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How A Candy Conflict Between Siblings Revealed My Parenting Mistakes

It started like this. M saw a bunch of candy on the dining table and asked me if she could have one.  I knew they were her brother’s, given to him by his English teacher for a piece of writing done well. So I told her to ask her brother for permission instead, which she did directly.

“Ooookaay,” he said, albeit a little grudging. After gobbling it up, M then asked C if she could have another one. This time, it was a firm ‘No’. So M came back to me, in a voice like a wounded kitten, to lament that her brother wouldn’t share his candy even though he had so many more.

All this while, I was in the kitchen, washing some dishes. I turned back and saw that there were about 5 more candy on the table. It was just the Fruit Plus chewy candy, a common type of candy that the children often received from friends or relatives. Seeing how sad she looked, I thought of a win-win solution. I proposed this: if C could give M one more candy now, I would buy a new pack for them both at the supermarket the next day. There, now both children would get more candy than they asked for.

Lo and behold, my proposal triggered an immediate explosion in the brother. “M is always taking my candy. And you always help her!”

Wow. Where did that come from? My blood pressure started to rise. However, I was unwilling to get into an argument with my son so I told him it was fine if he didn’t want to share. Instead, I consoled my daughter. I would get her some Fruit Plus the next day.

“Now she gets candy for nothing,” came C’s next outburst. My immediate thoughts were that my son was ungenerous and petty, creating a storm in a teacup. Just as I was about to voice out those criticisms, years of cultivated Mummy instincts pulled up the emergency brake and put a stop to my words. I let out a sigh, stopped what I was doing, sat by my boy, and asked, “What made you say that?”

The next half an hour was spent listening to and clarifying C’s grievance. Dear parents, do you know what parenting mistakes I made? Between garbled and childish expressions, here’s what I made out.

The candy was a reward for his good performance. He deserves to enjoy them all himself. By forcing him to share, I was undermining his sense of pride and achievement. Why should his sister, who had no part in his hard work, partake in his reward? Buying him a new pack of candy was simply to make up for his loss. It held no meaning to him as it was never about the number of candies. A new pack would not carry any of the praise that came with those his teacher gave him.

He had a point. If I received a bonus at work for good performance, I would not be happy too if someone asked to share my money. There was no fairness in giving away some of my bounty to anyone just because I had much and someone had none.

Buying his sister candy also added to his hurt as she was getting candy only because she needed to be consoled for the brother’s refusal to share, not because she had done anything to deserve them. The brother was made out to be ‘the bad guy’ for not sharing. This was inconsistent with what I said about it being ok not to share.

This point of view was valid too. I was indeed making up for my daughter’s disappointment. By doing what I did, my actions was at odds with my words. Also, I wasn’t teaching my son generosity. Sharing needed to come willingly from his heart. I’ve simply associated sharing with resentment for his sister.

Giving also seemed to encourage the recipient’s greed. C was worried that if he gave an inch, his sister would take a mile, which this incident proved. Not satisfied with one candy, she asked for another. She even lobby for parental support and I was showing favourtism when I negotiated on her behalf. If she got what she wanted, she would continually ask for more each time.

M wasn’t a sly and greedy little girl. In her naïve mind, she just didn’t understand why her brother, who had many more candies, couldn’t give her another one. However, and I hated to admit this, the brother’s assumption was valid too. I could have taught M to be contented with what she got since her brother already gave her a candy. I could have taught her to respect what belongs to her brother.  I could have offered M another type of candy we have at home to satisfy her sweet tooth. Instead, I indulged her desire for her brother’s candy. This could indeed lead to more covetousness in future. Woe befalls me if I’m the sinner who is the genesis of greed in my child!

    After hearing all this, what could I do but to humbly apologise to my son that it was my fault for causing him hurt and anger. The next step was to heal the bad blood between brother and sister by helping both understand the other’s point of view. Upon deeper reflection, I realise that I have been too eager to make my daughter happy and neglected the values I transmitted. I’m also reminded to think through my parental involvement in sibling conflicts more carefully, as to whether my actions would promote sibling love or discord.    

    For The Child to Achieve Long-term Goals, Focus on Immediate Rewards

    “What reward do I get for finishing the revision work?” C asked about the revision work I had set him. At home, other than regular homework set by the school, I often set him revision work for each subject using assessments bought in book stores.

    Whenever my son asks this kind of “what’s in it for me” question, I know it is a work he dislikes. There is little motivation for him to do it. So what will you do as a mother? Will you explain to him the importance of regular revision to achieve good results? Or will you give him the reward his asks for once he finishes the work?

    Conventional wisdom suggests that parents should use more intrinsic motivation instead of extrinsic motivation to help children achieve their goals. This is because intrinsic motivation gives one a greater sense of autonomy and satisfaction. One pursues an activity because he finds enjoyment in it and sees it as an opportunity to learn, and actualize his potential.

    But seriously, how many children have the maturity and foresight to appreciate long term outcomes like better jobs and better health when even adults struggle with it? This is why the article I read recently, ‘Focus on right now, not the distant future for long-term health goals’ by Kaitlin Woolley and Paul Stillman, has given me fresh insights about why short-term rewards work. In a nutshell, focus on immediate, short-term rewards to motivate children to work towards long term goals.

    The article got me thinking about the issue of motivation. For a child who naturally enjoys drawing, it is not difficult to find the (intrinsic) motivation to learn more difficult techniques and practice regularly. However, there are many things that children find dull and tedious in school and at home but still need to do them. A child may hate Math but he can’t escape from doing regular practices to master the concepts taught. A child may hate a household chore but still needs to get it done. Finding the motivation to complete necessary but unenjoyable tasks is a life skill that can be carried to adulthood.

    My son finds piano practice a drudgery, however, music is a really good pursuit to teach children discipline and the importance of daily effort. Each time he mastered a piece of music, there is satisfaction in seeing the results of his labour. Nevertheless, it does not mean he has developed a passion for music. This year, I plan to motivate C more to do the tasks he needs to complete with better immediate rewards. He understands the benefits and rationale behind the things he needs to do. However, getting good results at the year-end is a goal too far away for a 10-year-old to appreciate. Getting 30mins extra screen time though, for completing 10 extra Math sums is near enough to tantalise him. He is putting on weight. But who knows how many weeks of exercise it will take for him to lose 1 kg? He is more motivated to run 2km with Mummy if he gets a reward right after.

    I tend to be punitive, like cutting screen time if he doesn’t finish a set task. That really upsets C. He would be in a totally bad mood as he drags his feet to get to work. So I hope to shift away from consequences and punishments, instead, use more rewards and praise to motivate him.

    We’ve had a conversation about what would motivate him for different tasks. It’s a collaborative process. At our rewards chart, we agree that he gets a star for tasks he complete. When he has accumulated 30 stars, he gets a prize. He gets extra credits when he puts in extra practice at the piano longer that the expected duration, does extra household chores or exercise. Since he loves Pokemon cards, figurines, lego and online games, these can be set as rewards.  I’ve also encouraged him to negotiate with Mummy if a task set is too much to handle, or whether he needs more time etc. This is so that he sees the tasks as achievable instead of impossible.

    Deep down, every child wants to do well. However, it is hard to put in the work to achieve success. And when a child tastes success, I’ve learnt that we must intentionally point to their effort and affirm the methods so that the child maintains momentum.  That is why parents are also coaches who design a coaching plan that can work with their child. I hope you too can find it easier to motivate your child with an ‘Immediate Rewards’ plan.

