“Your children are not your children . They are the sons and daughters of life’s longing for itself……You may house their bodies but not their souls, for their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.” Khalil Gibran
MEGASKILL EIGHT: TEAMWORK
We know team players when we work with them:
They don’t always have to get the credit.
They have spirit, & they share it with others.
They laugh with others, not at them.
They pitch in & make sacrifices.
They are helpful, not helpless.
Build a child’s ability to work with others, as part of a team, cooperating to achieve a common purpose.
An uneasy balance exists between individualism & group work in America, especially in the schools. Students are expected to perform & to be graded as individuals, competing rather than cooperating with each other. The school as an institution is basically just not a hospitable place for teamwork.
All children need ways to show that they can accomplish. Activities at home, even chores, can help. They provide a sense of getting things done, & they help children feel more needed, more important in the life of the family.
There is something special about being in the same place, doing a job together. Start by having them do jobs right with you, next to you. This isn’t just to keep an eye on them; it’s to build the spirit & the sense of teaming, to see ourselves accomplishing a task together.
My friend Ruth remembers bringing her children up on the roof with her & her husband, & together they tackled the job of repairing roof shingles. The children passed the nails; they held the ladder; they felt part of the team.
This same spirit prevails when families bake cookies together or read aloud to each other or change a tire together or shovel snow together or rake leaves together. Children may dislike housework chores but find them more agreeable when we are all in the same room together, one doing the dusting, another doing the polishing or sweeping. They love to rake leaves, but not alone.
It does take more time & patience to teach children how to work, to show them a job step by step, to encourage them, & then to step back & let them take over. It’s easier to do the work for them. But as with much of parenting, efforts when children are young are an investment in the future.
Real Work, Not Make-Work–ages 4-6
Set attainable goals with your child. Start with easy tasks & work up to harder ones. Example: A four-year-old can bring in the paper every day & wipe the kitchen table.
Turn jobs into games. Set the same task for you & your child. Race each other to see who wipes the table or retrieves the newspaper faster. Chances are, your child will win, on the up & up.
Show children how to do the work–but do not redo their work. Example: The first time a child uses a vacuum, show how to do it & what to pick up.
Divide & Conquer–ages 7-9
Pick a job that has several parts. A good example is preparing a meal. What do you do first? What do you do second? Your list might look like this:
Plan the meal.
Shop for groceries.
Prepare the food.
Set the table
Clean up afterward.
Ask everyone to choose from the list one job to do.
Organising Household Chores–ages 10-12
Together make a list of all the jobs that need to be done around the house. You might separate them into weekly jobs & daily jobs.
Weekly Jobs: Doing laundry, vacuuming, grocery shopping, mowing the lawn.
Daily Jobs: Cooking dinner, making beds, taking out garbage, feeding pets.
Decide together when jobs will be done & who will do them. Write down names next to the jobs. Family members can switch with each other later. Try to avoid labeling work as “girl’s” or “boy’s”.
Let Me Help You!: For older children, tell the story or show the film “It’s a Wonderful Life”. In this classic Jimmy Stewart sacrifices for his family, stays home from college, & manages to keep open a small bank to help poor people get homes. With the help of an angel named Clarence, he learns that he has indeed lived a wonderful life.
What Do We Think?–ages 7-9
Help children practice finding out what others think. Take a poll at home about household products. Should we buy more of this? If yes, why? If no, why not? What could the family buy instead of this product?
What’s Your Opinion?–ages 10-12
Choose one rule that causes family arguments. Ask your child’s opinion of the rule. If it’s about bedtime, that opinion might be, “Having a bedtime is a bad rule. Kids should go to bed whenever they want.” Ask your child to give at least two reasons for this opinion.
Now ask your child to give two arguments for the other side. One might be, “Kids need sleep to keep awake in school.”
Down the Drain & Out the Window–any age
Children may be wasting electricity & water without even knowing that they cost money. For this activity you need some utility bills.
Take a house electricity tour. Check whether lights, radios, or televisions have been left on. Talk with your children about ways to save on utility bills, such as turning off the air conditioner when nobody is home or lowering the heat at night when people are sleeping.
Take a house water tour. Think of all the ways you use water–for dishes, for bathing, for cooking. Then talk about ways you can conserve water.
Look at the bills in the next few months to see the results. Use a set of bills you & your youngster can follow.
