- Do you talk about your plans more than you actually work on them?

Are you a trusted resource for yourself? If not, maybe you need to build up some trust in yourself — so you can believe in yourself enough to accumulate some small wins. Those small wins will form the foundation of your future success. Chicken, egg — the important thing is to get the gears turning. A little bit of trust, a little bit of success. They feed each other, and they help each other grow.

How to build trust in yourself:

- You can’t build trust without giving yourself the opportunity to succeed or fail. Get in the game. Stop planning, stop researching, and try to choose action every day.

- Build up a balance sheet of small wins. Break down big goals into achievable tasks. Start small: set ridiculously small goals and then meet them. Then slowly ratchet them up. It’s more important that you work every day (achievable) than work for three hours a day (difficult). Use the time you have.

- Cultivate self-respect. Stop the negative self-talk. Stop focusing on everything you’ve ever done wrong and focus instead on doing something right. Would you trust someone you didn’t respect? Start becoming a person you can believe in.

- Own up. Don’t waste time making excuses. When you mess up, just accept it, call it what it is, and forge ahead. Every time you make an excuse and lie to yourself, you’re throwing another shovel of dirt on top of your self-respect. You’re making it that much harder to move forward. Plus, no one trusts a liar — even if the liar is yourself.

- Believe things can change. Don’t beat your head against a wall. If you just can’t write an hour a day, try a half an hour. Try 15 minutes. If you just keep excusing yourself and don’t change anything, you’ll keep getting the same poor result. You have to change one of the parameters. Either make the goal smaller or try something else, but don’t just keep repeating behaviors that don’t work.

- Keep a journal or daily log. It doesn’t have to be full pages of handwritten text. You might use a calendar. But jot down what you’re achieving. Keep track of your small wins. Write down the minutes you worked or what you achieved. Start focusing on the positive and make as much of it as you can. Focus on your progress, not your failure. Whatever you award with your attention will grow: pay attention to what’s working.

- Ease off the pressure. What you want is a solid foundation to build on. If you press yourself to hurry, hurry, hurry, all you’re going to do is fall apart. Yes, it can feel terribly slow to start with so few minutes a day of real work when what you really want to do is rocket your way to success. But success isn’t a magic trick. You are building something significant and you want it to be solid and strong. Learning to trust yourself means making a series of very deliberate and reasonable steps. Slow and steady wins the race.

- Pay attention to small choices. If you always have big plans for the future but make choices today — this morning, this afternoon, this evening, this hour — that don’t align with your goals, then your plans will never come to fruition. If you make small choices right now that do align with those goals, then you will slowly but surely advance.

- Wait to commit until you make a declaration of intent. Every time you let yourself down, you solidify your opinion of yourself as untrustworthy. The less you believe in yourself, the less likely you are to work hard for yourself. Why should you give up a doughnut this morning when you know you’ll just eat one tomorrow morning and the morning after that? Why should you sit down and work for 15 minutes this afternoon when you know you’ll just skip it tomorrow and the next day and eventually whatever you did today will end up in a drawer with all your other false starts? Instead of bumbling along in fits and starts, take a pause and either really commit and do it or don’t — because if you keep letting yourself down, you’ll never learn to trust yourself.

Learning to believe in yourself is much more than a flowers and rainbows moment where you look in the mirror and chant affirmations. Lack of trust in yourself is like a boot on your car, keeping you from going anywhere. Doubt eats up time. Doubt keeps in you in the planning stage forever, endlessly weighing options. Doubt delays taking risks. Doubt is afraid to fail, so it puts everything off until tomorrow or next week or next month.

Becoming a trusted resource for yourself is just like becoming a trusted resource for your child. It’s about focus and attention. It’s about commitment. It’s about realizing that how you support yourself is vitally important.

Start earning your own trust. Start becoming someone you can believe in.