    A Fun Way To Teach The 10 Commandments

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    Recently, I taught a Sunday School class on the 10 Commandments. This post shares what I did and some resources Sunday School teachers can consider using.

    Bible Passage: Exodus 19-20
    Duration: 60mins
    Age Group: 10-12 years old

    Opening Activity

    To activate prior knowledge and help children connect God’s laws to their daily life, I used examples of game rules and school rules. I showed the children a short video on soccer game fouls. You can use any other video of your choice. Then we discussed some questions on why rules are important in a game, which I then connected to ideas about school rules and laws.

    Discussion Questions

    1. What are some fouls you witnessed? What other rules of Soccer do you know about?
    2. Why do we need boundaries?
    3. What are some rules you have in school? What is their purpose?
    4. What is a law?

    Lesson Proper

    We then read the bible passage, stopping at specific sections to answer the questions below.

    Discussion Questions and Activities

    1. In Exodus 19:4-6, what does God remind his people?
    2. God’s covenant has two parts. What does God require his people to?
      And what does God promise to do for his people?
    3. After the Israelites heard God’s covenant, what did they promise to do?
    4. What are the 10 commandments?
      To help the children remember the order of the commandments, I showed the video by Ron White that features hand actions to help with memorising the verses. Ron White is a genius and I thank him for this fun video that that we could follow along.
      The children then did a worksheet where they rearranged the commandments in the right order.

    We also discussed what the purpose of the 10 commandments were and the children filled in this simple table.

    Key points on the purpose of game rules and God’s laws

    Consolidation

    To end off the lesson, I wanted the children to experience what it would feel like if no one followed rules. So I designed an adapted UNO game. The usual rules applied, however, I created several new game instruction cards and gave one to each child. They each had to follow the unique instruction given to them while playing the UNO game. Essentially, the cards either disadvantaged them or gave special privileges.

    Examples of Card Instructions

    – You can only put out one card at your turn.
    – You can take anyone’s card for your own.
    – You need to draw a card after every turn (Essentially, this child can never win the UNO game.)
    – You are the winner at the end of the day.

    Response from the Children

    Obviously, the disadvantaged children were upset and felt the game was unfair. Those with privileges were gleeful. I stopped the game after we had gone on for 3 rounds and held a quick discussion on how each felt while they were playing the adapted UNO game. The children spoke about the confusion they felt and agreed that the game was no fun when everyone played according to their own rules.

    Conclusion:

    It was nice to see that the children enjoyed the activities. They were also able to express the purpose of God’s laws by relating them to school rules and game rules. When I asked them if they felt Christians have too many rules to follow, I was glad to hear that they thought ten rules were not too many and that the rules were pretty reasonable.

    My Son- The Clingy Boyfriend

    I’ve never liked the jealous type. Some women might feel flattered that their men cannot do without them. Not me. To me, jealous men are insecure. Of the four great Shakespearean tragedies, I had the least affinity with ‘Othello’. I cried buckets while reading ‘King Lear’ and felt my heart break too when he held his dead daughter, Cordelia, in his arms crying, ‘Why should a dog, a horse, a rat, have life, /And thou no breath at all?’

    I could identify with Hamlet, caught up in his family problems and battling existential questions. I emphathised with Macbeth’s guilt and greed, and took it as a cautionary tale to never let my ambition get to my head. But Othello’s tragedy due to his jealousy and suspicious mind was simply idiotic.

    With Caleb, it was his eyes that first melted my heart. They were deep and dreamy. When you look into those eyes, you forgot everything around you. Time and clouds stood still. He had the sunniest smile and the most affectionate hug. Our early days together were heaven. We always had fun hanging out with each other but he also knew how to have a great time with other friends and family.

    Eighteen months into our relationship, the tell-tale signs stated to show. He started to get anxious when he couldn’t see me. Suddenly, he wasn’t interested in other people around him anymore except me. When I gave others more attention than to him, he would turn into the green-eyed monster and get into a jealous fit.

    My dear Caleb had turned into THE CLINGY BOYFRIEND! My first instinct was to run and hide. Yet how could I run from the little being, who also happened to be my son?

    No matter where we were—at home, in the sandpit, or on a play date—I was the sun. Caleb was a planet, revolving no further than a 2-meter radius around me. If I strayed off a little further, he was the metal detector, sweeping the ground, waiting for the ‘bleep bleep bleep’ signal of locating his Mummy. On the few occasions I was cruel enough to leave him with his Daddy, he was an emotional wreck. He would sob and whine throughout the time I was away. If I were out in the evening, he wouldn’t sleep and would mop around the doorway awaiting my return. Nothing could console him.

    In the day, Daddy couldn’t feed him. Daddy couldn’t dress him. His big sister couldn’t shower him. Only Mummy could do anything and everything for him. I wondered if my husband felt hurt by Caleb’s rejection. Yet, I felt sorrier for myself for turning unwittingly into Caleb’s slave. I didn’t understand why he felt so insecure without me around.

    Psychologists would advise patience, describing separation anxiety as a period that would pass. Moreover, a loving approach rather than a cold turkey one would help a child build up his sense of security better. So during that time, I hugged Caleb a lot, and said ‘I love you’ to him several times a day to build up his emotional bank account.

    He followed me practically everywhere, like a Koala, since he liked being carried. He was at his most comfortable in the arms of his Mummy, preferring to do all his feeding, pooping and sleeping in the arms-formed pouch. But it was not always possible to stay in my pouch! When domestic duties beckon, he had to settle for hanging onto my leg when I vacuumed the floor or holding my left hand while I cooked with my right.

    My showers became hasty affairs since Caleb would be pounding at the door, blubbering to be let in, if he realised that I was not in the same room as him. Either that, or I succumbed and he joined me in the showers and played in the bathtub. At night, Caleb held on tightly to me, one hand clasping mine, the other around my neck, before he could sleep. My poor husband was resigned to having a little man between us.

    Night Terrors

    Despite all my affection, Caleb’s insecurity still bordered on the mad extreme. The night terrors that year were traumatic. Somehow, Caleb would wake up in the middle of the night, sobbing uncontrollably. The first time it happened, I was completely taken aback and didn’t know what to do. He burst into tears, as if awoken from a nightmare. He started twisting and squirming his body like a snake being attacked. Speaking to him soothingly, I tried to calm him down but it was as if he was sleepwalking. His eyes stared ahead blankly, his ears not hearing anything I said to him.

    Even as he resisted and struggled, I held on tightly to him, telling him ‘it’s ok, Mummy is here’ constantly. These night wakings happened several times a week, and the crying could last up to an hour, with him howling for Mummy even though I was next to him. The strange thing was, Caleb had no recollection of his night wakings the next day. There were no remnants of the shadows and fears that plagued his sleep. He was his usual, happy self in the daytime. For that, I was grateful.

    Caleb was so loud at night that a concerned neighbour below our unit once called us up to find out what was wrong. He had heard the blood curdling cries. Being a light sleeper, my husband eventually self-banished himself to the adjacent room to get some proper sleep. Plus, it was impossible to predict when my jealous boyfriend would suddenly kick or elbow him in the night.