Shopping Around–ages 7-12
This activity helps children learn how to compare prices in order to shop carefully for an item they want. You need newspaper ads for new products, classified ads for used items.
Ask children to select an item to “buy” from a newspaper ad & from a classified ad. This might be a bicycle or a television set. Together mark the ads that sound like the best buys. Talk about the items & urge the “consumers” to discuss the ads with other members of the family. Which do they consider the best buys?
Dear parents, friends and well wishers
Thank you for another year of opportunity for us to serve you. It was a year of growth for Sunbird.
On March 4th, Sunbird parents and team got a show worth remembering! All the months of preparation for the event paid off in big ways. Everyone was delighted at the bright, bold and happy performers.
Thank you, dear teachers for all your hard work in the conception and execution of this day! Your creativity is always well appreciated!
Enjoy the pictures with us! – one more thing: Sunbird will be open throughout the summer for exciting camps!
To our dear parents
Thank you for another great year!! Enjoy the pictures of one of our last field trips to Uncle Dan’s gym. He is a gymnast from Romania who has been associated with Sunbird for a long time. He was impressed at how flexible Sunbird children are.
“Life is either a daring adventure or nothing at all.” Helen Keller
Dear parents and friends
We want to thank our teachers and students for their faithfulness in watering, weeding and keeping the urban garden we had started a year ago. You may have been the recipient of some of the fruit like spinach, methi etc. Recently we harvested even cauliflower and eggplants. Enjoy some pics of the harvest!
MEGASKILL SEVEN: CARING
Are you worried about your child’s ability to care about others, to show affection, to be thoughtful?
“Don’t be so selfish.”
“You’ve got to care about other people.”
Help your child practice caring & having consideration, being interested in others, listening to & learning from them.
I, I, I. Me, Me, Me. These aren’t musical notes. They’re the sounds children make–before they get tuned into You, You, You, & Us, Us, Us. Care is especially needed today.
Family Notes–ages 4-6
Tell your child that each day for three days, you will send each other notes.
Each note will be a special message that will say something nice. The “Something nice” will be something true that one of you has noticed about the other. It might be, “You have a nice smile” or “Your dinner last night was very good” or “I like the way you cooked the chicken.” Let children who do not yet write dictate their messages to you. Children enjoy figuring out nice things to say. Decide on a place to exchange daily notes.
How Does It Feel?–ages 4-8
Start by helping young children describe someone else’s appearance. Ask your child to describe how a certain person–a friend or a teacher–looks. Use drawings.
Ask “how do they feel” questions. Examples: “Jane has just won a race. How does she feel?” “Bill has just fallen down. How does he feel?” “What might each of these friends do, based on how they feel?”
Children will believe you really do understand when you share some “emotional” memories of your own.
Make greeting cards. Decide who needs a greeting card. Does someone need cheering up? Is a friend having a birthday? Do you know a senior citizen who is living alone? Do you have new neighbors who have just moved in?
Let family members “rate” each other. The object is to think positively & to avoid put-downs. What you hope to build is more of an “I care about how you feel” atmosphere at home. Ask:
“How well do I listen?”
“How well do I help around the house?”
“Do I ever make you feel sad? How?”
“Do I make you feel happy? How?”
Think of at least one thing you can do easily that would make your family happy. A kiss, a cookie, a flower, an encouraging word, can give a big, quick lift. Children need to know this so that they can form the habit of making other people feel good.
About Ourselves–any age
Finish these sentences separately & compare answers.
I am happy when__________.
I am afraid of__________.
I am sad when__________.
It’s funny when__________.
My favourite things include__________.
When I am alone, I__________.
I really care about__________.
Our Block–ages 4-6
Draw a neighborhood map together. In the middle of the paper, draw your own home. Draw with a free hand. Don’t worry about exact distances between places. Fill in street names & telephone numbers for places & neighbors.
People Scavenger Hunt–any age
Together go on a people scavenger hunt in your memory. Do you know anyone who speaks another language? Has been in a play? Has a relative who is more than ninety years old?
Think about someone you saw recently who is different. Examples: A street person carrying old bundles, a person in a wheelchair, a blind person.
Who Can Help Me?–any age
Make two columns on a paper. At the top of the left column write: HELP NEEDED FOR. At the top of the right column, write: WHO CAN HELP? Post the paper. Those who can help will put down their names & time they will help. The idea is to get children in the habit of using skills to help one another.