Glossary:

American-style boot on car

wingman

Friday link round-up: Project-Based Learning and PBH in action

Published by lori on April 12, 2013 at 02:58 PM

 

When you let go of trying to get more of what you don’t really need, it frees up oceans of energy to make a difference with what you have. — Lynne Twist

This week on Facebook, some great links about project-based learning…

“As far as project-based learning is concerned, it may well be that those who were forced to sit in neatly aligned desks all day every day during their school years will see this approach as “nonsense.” They were accustomed to having information force-fed to them only so that they could regurgitate it on tests. But anyone who understands child development — and brain-based learning — knows that pursuing one’s interests results in truer, deeper learning. That hands-on, inquiry-based approaches stimulate the mind and the soul and will serve our children, now and in the future, far better than the expectation that there is only one right answer to every question.” — What If Everybody Understood Child Development?

and

We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don’t understand the relevance of what they’re being taught. We’re rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don’t know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.” — Nine Tenets of Passion-Based Learning @ Mind/Shift

Another quote from that article:

Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. … [S]tudents work harder with people who matter to them.” — Nine Tenets of Passion-Based Learning @ Mind/Shift

This is why we need to be active, engaged learners pursuing meaning and purpose — so we can help our children do the same. (Check out the PBH for Grown-Ups series — now with 15 articles to help you live the life you want to help your children live.)

And now some lovely PBH-related posts…

It literally took me years to trust in children’s genuine, deepest desire: to learn and discover. Once I got over the mentality that learning could only take place with a teacher hovering and a worksheet presented, I finally noticed the magical learning that had been taking place before my eyes in a more quiet and natural way.

And once I did let go of my fears of trusting my children in their own exploration of life, they flew.” — Letting Go… and Learning @ The Sleepy Time Gal

Michelle is continuing her great PBH series:

“I try not to let my mess or lack of space or natural lighting bother me too much. Ok, it still bothers me, but I don’t let it stop me. That’s the key. Look at your mess. Acknowledge your mess. (It has feelings, too, you know.) Tell your mess, “I hear you; I see you,” and MOVE ON. Clear a tiny space for five minutes today. Throw five things in a giveaway bag tomorrow. Baby step your way to a better environment, but don’t wait for the perfect creative space to get started!” — Project-Based Homeschooling Q&A: Supplies & Environment @ Raising Cajuns

And

[F]ocusing a little attention on your environment is worth the small investment of time. It breeds creativity and inspiration. — Project-Based Homeschooling Q&A: Supplies & Environment @ Raising Cajuns

This is the upward spiral — you don’t have to do it all at once. Just get started.

Carrie is sharing great project work by her young daughters:

“One of the things that popped out during my first read of Project-Based Homeschooling is Lori’s advice not to take field trips just for the sake of taking a field trip. … It’s simply not necessary. It’s more important to tailor our days to meet our kids where their interests are, and to give them long stretches to occupy themselves and develop their own interests, and to work on their projects. Time to wonder, imagine, dream, scheme, and make.” — Bugs & Bones @ Carrie Mac

Finally, a nice article on the topic of screen time, which I know is still a hot topic for many:

“[S]ometimes you’re watching because you meant to, with an intent to learn. … And that feels different. And you do all KINDS of different things on the computer, right? … This ‘what are you thinking/planning’ question has since become a staple of our family conversations around screentime. And Mr. D has started to make the case that sometimes, his screen time is not only not in the junk food category, it’s actually in the brain food category. … Once we started leaning towards thinking about screen time in these more specific terms, then we started talking about lots of things in terms of whether they represented a brain workout or not, and which kind of workout was more challenging.” — Junk Food, Brain Food, Soul Food @ Connected Learnings

Have a great weekend, and see you next week!

Be a part of the PBH community. Project-Based Homeschooling isn’t for only one kind of homeschooler — whether you’re a classicist or a radical unschooler or somewhere in-between, all kids deserve some time to direct and manage their own learning while pursuing their deepest interests. Read the posts on project-based homeschooling. Check out the book. Look over the 10 steps to getting started with PBH. Join the forum. Chat with me on twitter. Follow me on facebook. See my pinterest boards on learning, authentic art, play, and more. Come make friends, get some new ideas, and brainstorm about your challenges.

