How to Develop Kids’ Thinking: Ask the Right Questions

Parents often ask me how to develop kids’ thinking, so that they grow up to be successful and happy. My answer is: ask the right questions.

Beliefs form the boundaries around our thinking. They separate between what we think we can and cannot do. What we believe we can do is within the boundaries of our thinking. We call these “empowering beliefs”. What we think we cannot do is outside the boundaries of our thinking. We call these “limiting beliefs”.

We are all limited in the way we think. Why? Because we do not know what we do not know. Think of the brain as a map we design from the moment we are born. We are exposed to many things and form beliefs that we use to navigate life.

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Make a list: Life Lessons Learned

Road sign with all arrows leading to the right way

Old people often reflect on life and give the younger generations their list of life lessons learned. It is as if experience gives them the credit to give tips to the young on how to live life.

Well, it does! Experience is important and the best thing about it is that it helps develop perspective.

Unfortunately, not all old people with lots of experience have the perspective to give “young ones” and many of their tips are not applicable to the way life happens now. What worked for my parents, who are now in their 80’s, might not work for me or for my children.

Does this mean I cannot learn from them? No! I can learn a lot from them, but it is best to develop my own lessons, because the lessons I learn by myself are the lessons I can live by.

This post is part 39 of 48 in the series Make a List

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Assertiveness: Successful Communication Summary

Middle-aged woman in a suit looking assertive

You can learn assertiveness skills at any stage of life and you can always improve them and gain more respect for yourself and others. In this post, I have gathered all of my assertiveness tips in one big list. I hope this summary will be useful for you and for your children and students.

If we create a society full of assertive people, we will not have conflicts and we will live with each other with respect, so pass this along to everyone you know.

This post is part 6 of 6 in the series Assertiveness

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Assertiveness: Know Your Rights

Assertive woman writing "I'll do it My Way"

So far, I have covered things that affect our ability to be assertive. This post adds some tips on how to know your rights, keep them and be assertive about them. I hope they will help you on your quest to develop your emotional intelligence and communicate with assertiveness.

When you are assertive, you express yourself with confidence without hurting others. You are firm, not a bully. You are clear, not manipulative. You are honest, not aggressive. Healthy communication is based on honesty, clarity and confidence.

First, you have to know your rights in every communication. It takes two to tango and when one has more rights than the other does, this will not be an assertive relationship. I suggest teaching kids these rights too and giving them opportunities to practice them.

This post is part 5 of 6 in the series Assertiveness

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Assertiveness: Live by Your Own Standards

Faceless woman with a sign showing arrows pointing at the word CONFIDENCE

Assertiveness is a helpful skill in life, yet most people do not have it. They do not have it because they could not learn it at home or from anyone else except professionals. You see, the people who teach assertiveness must be very confident and not afraid that you might use assertiveness with them, and these people are hard to find.

Am I assertive all the time? No, not really. Sometimes, I choose avoidance or aggression, and every time I use them, I feel uncomfortable. They either hurt me or others, which is not very good. Still, I aim to use assertiveness in my communication with others and most of the time, I do.

Assertiveness requires confidence to express your own thoughts and feeling without fear and without the need, desire or intention to hurt anyone else. It is important to distinguish between having the intention to hurt and actually hurting someone else.

This post is part 4 of 6 in the series Assertiveness

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My Personal Spring Cleaning of the Mind

My life changed when I was a teenager. I was in the middle of 10th Grade when the school counselor gave me a letter telling me that since I had too many failures in my report card, I would not be able to stay for 11th Grade.

There was nothing special about it. I counted the days to the end of the year, so I would not have to go to school anymore. I hated school with every cell of my body. I was looking forward to the end of it.

The change happened when there was a contradiction between what I wanted and how it felt. You see, I wanted to leave school at the end of 10th Grade anyway, but it just did not feel right.

This inner conflict was a very big quantum moment in my life. It made me wonder, “How was it possible to get what you want and still be unhappy about it?” It is a big question. Have you ever asked yourself this? I suggest you do!