Heroes Among Us–any age
Cut out newspaper articles about heroic acts by ordinary individuals. Examples: Someone rescues a person from a fire; a neighbor stops a robbery; a youngster saves a child from being hit by a car.
Think together about one or two caring, unselfish people, famous or not, whom you admire. What do you like about them? Are there ways to become more like them?
The Gift of Time–any age
Talk about gifts that people love to receive but that don’t cost much money, if any. Think about making gifts at home. What materials are needed to bake cookies, to sew a potholder etc.
Try to think of gifts that aren’t “things”. You might share a special skill in order to help someone. For children, it might be: “I will play ball with my younger brother for one hour.” “I will make my sister’s bed for three days.”
Some of the best things between parent & child are still free! And one of the best & most surprising things between brothers & sisters is the caring they can show toward each other.
When Brian was nine, illness forced him to be bed-ridden for six months. Every day, his sister, Eve, age seven, would come bouncing in from school, ready for some outdoor play. But first she would go in to see Brian & ask, “Want to have my day?” Then she would launch into funny vignettes about classmates & teachers & special events. They would laugh a lot. It was a good time for both of them–the giver & the receiver.
Where had this little girl learned this secret for sharing her day? It was what she saw at home. Both of her parents worked. When they got home, they each told a story from their day, usually a funny one. She listened & she learned.
Thank you for your patience.We faced a snag with uploading the pictures. Just a little recap: Sunbird had a fantastic Christmas 2016, with parents participating along with the children. The video coverage is 30 minutes long and anyone who wants it can bring a USB.
We were able to upload some pictures of the fun. Please enjoy them.
Parents who live lives of integrity bring great blessing to their children.
‘Integrity is the glue that holds our way of life together. We must constantly strive to keep our integrity intact. When wealth is lost, nothing is lost; when health is lost, something is lost; when character is lost, all is lost.’ Billy Graham
MEGASKILL SIX: PERSEVERANCE
“It’s not enough to start–you have to finish.”
“Even when you feel like quitting, don’t.”
“Keep at it; you’ll get it.”
There will always be others who are more talented than we are, who are better looking, who have more education. Even with these benefits, they still need perseverance in order to accomplish & to create. Help children get into the habit of following through & finishing.
Perseverance is the difference between those who try & those who succeed.
We seem to accept the fact that our children have short attention spans. But we should emphasize building our children’s level & length of attention & their ability to concentrate over a period of time.
“I know you’ll make it.”
“You’re doing a great job.”
There are experiences that by their very nature teach perseverance. They can’t be done in a rush because they demand a level of detail & a passage of time.
Organise family photos in chronological order. What happened first? Second? Attach the pictures in an album with captions (explanations) that children can write.
Find all the important telephone numbers that would be useful to have in one place. Help your child alphabetise this list. Double-check this sheet. Then enter the names & numbers in the family telephone book.
Talk with children about changes in their weight & height as they grow older. Keep a family weekly weight check chart.
Learning to Work & Wait:
Time is a big element in perseverance. Children can practice getting beyond the need for immediate gratification, showing that they are willing to work & wait for results.
Activities that call upon children to wait are growing plants, watching their weight, learning a new skill, & preserving their health.
Everyone enjoys watching seeds sprout & come up through the earth. When they don’t, we can start again. The important point is that this activity helps children get practice in finishing a project they start. You need two or three packets of seeds, small pots or milk cartons cut down, a ruler, &, depending on the season & your household space, a sunny windowsill or outdoor garden.
Buy seeds or use seeds you have saved. Empty a few on the table beside each packet. Ask your children to look at the seeds & examine their size & color. Feel how hard they are.–Don’t let them eat the seeds. Talk about the differences. Ask children to fill each pot with about two inches of soil. Plant a few seeds in each. Place the pots on a sunny windowsill. Together read the directions on the seed packet. Talk about what you have to do to be sure the seeds grow. Water the seeds as the directions say. Then, day by day, watch for the seeds to begin to sprout. Seeds grow slowly. It will take about ten days to see them.
Good & Good for You–ages 4-9
This activity helps young children get into the habit of eating healthy foods. Nutritious snack foods include carrot sticks & raisins, bananas rolled in chopped peanuts, celery stuffed with peanut butter, tomato or cucumber slices topped with cheese, raw vegetables with cheese dip, raisins & nut mixes etc.