    Once, Caleb slipped out of the bedroom and tried to unlock the main door to leave the apartment. Perhaps my Mummy antenna had sharpened over time, for when it happened, my eyes simply flashed open from sensing that Caleb has left the bed. Bolting out of the bedroom, I called out, ‘Caleb! Where are you going!’ He was caught, fumbling with the door lock. When he heard my voice, he started whimpering, sprawling flat on the floor. I carried him gently to the sofa and held him close to me for a long while…

    After that harrowing experience, my daily goodnight prayer to God took on a pleading intensity. I prayed fervently that God’s angels would protect Caleb; peace would be in his sleep. I prayed that Caleb would not sleep walk. It took a whole year before those night terrors diminished in frequency, and two years before I could get Caleb to sleep in his own bed.

    Two Years On…

    To mothers out there reading this, it will be tough for a while, but separation anxiety will pass. Caleb will turn four in a few months. The koala is now more like a puppy. No longer does he demand to be carried around. He is able to wander off by himself a little further, dig in the sand, sniff the space around him, sometimes marking his territory. He likes romping about and wrestling with his friends. He can finally play by himself, or laze in a corner with a book without expecting his Mummy near him. He still likes to snuggle close to me though. When he is sad or scared, his first instinct is still to shout, “I want Muuuummyyy!” then to run back into my arms.

    Looking at my little man, I can’t help but feel proud of his progress. I see him taking steps towards independence. I see him learning to socialize and doing things himself. I know that soon enough, he won’t need me anymore. Ironically, this thought makes me a little sad. Even though the two years of Mummyhood slavery was tough, letting go of my son is even tougher.

    I pen this down to remember this romantic period. Twenty years from now, when my son becomes a grown man too embarrassed to hug or kiss his mother, it would be nice to recount how he used to be inseparable from me. When my son is a grown man whose friends and work become more important than his mother, it would be nice to reminisce how I used to be his sun, his moon, and stars. When my son is a grown man who finds the love of his life, it would be nice to relish the fact that I was his first love.

    I hope my son grows up to be a romantic man—the kind of man who sends flowers, hugs and kisses; the kind of man who loves boldly and gets hurt bravely; the kind of man who would cross the desert to pursue love and wait years out patiently for love to bear fruit.

    I should add, lastly, that I hope my son grows up continuing to love his mother. That’s the most romantic kind of man, don’t you think?

    (First posted in April 2018)

    To My Six, Going On Seven Sharese

    Dear Sharese,

    You are that gust of wind that blows the door open and as quickly blows it shut again. When you enter, there is always an element of surprise, a wonder at what mischief you might do—perhaps toppling over a vase—or what unpredictable turn you will take. Whichever the case, what is for sure is that your energy will move everything in the house. The curtains will wave hello and the walls will echo your laughter. There will be an uplifting of dust in our spirits and a rustling of mirth in everyone. This is how I want to remember you at six, going on seven—a whirlwind of joy that can spin every sadness in a room away, tossing every darkness in the way out of your vortex.

    You are a happy child. I love how easy it is to please you. A pizza for lunch, an ice-skating trip, or a bubble bath is enough to make your day a good one.

    Mummy: I bought you a cupcake for tea.
    Sharese: Yeh! Yeh! (arms punching the sky) Thank you mummy.

    Or this,

    Mummy: Sharese, shall we go swimming tomorrow?
    Sharese: Yes! I wanna go. I wanna go! Whoopee (jumping up and down in excitement.)

    Even on your birthday, I don’t have to go big to get, ‘this is the BEST birthday ever!’ When you are happy, your voice and movement exist in exclamation marks, never full stops.

    You don’t walk. You prance around like a colt. Or crawl like a cat when you feel lazy. When you greet daddy who just comes back from work, you leap up like a koala to hug him, then do a jiggle down his legs. Even when you sleep, you shift and transform into the most unimaginable animals—sometimes a brown bear with all 4 limbs sprawled out, sometimes a newborn bunny all curled up, sometimes a caterpillar balanced straight on a tree branch. But most times, you are halfway out of the boundaries of your mattress. You have tumbled off from a bed several times. So till now, a mattress on the floor seems like the most comfortable pod for you.

    We love watching you sleep. You have the expression of the moon– serene and distant. Your lips are relaxed into a pout, sometimes with a little drool on your cheek. I don’t know why watching your sleeping face makes us want to laugh. Maybe it is your look of total oblivion. You sleep easily. You sleep well. Ever since you were a baby, loud noises never scared you. The loudest drum beats of rock music or the shooting guns from Daddy’s war movies are lullabies to you. We always joke that a volcanic eruption cannot wake you when you are sleeping. This is so unlike your brother, who is a light sleeper, and wakes up every night crying, searching for Mummy. We can shake you, flip you upside down, and you would remain deep in sleep. You are one of those blessed ones who put their head on a pillow, then enter sleep in minutes, with not a care in the world.

    And when you wake, you shake the magic of the world a little. The clouds seem to move faster, leaves impossibly grow bigger. Or perhaps, which I realise as I type, is that you make me notice the world and see its magic when I have not before. When you tip toed up to a squirrel, I was sure it was talking to you. A broken branch can be baseball bat, a scoop for your mud ice cream, or flagpole on a sand castle. When you were chasing the red leaves in the fall, I suddenly noticed the fine veins on them, blood flowing through still. When the sand on the playground became underground tunnels and forts, planets in the solar system, cupcakes and pies in your bakery, I understood a little better what it means to see the world in a grain of sand. To see your possibilities is to see the beauty of nature and the interconnectedness of all things around us. Through your eyes, I saw how much of life, goodness, and the universe we needed to protect.

    “This stone is different,” you said one day of a stone you picked up.
    “What is so different?” I asked.
    “It has got little black dots on it but this one doesn’t.” You showed me another one.

    Each stone is special to you. Rocks, stones and pebbles are unique beings in their own kingdom. As usual, I dismissed your childish imaginations and ignored the signs till one day, I discovered a big handful of little stones in your bag pack’s side pocket. The pocket had been muddied and grey-stained at the sides. There I stood, shocked at the mess I would have to clean up.

    “Sharese! What’s all these stones doing here!” I shouted at you.
    “That’s my stone collection. I play with them on the school bus when I’m bored,” you said coolly, as if that was the most normal collector’s item in the world.
    “Why did you put them in your bag pack? Your bag is so heavy and dirty now.”
    “I don’t have anywhere else to put it.”

    That was another turning point in my motherhood journey—learning to hold a child’s imagination respectfully, carefully. So I found you a little clear bag to carry those stone fairies, not before adding some adult pragmatism that you should ask Mummy how best to store your belongings should you wish to collect other things. And am I glad I did, because leaves, twigs, marbles, scrap coloured paper would soon make their way into your bag too.

    It is not just nature. Even ordinary objects take on new life. A piece of fruit carton becomes a girl’s face. A plain white jar with a black lid can transform into a snowman with a hat. The dining table is a shelter to protect you from the wolves out there. Making a spaceship out of popsicle sticks is not enough. You had to paint a dark universe, stars and planets for the spaceship to traverse through too. You are creative. You exhaust many rims of paper because of your love to draw. Each time I see you draw or work on some new craft, I am reminded that I used to like art and craft when I was a child too. My mother told me that I loved to draw, sing and dance. But I am not like that anymore. Years of adulthood, hard experiences and the drudgery of the daily grind must have knocked whatever is whimsical out of me.