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Emotional Freedom: Let Go and Be FREE!

Barbed fence with plant growing outside it

I do not know about you, but once, whenever I thought about freedom, I thought of a prison. I imagined someone trapped in a closed place against his will. It was always a physical place, with bars and darkness, and just thinking of it upset me.

When I started studying how the brain works, my perception changed. I learned that there is another prison – a very secure place that is the hardest to escape. Most of us live in the prison of our own mind, in which we are limited by our way of thinking.

I remember the time that I experienced the loss of my child. I could feel how quickly I was building my own prison and how each thought was adding one more bar and one more lock around me. The hardest realization was that only I could set myself free.

No one in their normal mind wants to be trapped inside their mind. Yet, in some way or another, we all are. This is because we are not in our normal mind. Yes, me too. Do not take this too hard, but Buddhists think we are all delusional, trapped in the prison of our own ego.

Think about it: imprisonment is the absence of freedom. We only desire freedom when we feel that we do not have it. If you feel free, why would you search for freedom? This comparison between what we have and what we lack, followed by the bad feeling we have about it, is a prison in itself.

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What Others Think about You Is … None of Your Business

Man covering his face with a mask showing words like meaning, persona, memory, conditioning, etc

When I was young, if someone asked me to complete the sentence “What others think about you is …” I would have said, “the most important thing in life”. I thought that, because of how I grew up. My mom, who is over 75 years old now, still thinks that we live to impress other people and navigate our life based on what they think about us.

When I studied Education, I realized that most parents in the world teach this to their kids. At first, they say, “Whatever your parents think about you is the most important thing in life”. Later on, they say, “What your teachers think about you is also important”.

They are all very surprised when their kids become teenagers and transfer this to their peers and add, “Whatever your friends think about you is the most important thing in the world”.

It is a natural progression. If you practice worrying and navigate your life based on what others think about you, you become good at … worrying and navigating your life based on what others think about you.

Simple!

When you follow this path, you never learn who you are and how to navigate life based on what you think of yourself.

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Tips for Teens: How to Make Good Career Choices

Wrench and a note saying "job search" in the back pocket of jeans

Teens have a bad reputation. Many people believe that they generally make bad choices, misbehave and lash out in ways that hurt them (and others) later. Among other things, they think that teens do not know how to make good career choices.

I have had the honor of working with many teens. This has given me a chance to prove to many of them, and to their families, that the bad reputation teens have is wrong. There are always teens who choose well, behave well and do well. And if they can do it, so can other teens!

Many of my clients share teen horror stories, like “You know teens. They never have any money”. I do not know what they are talking about. My own teens have always had money, and it was their own money.

Another common belief is “You know teens. They don’t want to work”. No, I do not know, because my own teens have always wanted to work. My kids also have friends who started working as soon as they could and are doing very well.

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Use Your Self-fulfilling Prophecy to Help Your Kids Succeed

What does “self-fulfilling prophecy” have to do with good education and helping your kids succeed? Everything!

To raise our children to be successful, happy, healthy and productive grownups, we need a holistic approach. Yet our society and education system take a different approach. Governments spend billions of dollars every year to establish and run educational institutes where kids learn literacy and numeracy. Children dedicate 13 to 15 years of their life to learning things that will play a small part of their adult life.

Do not get me wrong, I think it is important to learn to read. I am also a qualified math teacher and think math is important. But tell me, out of a week of your life, with 24 hours a day and 60 minutes every hour, how much time do you analyze poems or find square roots of numbers? Do your amazing English and math abilities determine how happy, successful, healthy, friendly and productive you are?

I wish!

Learning depends greatly on the self-fulfilling prophecy of the teacher. Yes, I know, it sounds harsh, but the quality of the learning is highly dependent on what goes on in the teacher’s mind (and in the holistic approach, parents are also teachers). Every time I finish a day of professional development for teachers, the teachers are surprised to discover that what they think of the students manifests itself in the students’ behavior, social interactions and academic achievements.

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