“To learn how to do, we need something real to focus on — not a task assigned by someone else, but something we want to create, something we want to understand. Not an empty exercise but a meaningful, self-chosen undertaking.” — Project-Based Homeschooling: Mentoring Self-Directed Learners

“My kid is just a regular kid, and neither he nor I do this PBH stuff perfectly. But I’m so impressed with how well it’s fallen together, and how much he’s been able to learn, and how it really does work like it says in the book.” — from the PBH forum

How to give without being taken advantage of

Published by lori on April 9, 2013 at 09:02 AM

This post is part of my Monday series on PBH for Grown-ups — you can see all of the posts here.

The point of PBH is to teach kids how to direct and manage their own learning — and by extension, their own lives.

It’s to learn from the outset that learning is for you to do things that matter to you. It’s to learn what you can do with your interests and talents and how you can make a contribution to the wider world.

To focus on what’s meaningful, we move from randomness to deliberate action.

Giving your child a lot of isolated, one-off experiences (say, with weekly themes or random field trips) is like giving her one plastic brick, one wooden block, one gear, etc. She has a handful of things to construct with, but what can she make? The pieces don’t fit together. Your child can’t combine them to make something meaningful. — Project-Based Homeschooling: Mentoring Self-Directed Learners

To be successful, we move from intention to habits, routines, and strategies.

As adults who want to replace randomness with deliberate action, we have talked about

- learning to use the time have,

- remaking our surroundings so they reflect what we want to be and do,

- exploring to find our deepest passion and our purpose,

and more. So today we’re going to talk about reclaiming some of the time that we give away to others, not because we don’t want to give, but because we want to give thoughtfully and purposefully.

Because a big part of PBH is sharing what you know and making a contribution, community is essential. That includes our friends and family, our colleagues and collaborators, our teachers and mentors, and our larger community where we do field work and look for ways to share our work.

What we want to do is make room for purposeful sharing and contributing by eliminating some of the random giving we do now. We want to reclaim some of our time that others may be using for things that don't matter as much to us and use it for things that do.

Our aim is to be kind and generous without being taken advantage of or taken for granted.

Do you have some time you need or want to reclaim? Do you

- have trouble saying no to people?

- always put other people first?

- put off activities with intangible or long-term benefits in favor of ones where the reward is immediate and obvious?

- need to be liked (by everyone)? (or feel very uncomfortable when people are unhappy with you?)

- feel selfish if you say no when you could say yes?

- rationalize that you have more time, more money, more freedom than other people — and like Spiderman, your greater gifts require greater responsibility?

Remember: we're not talking about not giving — we’re talking about giving in a purposeful, deliberate way. We’re talking about sharing your specific talents and abilities in a way that is meaningful and fulfilling to you.

Some people react to the idea of self-directed learning like this:

“What?! Kids doing stuff they want to do? That sounds like fun to me. Kids who are just having fun will never learn to work hard! They’ll just goof off all day!”

Actually, kids who connect learning with their authentic interests are more likely to work hard. This attitude that “it ain’t really learning if kids are having fun” transfers to the area of giving. Is it really giving if you’re not suffering? Yes. It is. Giving deliberately doesn’t mean everything you do is full of carnival fun. It means that everything you do is steeped in meaning. You can man the cake-walk table at the PTA carnival for the seventh year in a row and walk away feeling nothing. You can spend a day hauling garbage out of a river and feel like a superhero. Or vice-versa. Meaning makes the difference.

If you’re stuck in a pattern of saying yes to things you’d secretly like to say no to, it’s time to lay in some new strategies for more purposeful, meaningful giving.

Be purposeful. Build in a pause before saying yes. Prepare what you're going to say every time someone asks you for something:

“I have a lot of commitments right now. I would love to say yes but I need to look at my schedule and get back to you.”

There are people and situations you already know are going to be extra-challenging. There’s the person to whom you have never managed to say no (whether it’s a relative, a friend, or someone at church). There’s the situation where you always end up buckling under pressure.