    You spent your six-year-old life in Ottawa, the capital of Canada. This place is known for its long and cold winter. I am so glad to be able to explore this new place together with you. I hate cold. Before coming here, I worried for months about whether I could cope. I did struggle, but you were made for winter. You never felt cold. While I was huddled in layer after layer of clothes, you could run out into the snow with just a T-shirt. There is never a dull day for you in winter. There could be snowball fights, tobogganing, snowman dress-ups, snowflakes catching competition (with the tongue!), skating, skiing etc.

    Even in the worst of blizzards, you could enjoy the music of the howling winds and draw on windowpanes. Or cut out snowflakes and stick them on the ceiling. You showed me that we should embrace winter like a dear aunt who has come to visit, not fight against like a wicked witch. Even though I never really got the hang of winter, because of you, this season was bearable, even romantic, when I was well enough to appreciate a world in white.

    There are things about you that make you uniquely you. You like to practice the royal princess walk as well as climb on monkey bars and jump from high walls. You don’t just cry but hyperventilate when you feel hurt or get upset. Princess Elsa blue was your favourite colour until you told me one day it is turquoise (you are growing up too fast!). You are a terrible daydreamer and a sore loser. You need a story every night before bedtime.

    You are a chatterbox with friends but hate talking on the telephone. A big grin with your eyes shut tight is your favourite photo pose. Designing tents with blankets, chairs, and broomsticks is your favourite game and can provide you with many hours of fun (and a big headache to tidy up for mummy). ‘Paw Patrol’ and ‘Peppa Pig’ are probably the most watched TV dinner programmes. Having mac and cheese or pizza every dinner would be awesome.

    Talking about food, your peculiar eating habits drive us crazy. It can take a millennial for you to finish a meal. Just to chew and swallow a bite of rice with vegetables would take an age. To make matters worse, eating is play too. A piece of cheese can be divided up into a dozen pieces, each one savoured slowwwwly. Ice cream is tastier when it is all melted and enjoyed drop by drop. What would banana cake in milk taste like? Would it taste like banana milkshake? It is always too late for me to stop whatever food experimentation was taking place. At this age, we insist that you eat by yourself instead of being spoon-fed, because otherwise, how would you learn to finish your lunch in school?

    However, Daddy often grows exasperated by just looking at the food go cold and resort to spoon feeding you himself. Even then, he has to remind you to chew every minute. After what feels like a lifetime has passed, you have the cheek to run to me with pride and say, “Mummy, I’m all done! See? I finished my food.” On some of such days, it is also almost time for bed, leaving you not much time for anything else. What can we do? Despite much threatening, encouraging and cajoling, you remain the same when it comes to food. I can only pray that as you grow older, you get on faster with eating.

    As far as a YouTube addict goes, you don’t watch that many channels other than a few favourites– ‘cookie cupcake’, ‘the engineering family’ and some other craft channels. I find them brainless and honestly thought they would make you stupid over time. But these reflect your interests too and I allow you to indulge in them every Saturday morning. Until the day we baked our first Christmas cookies, I didn’t know they make you feel like you were an expert in your hobbies. When I wondered why my dough stuck to the tabletop, you could tell me that I did not sprinkle flour on the table to prevent the dough from sticking. Wow!

    I wish I could bottle your adorable ways in a snow globe and enjoy the mini snowstorm with a little shake whenever I want to. Recently, however, I feel like I can no longer enjoy you the way I used to. Ever since you started Grade 1, we started to have shouting matches, which we never had before. Sadly, it is usually over homework. Five months on, I knew Grade 1 was still on rocky grounds when ‘Recess’ is your favourite subject in school followed by Art. Learning used to be so easy. Teaching you to tie shoelaces, how to sing a new song, how to fold an origami crane was met with relish. Now, learning is hard. Everyday, I am combatting-

    “Writing is so boring!”
    “I don’t want to read myself! I want you to read to me!”
    “I don’t want to do Math homework! I want to play nowww!”
    “I hate I hate I hate spelling!”

    Our shouting matches grow amidst the backdrop of homework, tests and competition. Yes. Competition to see which kid will be smarter, faster, better. The long road to making you a doctor, or lawyer, or any occupation that makes lots of money has officially began. On top of that, you need to be an all rounder, a musician, an artist, a do-gooder, and a model citizen. There is so much good advice and confusion about what is the best way for you. Should I be a working mum or stay-at-home mum? Which enrichment centre is the best? Or should I get a private tutor? Be a strict disciplinarian or encouraging friend? Sometimes, I could barely breath with the anxiety and the frustration with an uncooperative daughter. We have so much to do!

    It is not just you who have crossed a threshold when you entered Grade 1. I have too. I feel like I need to refashion myself as a mother to help you towards a successful future. Otherwise, I would have failed you. Yet, all I want is to treasure your innocence, your free-spirited day dreaming one more day. All I want to do is to while the time away at a playground in wild imaginings. But there seems to be no time. You need to memorise your spelling list. You need to do your math sums. Play later.

    There are so many hard questions to ask and find answers to. Yet I know that if I do not get the vision right, my house will not be built right. The whole of this year, I have been researching online, reading expert books, watching and consulting other parents. One day, I would feel confident, armed with newfound skills and knowledge. Another day, I would feel utterly defeated, especially after another session of shouts and tears with you. I began to pray for you regarding this school business, earnestly asking God how best to help you. I don’t have any specifics to pray about, just that since God loves you more than I can ever love you, could He please show me some Godly principles I could follow so that I know how to help you (and me!) deal with school?

    A few days ago, someone told me the story of how the vine produces fruit. It is a familiar story of Jesus telling his disciples to be like the vine. I have heard it a thousand times and understood it as how a Christian should live right and bear good spiritual fruits. However, the story suddenly had a new voice and spoke to me about our mother-and-child relationship.

    Did you know that almost all of the vine’s branches needed to be cut back (75% of it) in the winter in order to get the most fruit production in the new season? Sounds brutal? But fruit is only produced from one-year-old canes. Therefore, healthy new canes must be produced each year if the farmer wants to keep having grapes from the plant. What this means is that the branches that have produced lots of fruit this year will have to die in order for new branches to grow.

    Did you also know that in the first few years of life, the plant would not bear any fruit? The farmer first needs to train the vines on the trellis or some other strong structure to help the plant climb up correctly. This will help the plant get enough sunlight and prevent the vines from getting tangled when the grapes start to grow.

    I came to a realisation about why our shouting matches may have to continue. As a young shoot, your natural inclination is climb freely in whatever direction you desire. But unless you are put under the tension of the trellis that is shaping you, you will end up crawling aimlessly on the ground, never bearing fruit, never living up to your potential. You will require pruning many times, and that will hurt (sometimes, I think it will pain me more than it pains you). But loving you right surely cannot be to shield you from all the pain and struggle of growing up. I see the school years roll ahead, with things getting more difficult to learn, with expectations getting more demanding. And the journey does not end with schooling. There are still years of working life ahead into infinity… An image of my Sharese, crushed, beaten by the pressures of this world, made me shudder.

    I still don’t have the specifics of what to do as a mum, newly matriculated from the preschool years. But a few things began to be clearer to me, to strengthen my resolve with regard to schooling. I want us to hang out with my good friend Jesus more. Only by knowing him will you know your true value and worth. In Him, no grades, peer pressure or societal expectations can shake your identity because you are always the grape vine He designed you to be. Only in Him will you find reason and purpose in learning, in being. Jesus is your biggest fan, your best cheerleader. He knows that learning your letters and numbers may be hard, but you can count on Him to be there for you always.