Set aside part of a refrigerator shelf for children to use for these special snack foods. In this way children can make their own healthy snacks.
Check family weights. Who’s the heaviest? The lightest? Try recording weight changes in a week’s time. This is good math practice, too.
Exercise Plan–any age
Plan & carry out a family exercise program. List one or two exercises each person can do regularly. Make up a plan for a week-long, practical exercise routine.
What we ask our children to do is what we must be willing to do.
When children hang up their clothes or put away the dishes that’s school-work. School achievement depends on a child’s ability to see a job through to completion.
Children can get into the habit of not finishing what they start. I am not convinced that we always have to finish what we start, but we have to learn to finish many things. There should be some jobs that children know they have to complete.
Children need to learn that things don’t happen all at once, & sometimes not even very quickly. Reaching a goal may take time & long days of effort & continuing work, but it’s worth it!
“There is in every child at every stage anew miracle of vigorous unfolding.”
In November, the children went to an interesting bird and nature watch at Kaikonreahalli lake. They observed Kingfisher birds, Cranes, Little and Big Egrets, butterflies and other interesting creepy crawlers. They enjoyed the viewing as they had just completed the Theme birds and insects. Enjoy the pics.
MEGASKILL FIVE: INITIATIVE
“What a good idea!” “You’re always thinking of something new.” Praise your child’s initiative.
Initiative starts with a good idea, but the idea is not enough. You have to do something to make things happen. Even after you hit a home run, you still have to run around the bases.
You don’t have to go outside your home to give your child a world of experiences that build interests. I tried science in the kitchen with my young children. Let me tell you, they were not the only ones learning. We watched water come to a boil. We timed how long it took to make macaroni soft. We defrosted ice cubes in the sun & in shade. We put wooden & metal spoons into hot water & then touched them, sometimes with a burning surprise. And we talked about what we were learning.
Busy fathers may think that to make up for lost time with the kids, they need to sacrifice, to do activities like going to museums or the zoo or a show. Not so. There really is great educational value in activities such as going with children to the bank & to the grocery store…or even down to the basement.
Machines: Look & Listen–ages 4-9
Use the house itself. How does it work? What are all those pipes for? Don’t forget those plumbing pipes. Kitchens make noises. Listen & name them–the refrigerator’s hum, the stove’s purr, the fan’s whoosh.
Look at a bicycle. Peek beneath the hood of the family car. Can you name the parts?
Take a good look at all the appliances at home. You might want to tackle the bigger question of where all this electricity comes from in the first place. When travelling past a power plant or a dam, you might mention that little old toaster at home.
Machines: Please touch–ages 4-9
Oh, the joy of taking things apart & maybe even putting them together again. How do flashlights work? Find out what happens when one battery is taken away or put in upside down. The beauty of flashlights is they can be made to work so easily.
If you have a small, broken machine, such as a clock or pencil sharpener, & you don’t care whether it works again, try this wonderful activity: Put the machine & some useful tools, such as a screwdriver, on a table. Allow your child to take the object apart. Stand by in case you’re needed, but do let your child try to put it back together without your help.
Water, Water Everywhere–ages 4-9
Put water into an ice tray & set it in the freezer. How long does it take to freeze? Try this with different levels of water in different sections of the tray.
Put a few ice cubes on the table. How long do they take to melt? Why are they melting? Put them in different places around the room. Do they melt faster in some places than in others?
Float an egg in both salt & fresh water. Which water holds the egg higher? Salt water is more buoyant.
Evaporation: Put some water in an open dish in a sunny place. Let your child make a mark to show the water level. Use another dish with an equal amount of water, & put this one in the shade. Which one dries first?
Hot & Cold–ages 4-9
To check on the temperature around you, use a house-&-garden thermometer. What happens when the thermometer is in the refrigerator? In the freezer? Atop the radiator? In the sun?
Light & Shadow–ages 4-9
Use a strong light bulb indoors. Try some shadow play on a dark background.
Use a mirror to catch light from the sun. Then move the mirror, throwing the light in different places around the room.
Put a teaspoon in a glass of water that is two-thirds full. Looking at it sideways, children see the “disconnected” parts of the spoon.