If you know this is an issue for you, then you know you’ll be facing it again sooner or later. Be prepared. Script your responses. The French have a phrase, “l’esprit de l’escalier,” meaning “stairway wit” — that situation when you think of the perfect thing to say when it’s too late. “So, when you do the cake walk this year…” “Actually, I won’t be able to do it this year.” “What?! But you always do it! We just assumed you would do it again. Now it’s too late to get someone else.” L’esprit de l’escalier answer: “Well, since I’ve done it four years in a row, I just *assumed* someone else would do it this year.” Real-life response: awkward stammering. Scripted response: “I’m sorry, but I’ve already committed to something else.”

When you decide to help someone out, contribute time to a cause, or say yes to a commitment, take time to think it over first (even if you’re sure you’re going to say yes). Say to yourself, “I am deciding to do this. It is my choice.” If you really want to say no, then say no. It’s hard — but it’s not as hard as living a life where you’re constantly at the disposal of whoever needs you to do something no one else will agree to do.

Help when you really want to help even when it’s difficult. The odd thing is, even while we’re reluctantly saying yes to people we wish we could say no to, we sometimes are saying no to things we’d really like to do. Often, it’s because a strong personality is shoving their problem in our face while the giving we’d like to do is more long-term and no one is rallying behind it. If someone is pressuring you to help out with an event, it’s an easy thing to say yes (even if you don’t want to do it, even if you’ve done it the last ten times and there are plenty of people who could step up) because it will make this person happy and you know exactly what you need to do. Whereas there might be a need elsewhere that you really feel pulled to, but it’s more complex; there are more steps involved, and there’s a less clear-cut path toward success. You might not be quite sure what you need to do to make it happen. So you push that off (over and over again) and agree to man the cake-walk table at the PTA carnival again.

Don’t feel bad when you say no. If you are the go-to guy for solving everyone’s problems (because you always say yes), then you’re going to be very, very busy working on other people’s priorities. We’re not talking about converting from being an awesome giver to being the most selfish person in town. We’re talking about converting from being an awesome giver of random services to whoever asks first to deliberately and purposefully giving where you think it counts the most.

Don’t feel ashamed when you’re taken advantage of. Sometimes you get taken. Sometimes you say yes and then you realize you got taken advantage of. Someone asks you for a favor and seems desperate and even though it’s difficult, you say yes, then later you find out there was no emergency and you wrecked your day (or your week) just because they didn’t want to inconvenience themselves. This happens to most of us at some point, and it happens to most of us more than once.

Making the wrong call and being taken advantage of is upsetting — but the shame storm you experience afterward can linger for a long time. And it doesn’t help you avoid being taken advantage of the next time — in fact, feeling shame can lead to saying yes again because you desperately want to feel good about yourself.

When someone takes advantage of you, shake it off, put the blame where it belongs, learn from it, and tell yourself that next time you’ll use the pause. There are a lot of takers out there, and they are expert at getting what they want from the people around them. They are like pickpockets who’ve been practicing every day for years; they’ll have your wallet and be strolling away eating an ice-cream cone before you know what happened. Instead of blaming yourself and sinking into a morass of self-loathing, put your money in your shoe. Meaning: no more automatic yeses. Make them work hard enough for it and they’ll move on to an easier target.

Redraw the lines with people who’ve been taking you for granted. Whether it’s a family member, a friend, a neighbor, or someone you work or volunteer with, you CAN change the ground rules. Maybe you shoveled your elderly neighbor’s driveway because you wanted to be nice but now she expects you to do it every time it snows — and meanwhile you found out she has plenty of money and hires people to do her gardening … and her adult son lives with her and watches you shovel her snow. Maybe your friend asked you to take her kids on a teacher inservice day and now she just assumes you’ll always take them — and you’d really rather not. Maybe your siblings assume that since you’re home with the kids, you should be the one to shuttle your elderly parents to their doctors’ appointments — but they don’t step up in any other way, leaving you to shoulder most of the burden. There are a million little ways you can accidentally fall into a pattern where over time you realize you’ve committed to something that you really don’t want to do. The main reason it continues is because to break the pattern you have to have a difficult conversation. In general, we all hate those and would go to great lengths to avoid them. But remember: That time you’re giving away is time you could be using to do things that really matter to you.