    I also want to instill discipline in you. The fruits of patience and self-control can only be reaped with the sacrifice of immediate gratification. That means expecting you to sit still for a time and focus on those math sums. That means hardening myself to sweep aside your wailing, complaining, or pleading each time it happens to make sure you put in your best effort even if it is just handwriting practice. That means not letting you give up when things are hard and when you fail.

    I need to do this because I hope this discipline will grow into perseverance, and perseverance into tenacity, tenacity that will one day see a passion through, or help you pick yourself up when you face setbacks. I pray you will have the tenacity to keep living life fiercely even when you are overwhelmed by tears at losing people you love, at bitter heart breaks, at witnessing the wars, terrors and sadness in this world.

    Perhaps my mothering mantras and approach will change later on as you grow older. But for now, I cannot go easy on myself. I remember the day you mastered riding the bicycle. You were just five. There was so much fear in you each time I let go of your handle bar and called out to you to peddle hard. We had practiced for days and you had fallen many times. You had given up a hundred times. I had wavered a thousand times whether I should wait another year before teaching you to cycle. But when you suddenly found the balance, when it suddenly clicked in your body how that machine on wheels was supposed to be fitted to you, you couldn’t stop peddling. You couldn’t stop wanting the movement. Soon, you were flying down the road, your long hair drawing calligraphy in the wind, gleeful laughter leaving me in the dust. You have unlocked the magic of cycling.

    I cling on to the faith that at some point, you will also find your balance with schooling. At some point, the jumbled up letters and words will fit in your head and suddenly, you will unlock the magic of reading to enter different worlds, and different kingdoms in books. Suddenly, you will unlock the magic of writing and create stories of your own. Then, learning will take flight and you discover that you never want to stop flying.

    But for now, my faith has to start with plodding through the reader with you. It can start with holding your hand and memorising those spelling words with you.

    I love you.

    (First published in June 2016)

    3 Ways To Approach Sexuality Education

    (Updated from a June 2021 post)

    In Character and Citizenship Education (CCE) lessons, the Sexuality Education module is the module that many teachers find hardest to teach. Some teachers find it hard to talk openly about topics like pornography or abstinence without coming across as preachy. Others are afraid that students would ask difficult question that they do not know how to answer. The biggest fear may be that students’ values about relationships conflict with their own. Also, who is to say that a teacher is a moral authority on the subject?

    In Singapore, CCE lessons are compulsory. However, for lessons related to sexuality education, parents have the right to opt their children out of the programme. Most parents who opt out do so on religious grounds. They worry that the lessons taught by secular schools may contradict what they teach at home. The Education ministry’s position on sexuality education is that parents are the primary educators of their children. This is a respectful policy to accommodate different beliefs values held by society. However, it also assumes that parents are taking up the responsibility of teaching their children the right values and mindset with regard to this issue. Here are three reflections I came away with after one semester of sexuality education lessons.

    1. Sexuality Education Needs to Start At Home

    I did a dip stick with my students once on how often their parents talked to them about things related to love, marriage and boy-girl relationships. Frequently- show me 5 fingers. Hardly- show me 1 finger. At a glance, most students put up 2 or 3 fingers- sometimes. However, about 20% of the class indicated that their parents hardly or had never talked to them about this topic. I was quite surprised and a little worried. Adolescence is a period of great hormonal changes and exploration about sexual identity. I have had students come to me saying they think they are gay, students with self-image issues, students who are already having sex etc. I had imagined that parents would be very anxious in wanting to ensure that their children have the right values and mindset about relationships. However, I suspect that many parents merely warn their children not to have a boyfriend/ girlfriend in Secondary school so as to focus on their studies.

    With the increase in social comparisons among teens, poor self-concept is one of the most damaging factor to one’s future romantic relationships. When my daughter was 11, she remarked casually once that she thought she was not pretty. She was envious of a classmate who was fair and petite. That classmate was popular in class too. My daughter also started to be conscious of the amount of food she ate for fear of getting fat. I was shocked to hear that as my husband and I had never suggested any particular notions of beauty to her. We assured her that she was beautiful. Tanned skin and big girls were beautiful too. When young girls think they are not pretty enough to receive love, they may end up in relationships just to feed their need to feel worthy of love. Equally, boys can have self-image issues too and think they are not smart or attractive enough to to the opposite sex.

    Many of my students also question the value of romance, marriage and children. So much of knowledge about how to date well and treat our spouse well come from observations of the adult world. However, when we don’t discuss and interpret adult behaviour, children may come up with their own assumptions about relationships. For example, I used to think that my dad is unloving towards my mum. I have never seen him hug her. He can be loud and rough in his language towards her. However, when I grew older, I found out that my mum actually felt my dad loves her very much. He may be the rough type. However, he would give my mum everything- his money, his house, his life even. If she ever needed a kidney transplant, my mum had no doubt that my dad would donate his to her. Thus, I learnt that my conclusions from observations of outward behaviour may not give the full picture of what a loving relationship looks like. Parents need to proactively insert conversations about self-image, love and marriage into daily life. Waiting till they think children are old enough may be too late.

    2. Adults Need To Create A Non-Judgmental Space For Teenagers To Ask Tough Questions

    In a class setting, it is difficult to hear student voices when it comes to sexuality education. Many may fear that their values will be judged negatively. Some may feel embarrassed. Here are two activities that have worked well to get students’ views and questions.
    a) Online anonymous polls. I used Mentimeter a lot and kept the responses to myself in order to get a sense of what students were thinking and asking.
    b) ‘Fear in a Bag’ activity. I got students to write down what they feared on post-it notes. Then, they dropped all their notes into a bag. Next, I randomly distributed one note to each student and had them write down one positive response to the fear or suggestions. I then collected all the notes back, looked through them and added more positive suggestions. This activity tapped on peer support where students saw what relationship fears their friends had and offered helpful suggestions. In the process, I could also check whether any students wrote nonsense to their friends and then edit them. In the next class, I would address some key fears and share positive ways to overcome them.

    Teenagers are dying to ask questions. Here are some common questions I gathered:
    ‘Why get married? Isn’t singlehood more carefree? Just dating for fun is enough.’
    ‘Why should I wait till after secondary school to start dating?’
    ‘What if no one likes me when I grow up?
    ‘How do I know if he/she is the one?’

    Under the cloak of anonymity, it is much easier to ask difficult questions, especially those on topics like masturbation, STD and pornography.

    At home, I think it is important to be open with our children and brave to broach these subjects with them. When my kids were very young, I used technical terms to describe their body parts. I taught them good touch and bad touch. As they got older, questions related to sex were approached factually. When I didn’t have the language, I learnt from books with a Christian perspective to explain topics like sex, gender and identity. So my children are quite open to asking me questions. Parents just need to be open, factual and non-judgmental in conversations. There is so much misinformation out there about sex. If parents do not present the truth, children will accept the myths out there as facts.