Plants & How they grow–ages 4-9
Using aluminum foil, cover the leaves on one side of a sun-loving plant. Keep this covering on for a week. What do the leaves look like when you take off the foil?
Let’s Get Organised: There are mornings when you wake up & you just know it’s a day to get organised. Eliminate that mess you’ve been avoiding:
Nuts & Bolts, Pins & Needles–ages 4-6
Organise the toolbox, the jewelry box, the dressers, sewing boxes, bookcase, the kitchen cupboard or refrigerator, the family linen closet or a closet in your child’s room. First talk about a good way to organise the area.
Gather & Go–ages 7-9
Teach children how to collect & organise materials. Start a project, big or little: A puppet stage, a dog house, a party, baking cookies. Talk with children about what they will need. (Young children will need your advice.)
List what you have to purchase & what is already at home. Then, with your child, collect the essentials before you start the project.
The Family Calendar–any age
Get a plain calendar with large squares for each day. Talk about the days, weeks, & months spread out before you. Start filling in the squares with special days, such as birthdays, upcoming events & appointments.
Let your child decorate the calendar. Use the calendar for generating children’s suggestions; for example, list special foods children want or ideas for places to go on family outings.
Organising for Children
Ask your children which of these ideas they’d like to try first.
Provide some kind of work space, no matter how small, for each child. This can vary from a lapboard that children use while they sit on the bed to a piece of furniture to a dropleaf shelf that is attached to the wall, if apartment regulations allow.
Try the idea of a small piece of colorful rug for a young child’s work area on the floor. This helps cut down on the tendency for children to covet the same work space, even in big rooms.
To make communal work space for young children doing artwork, put a heavy plastic tablecloth over the dining room table & an old shower curtain or newspaper beneath.
Give children a place to put their possessions. This should be an “untouchable” place. No one is to disturb these things. The children’s end of this bargain is that they have to put the things away neatly. This place could be a box or drawer that fits under a bed, or a shelf above it.
Provide pegs so that children can hang up their own clothes. Also, make sure that shelves are reachable so that children are able to put away toys when they’re finished with them.
Use what’s in the apartment. Put a piece of wood on top of a radiator (except in winter), & you have a shelf. Place a large sheet of wood or Masonite over a bathtub, & you have a good size work area. And use wall space. Hang pegboards to hold carpentry tools & toys.
Junk Day–any age
Give your child paper bags & these instructions: “Today is junk day. Go through your closet/drawers/bedroom & take out all the junk or give-aways that you want to get rid of. I pay for junk!”
Offering Without Being Asked–ages 7-12
Ask children to choose one job that they’re often asked to do: Taking out the garbage, cleaning their room, washing clothes etc. Suggest that for two days they do this task before someone asks them to do it. Talk about it. Did they get the task done before someone reminded them? Did it make them feel good? Did they offer to help others? How did they feel?
On hand development: “The hand is the cutting edge of the mind.” Jacob Bronowski
MEGASKILL FOUR: RESPONSIBILITY
Check yourself. When you hear yourself saying or thinking about your children, “Why are you always late?” “Where have you been?” “Why can’t you start acting more grown up?”, you are hearing the need to help your child become more responsible.
When you hear yourself saying about your children, “I can count on you,” “You are reliable & dependable,” “When you tell me something, I can believe you,” you are hearing yourself praise your responsible child.
The broad definition I have chosen for responsibility is “doing what’s right”.
Teaching children to be responsible involves finding ways to help children feel competent, to know what’s right & to do what’s right. If children need to wake up on time, you show them how to use an alarm clock & expect them to use it. If a child lies to you, you let your child know that lying is wrong & that it works to destroy the precious trust you share.
Helping Children Do For Themselves: Children need to learn to take care of themselves–even if parents have nothing to do all day but take care of them. When children hang up their clothes or wash their feet, it does not seem like schoolwork. But this practice in self-reliance carries over.
Body Beautiful–ages 4-9
For this activity, you need a marker, a pencil, & paper. Talk with your child about personal cleanliness & why it’s important. Talk about washing face & hands, combing hair, & brushing teeth. Include any other parts of the body that children tend to get dirty. Make a list of what needs to be done to be clean. Post a simple chart like the one below.
Sun. Mon. Tue. Wed. Thu. Fri. Sat.
To provide incentive, especially at first, you may want to think of a small reward. It might be a new brand of toothpaste that your child picks out or a new toothbrush or a special brand of soap.