Define yourself, your motives, and your values. Don’t let other people define these things for you. Don’t fall for the compliment (“You’re so awesome — I don’t know what we’d do without you”) that really means “We knew you’d do it — you always say yes even when you don’t want to.” That’s not really a compliment. Don’t fall for the insult (“We really thought you’d care more about the children/church/neighborhood/earth”) that really means “I’m annoyed that I have to go find someone else; I heard you were a soft touch.”

Know who you are. Know what you care about. Know what you want to do with your time, your money, and your energy. Be thoughtful about where you invest yourself. What other people think about your decisions is not something you need to spend time worrying about. Worry about whether you’re living your values.

It’s okay to keep something back for yourself. We ladies seem to have a special problem with stopping giving until our pockets are turned inside-out — and we’re the pocket. We give to our spouses, our children, our family, our friends, our church, our job, our community, and we don’t stop until we’re a shreddy little shred. It’s trendy right now to talk about “self-care” — taking care of ourselves, giving ourselves the oxygen first, etc. But we’re not talking about taking a yoga class or getting a mani-pedi. We’re talking about believing that our lives are supposed to have purpose and meaning.

In order to figure out who you are and what you have to give, you need to make room to learn about yourself, acquire knowledge, and build skills. In order to live a life of passion and purpose, you need to clear out the random things that fill your day, your week, and your year. You need to replace that randomness with deliberate, thoughtful action.

It can be a little addictive to say yes. You can form an identity around being the go-to guy, the one who always helps out. Saying no sometimes and making room to figure out what you really want to do — that’s the harder work. And that’s what we’re here to do.

“How to Start a Project Group” + Friday Link Round-Up

Published by lori on April 5, 2013 at 12:46 PM

First news first, if you have any interest in starting some sort of project or PBH-related group, please check out “How to Start a Project Group” and let me know if you have additional questions/feedback. After everyone has had a chance to give input, I’ll add any additional material and then make it available as a downloadable PDF.

And now, this week on Facebook

I shared another post on how our kids may have to invent their own jobs:

“Today … because knowledge is available on every Internet-connected device, what you know matters far less than what you can do with what you know. The capacity to innovate — the ability to solve problems creatively or bring new possibilities to life — and skills like critical thinking, communication and collaboration are far more important than academic knowledge. As one executive told me, ‘We can teach new hires the content, and we will have to because it continues to change, but we can’t teach them how to think — to ask the right questions — and to take initiative.’” — Need a Job? Invent It @ The New York Times

We already quoted the same writer on the same subject back in 2011:

[The fastest growing companies in the world] are all looking for the same kind of people — people who not only have the critical thinking skills to do the value-adding jobs that technology can’t, but also people who can invent, adapt and reinvent their jobs every day, in a market that changes faster than ever. — Invent, adapt, and reinvent

More of this kind of discussion here:

What’s needed most are a set of educational practices — whether in the context of the traditional liberal arts, a technical program, or something in between — that empower students to seek knowledge independently, to collaborate, follow their passions and to connect their knowledge with the real world.” — In a Time of Change

If so-called “soft skills” are what employers will really be looking for, maybe artists will be highly valued:

“Many people see artists as shamans, dreamers, outsiders, and rebels. In reality, the artist is a builder, an engineer, a research analyst, a human relations expert, a project manager, a communications specialist, and a salesman. The artist is all of those and more — combined with the imagination of an inventor and the courage of an explorer. Not a bad set of talents for any business challenged to innovate in a world of volatility, uncertainty, and change.” — Is an MFA the New MBA? @ Fast Company

Dawn pointed out this sounds like Dan Pink:

“The last few decades have belonged to a certain kind of person with a certain kind of mind — computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very different kind of mind — creators and empathizers, pattern recognizers and meaning makers. These people — artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers — will now reap society’s richest rewards and share its greatest joys.” — Dan Pink, A Whole New Mind

I shared a couple of great posts this week on doing less so you can accomplish more of what matters:

“You can’t please everyone. When you’re too focused on living up to other people’s standards, you aren’t spending enough time raising your own. Some people may whisper, complain, and judge. But for the most part, it’s all in your head. People care less about your actions than you think. Why? They have their own problems! However, when you do get the stink eye, it’s because folks are jealous of the gutsy risks you take. They’re too scared to look in the mirror and take action. Thicken your gorgeous skin and move on.” — Do Less and Live More @ Positively Positive

And:

“[T]hinking, if done properly, requires uninterrupted focus… In other words, it takes time. And that time will only be available if you carve it out for yourself. Conversely, if you don’t take the time to think proactively you will increasingly find yourself reacting to your environment rather than influencing it.” — The Importance of Scheduling Nothing

This reminded me of one of my own posts:

Not only does your attention reveal so much of what is happening all around you, but it creates a dynamic that pulls your children in and feeds their desire to work. When you pay attention to their work, when you provide them with the space and materials they need, they respond by doing more of what you are paying attention to — your attention to what matters becomes a self-fulfilling prophecy.

 

Rather than praise or coercion, you are simply making space to focus on something. And your focus and attention are worth more to your child than all the praise and coercion in the world. So they are drawn to doing more of what earns your attention.

 

How do we begin? By clearing a space. — White Space as a Learning Tool

It’s about being deliberate and intentional — dedicating time to your priorities.

And this one:

Refilling the well, being inspired, making connections, reflecting … these aren’t things that are easily acknowledged and checked off a list. They need time — empty, unfilled, unscheduled time. White space.

Without the white space, there’s no balance.

Rather than thinking about quantity — of ideas, of experiences, of work produced — we need to think about quality. Spending more time doing less, so we can do better and appreciate more. A single experience, really and truly had and understood, is more valuable than weeks and weeks of rushed, unconnected, random experiences.White Space

As Randall Degges writes in this post, you might find more time by sacrificing something that doesn’t matter as much:

A great way to free up your time to work on something new is to give something up. Instead of optimizing every second of your day (which is do-able, but very difficult to maintain), I believe the better option is to make a sacrifice. … Instead of focusing on the killing aspect, I’ll try to focus on how this is a good move for me right now, and how life’s too short to focus on everything and accomplish nothing.” — Sacrifice

You might have to practice some good quitting.

Some great PBH-related stuff to share this week!

Michelle wrote a great post about getting started with PBH:

“I think project-based learning is a natural way of learning, so in some ways we’ve always done this. When my oldest was two and was obsessed with dinosaurs and we came home with stacks of dinosaur books each week that she picked out … that was PBL (project-based learning). When we wanted to adopt a new dog and researched his breed and bought a book on teaching dogs tricks … that was PBL, too. It’s all about finding an interest, feeding it, finding ways to dig deeper, and sharing what you learn. It’s the kind of learning that attracted us (and many of you, I’m sure) to homeschooling in the first place. It’s something we were already doing in small doses. We just shifted to doing more of it.” — Project-Based Homeschooling Q&A: Getting Started @ Raising Cajuns

I loved what Sheri wrote about the big differences you can see from making small changes:

“As I sit here tonight, I wonder about what in our environment changed so that the latch could be lifted and the floodgates of imagination could burst open. Not that our house is void of imagination — I do recognize its presence daily. What was different was my place amongst all the scheming. I was no longer a passive participant, barely noticing the words and ideas making up the constant chatter that surrounds me. I was actively listening.” — The day grand plans were made @ Rookie Homeschooling Mama

Carrie shared her three-year-old daughter’s inspiring work on her snail project:

Esmé’s bug and snail knowledge is building, and her confidence as a young entymologist is blossoming too. She has a focus for her art, her photography, her writing, her research, her make-believe. It’s not all snails and bugs at our house, but it definitely is an ongoing interest that results in knowledge acquisition in just about every subject that I can think about; math, writing, biology, history, art, literature, caretaking, sharing, cooperation, physics, empathy, and more.

