Opening Charge

‘I have observed over the years that when adults teach children, either as teachers or parents, they lack the required patience. In most cases parents, guardians or teachers expect the children to assimilate as they do. They fail to understand that their brains are more developed than that of the children they teach. They do not understand the need to show empathy. They introduce highhandedness, which in turn produces fear and fear creates a blockage. Once a child is afraid, learning stops’

I am glad to be here with you today doing this piece. It is my joy that people are visiting this page daily. Please join me today as I do my last piece for the week. As you settle down to read, I wish you a fruitful and INSPIRING new month.

Permit me to share with you the 6^th tested habit of a purposeful, disciplined and effective disciplinarian: Embrace patience

Patience is a virtue in life. It is in fact a previous virtue. The Holy Writ says, the way to inherit all that life promises is through faith and patience. To my mind, I believe that faith and patience work together.

Allow me to conclude that for us to see the best of our children through discipline, we must be patient. I think a lot of times, patience comes from confidence. Confidence in what or who, who may ask? Or maybe the first question, I should ask is what is confidence? Confidence is a position of rest guaranteed by one’s knowledge of the effectiveness of a person, upon whom one relies to solve a problem or a process or method, which one adopts to solve a problem. Now, our rest or confidence comes from who and what we believe. An informed belief is comes from credibility of the person or thing being believed.

Therefore, I think for us to arrive at the mountain top of patience in respect of child discipline, we must have full confidence in the effectiveness of the process or method of discipline, we have adopted. We must research the credibility of the process or method before committing the destiny of our children to same.

Once we are not sure of what we are doing, worry takes the centre stage and once worry takes over, patience becomes extinct. The truth is that worry and patience do not see eyeball to eyeball. They are in fact sworn enemies from time immemorial.

I therefore conclude that what leads to impatience a lot of times when it comes to child discipline is lack of confidence in the process or method we have adopted instilling discipline in our children. A lot of custodians are guilty of the sin of trial and error. They are not informed as to what it takes to raise a disciplined child. In an attempt to raise a disciplined child, the child becomes a pitiful guinea pig.

 

I submit that a disciplined child cannot be a product of trial and error. It must be a function of knowledge. Once knowledge is out of the equation, the custodians are only experimenting with the life of the child. I think the life of a child is too much to be subjected to the destructive whims and caprices of trial and error. I think it is one of the greatest disservice that can be done to the destiny of a child and the future he/she represents.

I have observed over the years that when adults teach children, either as teachers or parents, they lack the required patience. In most cases parents, guardians or teachers expect the children to assimilate as they do. They fail to understand that their brains are more developed than that of the children they teach. They do not understand the need to show empathy. They introduce highhandedness, which in turn produces fear and fear creates a blockage. Once a child is afraid, learning stops

I conclude here by saying patience is never an independent variable. It works with knowledge. I hope you found your visit here today worth the time. Do have an INSPIRED Weekend.

Think the Child…Think Today…Think the Future…

POINT 2 PONDER:

‘I think the life of a child is too much to be subjected to the destructive whims and caprices of trial and error. I think it is one of the greatest disservice that can be done to the destiny of a child and the future he/she represents.’

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