Check the chart daily at first, then weekly. Pretty soon you won’t need a chart. The idea is to make good grooming your child’s habit.
Picking Clothes: With your youngster, put clothes together in places where they can be found. One way is to label the outside of dresser drawers. Talk about appropriate clothes to wear in different weather. Turn this into a game. Pick a thick sweater & ask, “Do you wear this on hot or cold days?” Do the same for shorts, mittens, & so forth.
Before children go to bed at night, ask them to think about clothes to wear the next day. Let them lay out these clothes in advance. Ask your child to check to see that the clothes are clean & ready. This can save time & stress in the morning.
Washing Clothes: Pick up any detergent box. Reading it together with your child will immediately broaden your child’s vocabulary with words like “formulated” & “cycle”.
Whether you are washing an item by hand or in the machine, with your child, move through the process step by step, preferably with one or just a few items, treating spots first, if necessary. Talk about separating colors, then talk about the temperature of the water, then the soap suds, then the machine instructions, then the rinsing, then the hanging up or the machine drying. Go through all the steps with your child watching & helping. It may take time to graduate to the washing machine.
Fixing Clothes: Sewing activities not only teach responsibility but also build children’s hand-eye coordination, an essential for learning to read & write. You need needle, thread, scissors, buttons, & children’s clothes that need repairing.
With your child, pick an item that needs a button sewn on. Together select the necessary tools. Look for a needle with a large eye. Show your child how to thread it. Take time to illustrate how to do all this safely. Then show step by step how to sew on the button.
Now watch as your child replaces a button on some old clothes. Don’t expect the job to be perfect, & resist doing it over. With some colourful fabric scraps, you can help children move to making gifts & other items around the home. Placemats, book covers, & banners are easy-to-do items.
A Special Place–ages 4-9
Here’s a responsibility builder for the early school years. It calls for setting up a special home-school box to help children keep track of their belongings.
You need a cardboard box big enough to hold supplies & some clothing. Add some magazine pictures, markers, glue, & scissors, & you’re ready to make a Special Place.
Children decorate these boxes with pictures, words, artwork, & their own names in big, bold letters.
Helping Children Do For The Family: Overall, responsibility means that we can “count on” our children & they can count on us. Here are some “count on each other” activities:
Promises! Promises!–ages 4-9
When asked to do a task, children often make promises. They will not fully realise what keeping these promises involves. Their intentions are sincere. They want to please. Here’s a way to get children talking about promises & consequences.
Talk about what happens when people don’t do the things they are responsible for. Examples: Plants that don’t get watered wilt. Animals (& children) that don’t get fed whine. Garbage that isn’t taken out smells.
Discuss the effects on others when tasks are not done. Is it fair? Is it responsible? Is that why carrying out promises is so important?
Taking Care of Things–any age
Children have been known to be careless about property–their own & others. Help children be responsible for caring for what they are supposed to care for.
A pet is a good example, it needs daily care. How much is your child willing & able to do? Write down what you have both decided on, & post this list in a prominent place.
Or you may be considering a home computer. These are fragile machines that need careful operators. Make sure that children know what is expected. Read the operating manual together. Go over the steps one by one. Children need to know not only how to run the machine but how to care for it.
Don’t Worry: You Won’t Be Late–any age
This activity helps teach children the importance of showing people that they can be depended on, rain or shine.
This activity helps kids learn to wake up on time on their own. You’ll need an alarm clock, paper bag & a piece of paper for each family member.
Write “wake up” on one piece of paper & “wake me up” on the others. Put the papers into the bag. Everybody picks one piece. The person who picks the slip marked “wake up” will do the job of waking up the others the next morning.
The “wake-up” person sets the alarm clock for five minutes before the wake-up time. You’ll find out the next day if the “wake-up” person was dependable. What happens if the “wake-up” person is late? Will someone be late to work or school?
Do your children wake themselves up regularly? If not, invest in an inexpensive alarm clock. Talk about how people worry when those they are expecting are late.
What do I do? Helping children think responsibly about choices & values: Children need to know what parents think, but moreover, they need to know how to figure out where they themselves stand. Children need to see a sample. All the lectures in the World will do no good if children see that it’s just “talk”. It’s hard also when parents seem too good to be true. Have we never been tempted to do anything wrong? It can help when we tell about a temptation & how we handled it.