Interest-led learning, brought to life.” — Snails, season II @ Carrie Mac

And that’s what PBH is — a child’s intense interest provides a focus point for her learning so that everything comes together to make a layered, complex understanding. This is authentic, organic multidisciplinary learning!

Heather’s kids do so many awesome projects — I love this post about how her daughter’s sharing her work turned into an even bigger opportunity to contribute to her community:

Her source book suggested finding a place to “carry” her zine for distribution so on our next trip to the library, she asked the librarian if they would put her zine out for patrons to take. Our little library has had many staff changes in the last year, so we don’t know these ladies as well and we weren’t sure how the request would be received. Providentially, she asked the right person. She’d asked the new children’s librarian who was delighted to carry The Artist’s Palette at the circulation desk. … Additionally, the children’s librarian asked her on the spot if she would agree to teach kids how to make Zines at the summer library program’s craft hour. R is so excited about this! — Behind the Scenes, the World of Zines @ Blog, She Wrote

So much good stuff to share this week. Hope everyone has a great weekend!

Be a part of the PBH community. Project-Based Homeschooling isn’t for only one kind of homeschooler — whether you’re a classicist or a radical unschooler or somewhere in-between, all kids deserve some time to direct and manage their own learning while pursuing their deepest interests. Read the posts on project-based homeschooling. Check out the book. Look over the 10 steps to getting started with PBH. Join the forum. Chat with me on twitter. Follow me on facebook. See my pinterest boards on learning, authentic art, play, and more. Come make friends, get some new ideas, and brainstorm about your challenges.

“Children, even when very young, have the capacity for inventive thought and decisive action. They have worthwhile ideas. They make perceptive connections. They’re individuals from the start: a unique bundle of interests, talents, and preferences. They have something to contribute. They want to be a part of things.

 

It’s up to us to give them the opportunity to express their creativity, explore widely, and connect with their own meaningful work.” — Project-Based Homeschooling: Mentoring Self-Directed Learners

My children are thriving now where before I could see some struggling and frustration. It’s been fun for me too! We learn and grow together now and there’s nothing boring about our days.” — newest review of Project-Based Homeschooling: Mentoring Self-Directed Learners

 

Friday link round-up

Published by lori on March 29, 2013 at 12:55 PM

Hello and happy Friday! This week’s Facebook link round-up commences … now.

You probably already know my take on screen time (you can read about it here and here). I really enjoyed this writer’s thoughtful exploration of the topic:

On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets like precision surgical instruments, gadgets that might perform miracles for their child’s IQ and help him win some nifty robotics competition — but only if they are used just so. Otherwise, their child could end up one of those sad, pale creatures who can’t make eye contact and has an avatar for a girlfriend.” — The Touch-Screen Generation @ The Atlantic

Fantastic article about how to change the story and make positive errors:

Scientists call it the ‘sweet spot’ — that highly productive zone on the edge of our abilities where learning happens fastest. The problem, of course, is that the sweet spot doesn’t feel sweet. In fact, it feels sour and uncomfortable, because being there you have to take risks and make mistakes. And most of us hate making mistakes.

Basically, we’re allergic.

But what’s kick-assingly powerful is when somebody finds a simple way to reverse that allergy.

[C]oaches and parents are storytellers. Their job is to create an emotional safe zone where players can go to the edges of their abilities and then beyond.” — How to Overcome Fear of Mistakes: One Coach’s Story @ The Talent Code

“Changing the story” reminded me of Donald Miller’s book, which I quoted quite a while back on Facebook (before I started doing these round-ups):

If you watched a movie about a guy who wanted a Volvo and worked for years to get it, you wouldn’t cry at the end when he drove off the lot, testing the windshield wipers. You wouldn’t tell your friends you saw a beautiful movie or go home and put a record on to think about the story you’d seen. The truth is, you wouldn't remember that movie a week later, except you’d feel robbed and want your money back. Nobody cries at the end of a movie about a guy who wants a Volvo.