    What is tougher, in my opinion, is transmitting the right values. Sometimes, in our bedtime conversations, I would randomly ask my daughter what kind guys she finds attractive. After hearing her out, I will ask her what the most important qualities are in a husband- his looks, brains or character. From there, I can then focus our conversation on how to value a person. I find this approach a good one to take. To get children first to discuss what people see on the outside or what the media presents today. After that, to ask questions about what value is the right one to take. What I learnt from talking to my children is that they want to know the ‘why’ behind the ‘what’. They want to be challenged to think about what kind of relationships to build.

    3. Personal Stories Make A Stronger Connection to Teenagers Than Lesson Objectives

    I discovered that whenever I start my lesson by dishing out the lesson objectives, students were less interested than if I start with a personal story. Students were more focused on listening to what I had to share about my past relationship experiences. It could be due partly to students’ curiosity about their teachers’ personal lives. However, it could also be because all humans desire connection with others and learn about life by making sense of others’. The most powerful stories are those about pain and overcoming. I once shared with my class about my broken family and my parents horrendous fights when I was growing up. I shared about how I used to fear marriage and didn’t feel I could ever trust anyone enough to marry him. Now that I am happily married, I also share the journey that led me to where I am now. That day, my students were all ears and riveted to my story.

    Young people need to hear real life stories about love to understand what it is and what it is not. When I taught about healthy and unhealthy dating, I brought in the story of Rachel Lim, a girl who was beaten up badly in an abusive relationship. Her case was covered in the Straits Times. The boyfriend who beat her up was a doctor. It challenged the notion that highly educated people would not exhibit violent behaviour. For the topic on Marriage, stories from long married couples were shared. Through these stories, I hoped that students could pick up some nuggets of wisdom about respect, commitment and sacrifice in marriage.

    Finally, I also learnt that students need to see hope in the stories in order to find the resilience in overcoming relationship challenges. Many students today come from broken or single-parent families. For them to believe that they can have a happy and lasting marriage, they need to learn from both positive and negative experiences. Stories about married couples who mend rifts and discord need to be shared so young people can learn how reconciliation happens.

    Rachel Lim’s story was impactful because she shared how she overcame her depression after the abuse and how she found love again. Rachel demonstrated how fear and trust issues with men could be overcome.

    All in all, I’m glad to have the opportunity to teach sexuality education. It made me reflect on how to better transmit values to young people and also helped me approach the topic more proactively with my own children.

    How To Talk So Kids Will Listen And Listen So They Will Talk- Book Review and Notes On Application

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    Do you have trouble getting your kids to stop a naughty behaviour? Or yell at your kids when they don’t listen? How to Talk So Kids Will Listen and Listen so They Will Talk (HTTSKWL), by Adele Faber and Elaine Mazlish, offers timeless tips on how to talk to children. Although it is written more than 40 years ago, it is still the go-to book for many parents today.

    It won’t add much value to offer a standard book summary here as there are already many out there. Instead, this post will direct you to some. I also share my free concept map at the bottom as I find it easier to integrate with existing knowledge and remember what I learnt in visual form.

    Some Helpful Book Summaries:

    Detailed chapter summary by becomingeden.com
    One page bullet point summary
    Video Summary by Real Happy Endings

    What do I like about the book?

    1. It Lays Out the Parental Mindsets and Values to Adopt

    HTTSKWL is a social skills book that breaks down communication with children into actionable talk moves. What I find helpful is that it starts with the fundamentals: the underlying principles, mindsets and attitudes that parents should take. It is our mindsets that shapes the way we talk.

    The key attitudes championed by the book are:

    – Empathy: Connect with our children by walking in their shoes and seeing the situation from their eyes.
    – Respect: we show respect by focusing on the matter and not accusing the person. We do not put labels on children or yell.
    – Empower kids: Offer helpful actions children can take, resources and skills to grow their ability to make the right choices. Do not simply dictate.
    – Build self-esteem: Communicate the traits and strengths children can tap on to overcome a challenge.

    2. Communication Strategies Are Applicable To Both Children and Adults

    Given the universality of the above attitudes, many of the communication strategies can be applied to both adults and children. For instance, there is little difference in how we show we are listening attentively to kids and to adults. So we can use the lessons in the way we listen to an adult friend facing problems too. The tips given here may seem pretty basic. Nevertheless, they are good reminders. The most important outcome of listening is: acknowledge our children’s feelings. Instead of dismissing or downplaying those feeling, we give the feeling a name (sad/ angry/ frustration). Another important tip I got was to give what my children wish for in fantasy so they feel comforted that I understand them.
    Eg. I wish I could have 36 hours a day so you have more time to play.
    Eg. I wish you could have 5 puppies (even though I know it is a wish I cannot grant).

    The talk moves offered by the writers are also contextualized in different common situations that parents may find difficult to deal with. So they are practical. There are many actual examples of what to say and how to say it.

    What could be clearer in the book?

    3. Target Age Group and Child Profile

    Though there are many talk strategies shared, it is not always clear what age group the strategy is suitable for. As I read, it was important to assess whether a strategy is better for a toddler, preschooler or child between 7-12 years old. The problem-solving process seems more suited for children age 7 and above. Children’s executive function is still immature. They need executive function (a set of mental skills that help children plan their actions, follow instructions, remember and control their behaviour) to plan solutions and follow through with them. Children younger than 7 will need parents to take the lead in offering the solutions and right behaviour to adopt. It is hard to imagine younger children being able to generate ideas to solve their problems.

    Also, children only begin to understand consequences around age 6 and are much better at it around age 13. Parents and caregivers need to adjust their expectations of their children’s bahaviour accordingly.

    Some situations also seem to present the children as mild and reasonable, when in reality, some children are strong-willed and resistant to change. Even if we apply the strategies well, we need to exercise flexibility and patience to see results.

    4. How to Decide Which Talk Move to Use?

    I find it easier to apply the talk moves when I categorise the situations given in the book according to:
    a) what is the child’s need in that situation
    b) what is the objective of the communication

    This is something the book does not do. Essentially, the premise taken by the writers is that parents have difficulty with 2 types of communication:
    a) Personal problems (friendship issues, failure in school, loss of something precious etc.)
    b) Misbehaviour (tantrums, disrespect, irresponsible acts with other children or possessions etc.)

    But beyond communication dealing with problems and conflict, there are also many other tips for:
    c) Everyday interactions (adhering to time limits for play, learning a new skill etc.)

    The talk moves suggested are geared towards eliciting co-operation, empowering and building up children.

    Personal Problems

    With personal problems, the parent’s communication objective is to help children make sense of the problem and empower the children to arrive at a solution. The writer offers the problem-solving approach. The communication process is pretty standard and universal. How parents tweak it depends on how mature and able the child is in ideation and decision-making. That determines how much handholding parents offer.

    Process:
    1) Describe the problem without judging the child’s character. Break it down- why it happened, how it happened etc.
    2) Brainstorm for ideas (include all wild ideas)
    3) Narrow the list and select what is acceptable and doable
    4) Encourage children to make a choice (ask questions to help them understand the reasons for their decision)
    5) Direct children to other resources and help

    Misbehaviour

    With misbehaviour, the primary objective is behavioural change. There is a whole repertoire of strategies depending on whether it is a first time offence or repeated offence and the severity. We need to think about whether we have first made our expectation clear, and whether the behaviour is something our children are capable of performing. Key suggestions offered are:

    1) Factually describe the behaviour (without judgement or accusation)
    2) Inform child of what he needs to do (state clear expectations)
    3) Provide the rationale (as well as negative consequences of their problematic behaviour)
    4) Share your feelings
    5) Write out point 1 to 4 as a note (useful visual reminder)

    The important take-away is: Explaining the WHY is as important as the WHAT.