But we spend years actually living those stories, and expect our lives to be meaningful. The truth is, if what we choose to do with our lives won't make a story meaningful, it won’t make a life meaningful either.A Million Miles in a Thousand Years: How I Learned to Live a Better Story

I usually take a pass on articles talking about how public education isn’t making the grade (they usually have titles that incorporate puns), but I couldn’t resist this description of Education 3.0 — because it sounds just like PBH:
“Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. ... [Education 3.0] is self-directed, interest-based learning where problem-solving, innovation and creativity drive education.” — Jackie Gerstein
Kudos to people who are working hard to bring the opportunities to public school students that homeschool students already have! (Although not all homeschoolers take advantage of those opportunities…)
 
Along those same lines…
We teach kids to do all sorts of things, but we don’t teach them to think about things in the inventive way — and why don’t we? It’s something you should be alert for from earliest childhood. You should be conscious that when you do devise something, when you fill a gap, you have invented. I’d love to see kids thinking in that way, and growing up to be adults that think in that way… that solve their own problems, and acquire stuff for themselves that they want, whether or not it can be bought off the shelf.” — Saving the Inventive Way of Life @ InventiveMax
In that same vein, I shared this quote:
“Thinking means concentrating on one thing long enough to develop an idea about it. Not learning other people’s ideas, or memorizing a body of information, however much those may sometimes be useful. Developing your own ideas. In short, thinking for yourself.” — William Deresiewicz
We could save a lot of time — and increase our learning ROI exponentially — if we just paused before selecting an activity for our kids and opted instead to make choices that allow them to develop their own ideas.
 
I loved this article on how positivity and generosity relate to succeeding in life — and if you’ve read Heather’s post about me then you know where I fall on this subject as well:
The greatest untapped source of motivation … is a sense of service to others; focusing on the contribution of our work to other peoples’ lives has the potential to make us more productive than thinking about helping ourselves.” — Is Giving the Secret to Getting Ahead? @ The New York Times
I have much to say on this subject but I think I’ll write a post about it.
 
Shelli wrote a post about doing PBH this week and identified the key principles as she sees them:
“[A]ll these elements work together to create this lifestyle of learning. Project-based homeschooling is like putting together a puzzle. It doesn’t matter which piece you start with, but as you lay them all on the table, you’ll start to see how they fit together to make the whole picture.” — What Is Project-Based Homeschooling? @ Mama of Letters
And now I want to share with you a testimonial from the PBH forum — I hope you find it inspiring!

I started this PBH journey a few months ago with my 4 year old, and in my project notes and my questions on this forum, I can find records of me struggling with all the PBH things it seemed like he wasn’t doing. He didn’t focus on anything real, and then he didn’t identify questions or do research, and then he didn’t make things, and then he didn’t improve his work or problem solve, and then he didn’t share his knowledge, etc...

But now, after a few months, I don’t have anything to worry or complain about any more. My kid is just a regular kid, and neither he nor I do this PBH stuff perfectly. But I’m so impressed with how well it’s fallen together, and how much he’s been able to learn, and how it really does work like it says in the book. :)

We have some adult friends staying with us for a couple days, and seeing him share his knowledge of prehistoric creatures with them has really impressed me. He’ll walk over to the wall to show off his artwork (much more detailed than a few months ago), and talk about it … And when they have more questions, instead of just always making up an answer, he’ll go to one of his books, find the right page and research something … using the pictures and his memory. And he’s constantly pushing the edges of his knowledge and figuring out what can be looked up on Wikipedia or Google Images. …

I think my family is now thoroughly hooked on this approach.

Yes! Learning to mentor your children to become self-directed learners doesn’t happen overnight, but it is well worth the effort.
 
Thank you to everyone who has e-mailed, left an Amazon review of the book, or shared their small win in the forum — your feedback is immensely appreciated! Now go have a great weekend.

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