    Repeated Misbehaviour

    When it comes to dealing with repeated misbehaviour, the focus is on reinforcement to make the right behaviour stick with children. Besides restating our expectations and sharing our feelings, other steps we can take include:

    1) Point out ways the child can be helpful
    2) Show the child how to make amends
    3) Offer a choice (with consequences made clear)
    4) Take action – remove privilege
    5) Let them experience the consequences
    6) Problem-solve: brainstorm for a mutually aggreeable solution together

    I find that some behaviour changes are really hard for certain personality types. My daughter is rather forgetful and messy. She has a habit of leaving her books around the house after reading them. She knows she needs to put them away on the bookshelf but the habit is hard to stick. The urge to go off and play after reading is stronger than the need to pack. It has been years and I am still working with her to be tidy.

    Everyday Interactions

    The communication objective in everyday interactions is varied. It may be to elicit cooperation from kids or build up self-esteem and character. It may be to show love and concern too. The tips are covered in Chapter 5: Encouraging Autonomy, Chapter 6: Praise and Chapter 7: Free Children from Playing Roles (See my concept map for the key tips).  These are what I consider ‘peace-time’ conversations where parents show we are our children’s champions and ardent supporters. When we build trust and close bond with them, the hard conversations in conflict situations will be easier to handle.

    In sum, this is a very good book with actionable talk moves. If you want to find more examples that address a target age-group, or situation more specifically, check out other books in the series. Over the years, more books have been written all based on the fundamentals set out in the first book. If you like HTTSKWL, check these titles out:

    – How To Talk: Siblings Without Rivalry
    – How To Talk So Little Kids Will Listen
    – How To Talk So Kids Can Learn At Home And In School
    – How To Talk So Teens Will Listen and Listen So Teens Will Talk
    – How to Talk When Kids Won’t Listen: Whining, Fighting, Meltdowns, Defiance, and Other Challenges of Childhood

    Download my concept map here.



    The Day My Son Overcame His Fear Of Cutting Fingernails

    My patience tank was running low. His anger barometer was rising rapidly. This most recent clash was over fingernails. My Son, C, has an irrational fear of cutting fingernails. It is a phobia that probably came from some trauma when he was younger where I accidentally pushed the nail cutter too deep in and cut his flesh.

    Each time I cut his fingernails, his instinct was to pull his hand back. I had to hold his hand firmly and remind him not to move in order for the nail cutter to remain steady. Still, I couldn’t help but hurt him sometimes when he made sudden movements. It then reinforced the idea that nail cutting was a scary experience.

    Several times before, I had persuaded him to learn how to cut his fingernails himself. That would give him control and he could feel for himself how close the nail cutter could go. At 8, he is capable of doing so. But the sight of the nail cutter was enough to make him curl into a ball like a hedgehog.

    Coaxing him to cut his long, unsightly fingernails could take anywhere from hours to days.

    “Let’s cut your nails today,” I said.

    “Can we please do it tomorrow instead?” he pleaded.

    When tomorrow came, he would delay it again.

    It was ridiculous and I didn’t know whether to laugh or cry sometimes. But yesterday, my patience really ran low. We finally sat down to do it. As was the norm, I held his hand down, positioned the nail cutter on one fingernail to let him check that it was not too deep in. He had to give the ‘okay’ for me push the lever down and make the cut.

    ‘Okay?” I asked.
    “Yes.”
    Cut.
    “Okay?”
    “Yes.”
    Cut.

    Suddenly, C let out a loud “Oooooowww! Its painful!”

    Tears flowed and he clutched his third finger tightly. The hedgehog curled up again. I was quite sure I didn’t cut too deep in and was skeptical about his pain.  Perhaps he was just exaggerating and the pain was more psychological than real? In that split second, I was going to say things like, “Come on, it can’t be that painful?”, or “It’s just a small thing! You’re not dying.” Then I reminded myself that dismissing his hurt would not help matters but only make him feel small and useless.

    So, holding my skepticism in, I chose to blow gently on his fingers and ask if he was feeling better.

    I encouraged him once again to try doing it himself. It was that or to let me continue with the task and risk getting hurt again. Long fingernails was not an option. I demonstrated to him where to position his thumb and second finger, how to angle his other hand so that it would be easy to cut his nails. I clipped a few of my nails to show how easy it was. Then I put the clippers in his hand.

    He sat there, fiddling with it for a while. Then, after a bit more coaxing, he decided to give it a try.

    Wow. Breakthrough. He was going to cut his nails himself for the first time.

    The whole nail cutting session that followed involved was like a TV comedy. There were lots of fumbling, whining and failing on his part. I could not understand what was so difficult about pressing the lever down as it kept shifting out of position in his hand. I fumbled too in trying to find the simplest language and movements to explain the mechanics of a nail cutter.

    “You need to keep the lever straight.”

    “You’ve held the nail cutter upside down!”

    “You need to hear the click sound. That means your nail has been cut.”

    “The thumb should be on top, not your second finger.”

    Sometimes, he succeeded but only the tiniest whisker of fingernail fell from the blade. You can imagine how long the process took just to cut 10 little fingernails. I was getting really exasperated. All the tasks waiting to be done were delayed.

    However, when I saw C’s eyes light up with wonder each time he made a successful cut, my heart softened. ‘Click!’ The nail cutter went. What was easy and second nature to me was a demanding new skill that needed tremendous effort from my son to learn. As an adult, I had forgotten what it was like for a child to face a new skill, no matter how simple it seemed, like combing hair, or folding blankets. Patience is trained in circumstances such as these— unforeseen delays, interruptions to housework or a teachable moment that had to be seized.

    So there I remained. Choosing to sit patiently next to him. Choosing not to criticise how crooked his fingernails looked. At least they were shorter and cleaner. After he was done, he allowed me to file his nails to smoothen the sharp edges. The whole process took close to an hour for a task that could have just taken 5 minutes. But hey. It was a milestone. He finally cut his fingernails on his own.

    Lessons On Dealing With A Child’s Fears

    1. On hindsight, I wondered why he agreed to learn to cut fingernails himself that day when my previous attempts to get him to do so failed. I think as parents, we need to keep pushing the envelope when it comes to helping our child overcome a fear. Plant suggestions, but don’t force. Take small incremental steps. My previous encouragements and rationalisations must have built up and reached a tipping point where C is finally convinced to try. A slight increase in the belief that he could do it. A slight increase in frustration with mummy for not doing the job right pushed him to take over himself. Whatever the case, it has taught me to persevere and continually encourage my son to overcome his fears.

    2. I was thankful that I did not dismiss his fears or call him a baby. Facts and logic about how easy nail cutting was wouldn’t have helped since I was dealing with an irrational fear. I didn’t want him to see himself as inept or cowardly. I wanted him to see himself as someone who was willing to try something even if he was scared (See my previous post on growing character strengths) By accepting our child’s fears, we let them know that it’s ok to be scared.

    3. Finally, this experience taught me what it means to journey with our child. Initially, I felt like the whole afternoon was unproductive. So much time wasted on a trivial activity. On second thoughts, if I had not sat with him for the whole hour while he was cutting his fingernails, he might not have finished the task. Several times, he dropped the nail cutter and wanted to give up. I had to put the nail cutter back in his hand, help him stabilize his finger etc. Show the way. Walk next to our child. That hour became a very precious experience for me to grow my patience and for him to develop independence.

    What is God Saying To Me Every Day?- Sunday School Activity

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    Recently, a few friends and I planned a day camp for the kids in my church. The theme was: God Is Everywhere. Each of us were tasked to come up with an activity based on the theme. For me, I decided to design an activity that focuses on God’s words and promises in our lives but make it more personal and relatable to children. I wanted the children to feel like God is speaking directly to them, no matter where they are. I titled it, ‘What is God saying to Me Everyday?’. The children really enjoyed it. Below, I share it with you. You may want to try it out for your Sunday School children too or as a home activity. It is suitable for children age 7 to 12. For children who are not proficient at reading yet, I paired them with an adult facilitator to read the quotes for them.

    Objectives and Key Messages

    1. To help children understand that God is talking to us all the time. He speaks to us through the bible, family, friends, and through his still soft voice if we ask Him to speak to us.
    2. God wants to build a relationship with us. He is curious to know everything about us.
    3. God loves us. Thus, he encourages, admonishes, disciplines, comforts, and strengthens us depending on what we need at that moment.

    Set-Up and Guide

    I printed out 30 quotes from God using the first person voice. You can download my list by clicking here. I then spread the quotes all around the hall space– walls, windows, in between different pews. Having the whole space peppered with God’s words represents his omnipresence.

    The children then went around the hall and read all the quotes. As they read, they were instructed to draw a star on the quote that impacted them- surprised/ touched/ shocked/ intrigued them. They were also given a sheet of paper to write down 3 favourite quotes.

    Quotes were peppered all around the hall space.
    Facilitator reading the quote to a child who is not proficient in reading yet.

    After the children came out of the church hall, they sat in groups of 4 or 5. Each group had a facilitator who invited the children to share:
    a) what their 3 favourite quotes were
    b) their reasons for choosing those quotes
    c) something about the character of God they learnt from the things he is saying to us everyday.

    The facilitators also build on the children’s responses and reinforced the 3 key messages.

    Response from the Children

    The children were really engaged and went around the hall several times, reading and re-reading the words God is saying to them every day. They found some amusing, some surprising and some touching. Other than stars (to show likes) a few cheeky kids even wrote responses to the quotes.
    Eg. “Yoo hoo, why didn’t you just ask me for help? I’m right here.”
    Response: “I forgot”.

    Here are a few favourite quotes from the children.

    • “I love you so much.”
    • “Nah, I’m not busy. I’ve got time to listen to you.
    • “I know your parents stress you out. They are still learning from me too.”
    • “When is Jesus coming back? Shhhh. It’s no fun if I give the surprise away. You’ve just got to be prepared for the big prize when He comes back.”

    What they learnt about God:

    Many children shared that the quotes made them feel that God loves them very much. They appreciated how God wants to help them and be there for them when they face difficulties.

    Reflection

    I was glad to have the chance to design and try out the activity with the kids. Another activity to teach God’s omnipresence is a Science experiment, courtesy of Little Shoots Deep Roots. For the rest of the day, we played ice-breaker games, memory verse games and went on a hike to end the day. After the long pandemic where the children didn’t see each other physically for 2 years, the camp helped them rekindle friendships.

    It was wonderful working with like-minded friends who cared about the spiritual development of children as well as their sense of belonging to church and initiate a day camp for them. I was reminded again that it takes a village to raise a child.

    How Reading Model English Compositions Help To Improve Writing

    “Why is it that my child doesn’t write well even though he reads a lot?”

    As an English Language teacher, I get asked this question a lot. The assumption is that reading skills transfers directly to writing skills. However, that is not necessarily the case.

    While reading widely helps to develop writing, the skills involved are different and there is a gap we need to bridge. In language learning, Reading and Listening are receptive skills (skills to understand the ideas in texts). Writing and Speaking are productive skills (skills to produce appropriate language forms). All language users have greater receptive than productive skills. We comprehend language more than we can produce language. For instance, you can read a novel but that does not mean you can write one. Another example is how you may know the theory of driving a car but it doesn’t mean you can drive one. Both writing and driving require actual practice.

    A Case For Reading Model Compositions

    Some parents think that making children read model essays quell their creativity. Their writing becomes unoriginal. However, model essays are only bad if we make children memorise them mindlessly and regurgitate what is written. There is a place for the use of model essays as a resource. They don’t deserve a bad name.

    In school, children are typically asked to write short compositions based on a topic given. For the Singapore PSLE, the expectation is a composition length of about 150 – 200 words. That means students need to know how to write an effective introduction, story development and conclusion within the word count, under a time limit. Students need to showcase their linguistic ability in this very short composition. The best works have excellent use of vocabulary, good sequencing of events and use of punctuation.

    So why is reading model compositions helpful? It is because children get exposed to the text types, style and organisation of short stories that they are expected to produce in school. How else will they know what is a good 200-word composition? You wouldn’t develop a 1000-word story the same way you would for a 200-word story. To learn how to write short compositions well, children should read good short compositions, pitched at their age level. Model essays (including stories, letters, news reports etc.) should form part of children’s extensive reading diet.

    How Should Children Read Model Compositions?

    There are many types of reading. We can read for pleasure, for information or for critical study (close reading) of a topic. Of course, children can read model essays for pleasure. However, to improve writing, children need to read like a writer. They need to consciously ‘notice’ the features in a good piece of writing. That means to analyse the writing.

    When children read a model essay with the intention to improve their own writing, have them ask questions like:

    • how is the story’s opening, middle and ending crafted? Were they interesting?
    • which words and phrases do you like? Why?
    • What particular style or point of view (first or third person) were used in the story? Why do you think the writer chose to use this point of view?

    For non-fiction writing, children can also ask:

    • What is the purpose of the writing?
    • Who is it written to? Is it formal or informal enough? (Audience)

    Why ask these questions?

    Other than coming up a relevant and interesting storyline, the little writer needs to make choices about how a sentence is to be constructed and which words are best in conveying his ideas. When children ask questions about how the composition is crafted, they become more sensitive to plot development and word choice over time. The ideas, structure, and vocabulary learnt from model essays can be brought to the fore and applied to children’s own writing. That said, writing is a craft. It will still take practice, lots of drafting and good teacher feedback to help hone a child’s writing skills.

    I buy both English and Chinese model compositions for my children to read. Sometimes, I read and discuss the stories with them. I also encourage them to keep a log of their favourite vocabulary.

    How To Nurture Writing Skills At Home?

    At home, parents can nurture a love of writing by finding different avenues for children to practice writing. We can encourage our children to invent stories. Have them write a letter to grandma or a birthday card to a friend. They can write comics, poems or songs. Let them enjoy writing.

    Where To Find Model Compositions

    You can easily to find model essays pitched at different grade levels in bookstores focusing on educational books. Try Popular Bookstore or Times Bookstore. For non-fiction writing, many schools subscribe to magazines as part of their extensive reading programme in order to expose to children to different text types. My children’s school subscribes to ‘Xing Peng You’ (New Friends), a Chinese magazine. I subscribe to ‘Young Scientists’ too as my children love to read about Science. You can check out openschoolbag. They have a wide range of magazine titles for home subscriptions. They have both English and Chinese resources and ship internationally.

    I hope you find this sharing helpful.